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 Pub Number  Title  Date
NCES 2019084 Technology and K-12 Education: The NCES Ed Tech Equity Initiative
This interactive brochure provides an overview of the Initiative—including its purpose, goal, and target outcomes.
2/26/2019
NCES 2019085 Technology and K-12 Education: Advancing the NCES Ed Tech Equity Initiative
This infographic outlines the key steps NCES is taking to advance the NCES Ed Tech Equity Initiative.
2/26/2019
NCES 2019086 Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Framework
Check out our new factsheet to learn about the factors most critical to informing ed tech equity in the context of K-12 education!
2/26/2019
NCES 2019087 Technology and K-12 Education: The NCES Ed Tech Equity Initiative: Data Collection Priorities
This factsheet outlines the key subtopics NCES will prioritize in its ed tech equity data collections.
2/26/2019
NCES 2018070 Digest of Education Statistics, 2017
The 53rd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
1/30/2019
NCES 2017094 Digest of Education Statistics, 2016
The 52nd in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
2/20/2018
NCES 2018432 Characteristics and Outcomes of Undergraduates With Disabilities
These Web Tables provide information about postsecondary students with disabilities in academic years 2003–04 through 2015–16 using multiple federal data sources. These tables highlight data on demographic and background characteristics, enrollment and academic characteristics, and postsecondary outcomes for students with disabilities. The tables are based on data from several sources: the High School Longitudinal Study of 2009 (HSLS:09), the American Community Survey (ACS), the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the 2004/09 and 2012/14 cohorts of the Beginning Postsecondary Students Longitudinal Study (BPS:04/09 and BPS:12/14), and the Integrated Postsecondary Education Data System (IPEDS).
12/20/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/8/2016
NCEE 20174005 Upward Bound at 50: Reporting on Implementation Practices Today
Launched in 1965, Upward Bound (UB) is one of the flagship federal college access programs targeted to low-income or potential first-generation college students. This evaluation report is based on a on a 2013 survey of regular UB project directors and examines the approaches that UB projects use to provide core program services. While legislation prescribes the seven core services to be offered to students, findings suggest similarities in how Upward Bound projects focus and deliver only some core services and variation across projects operated ("hosted") by different kinds of institutions and in different locales.
11/17/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
4/28/2016
NCES 2015011 Digest of Education Statistics, 2013
The 49th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
5/7/2015
NCEE 20144010 Do Disadvantaged Students Get Less Effective Teaching?

Newly emerging research is beginning to shed light on the extent to which disadvantaged students have access to effective teaching, based on value added measures. "Value added" is a teacher's contribution to students' learning gains. Because individual researchers have varied in their presentation of this evidence, it is challenging for practitioners to draw lessons from the data. This brief highlights and summarizes three recent IES studies.

The brief found that:

  • Disadvantaged students received less-effective teaching on average. Based on data from 29 districts in grades 4-8 and two states in grades 4 and 5, disadvantaged students received less-effective teaching in a given year than other students in those grades. The average disparity in teaching effectiveness was equivalent to about four weeks of learning for reading and two weeks for math. For context, the overall achievement gap for disadvantaged students in grades four through eight is equivalent to about 24 months in reading and 18 months in math. Study authors estimate differences in teaching effectiveness for one year represent 4 percent of the existing gap in reading and 2 to 3 percent in math.
  • Access to effective teaching varied across districts. The size of the differences in effective teaching in a given year between disadvantaged and non-disadvantaged students varied across the 29 districts studied. The disparities for each district ranged from no statistically significant difference to a difference equivalent to 13 weeks of learning in reading and math in grades 4 through 8.
1/16/2014
NCES 2014015 Digest of Education Statistics, 2012
The 48th in a series of publications initiated in 1962, the Digest's purpose is to provide a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
12/31/2013
NCEE 20144001 Access to Effective Teaching for Disadvantaged Students
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years.

The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year.
11/7/2013
NCES 2012001 Digest of Education Statistics, 2011
The 47th in a series of publications initiated in 1962, the Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons.
6/13/2012
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