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 Pub Number  Title  Date
NCES 2011802 Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book IV: Advanced LDS Usage
This document, Book Four of Four: Advanced LDS Usage, is the fourth and final installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom.
7/25/2011
NCES 2011015 Digest of Education Statistics, 2010
The 46th 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.
4/5/2011
NCES 2010037 Public-Use Data Files and Documentation (FRSS 92): Educational Technology in U.S. Public Schools, Fall 2008
Abstract: This file contains data from a 2008 fast-response survey titled “Educational Technology in U.S. Public Schools, Fall 2008.” This survey provides national estimates on the availability and use of educational technology in public elementary and secondary schools during fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. NCES released the results of this school-level survey in the First Look report Educational Technology in U.S. Public Schools: Fall 2008 (NCES 2010-034).

Questionnaires and cover letters for the study were mailed to the principal of each sampled school in September 2008. The letter introduced the study and requested that the questionnaire be completed by the person most knowledgeable about educational technology within the school. Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in early October 2008 and completed in July 2009. The weighted response rate was 79 percent.

The survey asked respondents to report information on computer hardware and Internet access, availability of staff to help integrate technology into instruction and provide timely technical support, and perceptions of educational technology issues at the school and district levels. Respondents reported the number of instructional computers within their schools, by type, mobility, and location. The survey also asked respondents about the types of operating systems or platforms used on instructional computers. Data on the number of handheld devices provided to school personnel and students, and the number of other technology devices provided for instructional purposes were also collected. Respondents indicated the extent to which technology staff provided assistance with technology support and integration and the response times for obtaining such support. Respondents gave opinions on statements related to using educational technology in their schools.
5/6/2010
NCES 2010043 Public-Use Data Files and Documentation (FRSS 95): Teachers' Use of Educational Technology in U.S. Public Schools, 2009
Abstract: This file contains data from a 2009 fast-response survey titled "Teachers' Use of Educational Technology in U.S. Public Schools." This survey provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. NCES released the results of this teacher-level survey in the First Look report Teachers’ Use of Educational Technology in U.S. Public Schools: 2009 (NCES 2010-040).

Data collection for the study was conducted in two stages. The first stage was the collection of teacher sampling lists, which coincided with data collection for the school survey. Materials were mailed to the principal of each sampled school in September 2008. The materials introduced the study and requested that a list of eligible teachers be provided by mail or fax. Telephone follow-up for survey nonresponse and clarification of information on the lists was initiated in early October 2008 and completed in April 2009. The weighted list collection response rate was 81 percent. For the second stage of collection, questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Sampling and mailing was conducted in batches, as teacher lists were collected and processed, beginning in January 2009 and ending in April 2009.

Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in early February 2009 and completed in July 2009. The weighted teacher response rate was 79 percent.

The survey asked respondents to report information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students’ use of educational technology; teachers’ preparation to use educational technology for instruction; and technology-related professional development activities. Respondents reported quantities for the following: computers located in the classroom every day, computers that can be brought into the classroom, and computers with Internet access. Data on the availability and frequency of using computers and other technology devices during instructional time were also collected. Respondents reported on students’ use of educational technology resources during classes and teachers’ use of modes of technology to communicate with parents and students. Additional survey topics included teacher training and preparation to effectively use educational technology for instruction, and teachers’ opinions related to statements about their participation in professional development for educational technology.
5/6/2010
NCES 2010040 Teachers' Use of Educational Technology in U.S. Public Schools: 2009
This First Look report presents data from a spring 2009 Fast Response Survey System (FRSS) survey on the availability and use of educational technology by public elementary/secondary school teachers. The teacher survey includes information on the use of computers and Internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.
5/5/2010
NCES 2010034 Educational Technology in U.S. Public Schools: Fall 2008
This First Look report presents data from a fall 2008 Fast Response Survey System (FRSS) survey of public schools on the availability and use of educational technology. This includes information on computer hardware and Internet access, availability of staff to help integrate technology into instruction and provide timely technical support, and perceptions of educational technology issues at the school and district level.
4/28/2010
NCES 2010013 Digest of Education Statistics, 2009
The 45th 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.
4/7/2010
NCES 2010041 Public-Use Data Files and Documentation (FRSS 93): Educational Technology in Public School Districts, Fall 2008
This file contains data from a 2008 fast-response survey titled "Educational Technology in Public School Districts." This survey provides national estimates on the availability and use of educational technology in public school districts during fall 2008. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. NCES released the results of this district-level survey in the First Look report Educational Technology in Public School Districts: Fall 2008 (NCES 2010-003).

Questionnaires and cover letters for the study were mailed to the superintendent of each sampled school district in early August 2008. The letter introduced the study and requested that the questionnaire be completed by the person most knowledgeable about educational technology in the district. Respondents were offered the option of completing the survey via the web or by mail. Telephone follow-up for survey nonresponse and data clarification was initiated in late August 2008 and completed in January 2009. The weighted response rate was 90 percent.

The survey asked respondents to report information on networks and Internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology. Respondents reported the number of schools in the district with a local area network and the number of schools with each type of district network connection. Data on the types of connections from districts to the Internet were also collected. The survey collected information on written district policies on acceptable student use of various technologies. Other survey topics included employment of staff responsible for educational technology leadership and the type of teacher professional development offered or required by districts for educational technology. Respondents gave their opinions on statements related to the use of educational technology in the instructional programs in their districts.
3/29/2010
NCES 2010003 Educational Technology in Public School Districts: Fall 2008
This First Look report presents data from a fall 2008 district Fast Response Survey System (FRSS) survey on the availability and use of educational technology. This includes information on networks and Internet capacity, technology policies, district-provided resources, teacher professional development, and district-level leadership for technology.
12/16/2009
REL 20094068 A Multisite Cluster Randomized Trial of the Effects of Compass Learning Odyssey Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region
This study was the first randomized controlled trial to assess the impact of Odyssey Math on student achievement. The study had the statistical power needed to detect a 0.20 effect size and was well designed in that comparable groups were created at baseline and maintained through posttesting. Implementation during the school year was documented and shown to be consistent with typical implementation of the Odyssey Math software. The results from the multilevel model with pretest covariates also indicate that Odyssey Math did not yield a statistically significant impact on end-of-year student achievement. This study generated a statistically unbiased estimate of the effect of Odyssey Math on student achievement when implemented in typical school settings with typical teacher and student use. However, the findings apply only to participating schools, teachers, and students because the study used a volunteer sample.
11/30/2009
NCES 2009020 Digest of Education Statistics, 2008
The 44th 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.
3/18/2009
NCES 2009044 Distance Education at Degree-Granting Postsecondary Institutions: 2006-07
This report presents findings from "Distance Education at Postsecondary Institutions: 2006-07", a survey that was designed to provide national estimates on distance education at 2-year and 4-year Title IV eligible, degree-granting institutions. Distance education was defined as a formal education process in which the student and instructor are not in the same place. Thus, instruction may be synchronous or asynchronous, and it may involve communication through the use of video, audio, or computer technologies, or by correspondence (which may include both written correspondence and the use of technology such as CD-ROM). The questionnaire instructed institutions to include distance education courses and programs that were formally designated as online, hybrid/blended online, and other distance education courses and programs. Hybrid/blended online courses were defined as a combination of online and in-class instruction with reduced in-class seat time for students.

The 2006-07 study on distance education collected information on the prevalence, types, delivery, policies, and acquisition or development of distance education courses and programs. Findings indicate that during the 2006-07 academic year, two-thirds (66 percent) of 2-year and 4-year Title IV degree-granting postsecondary institutions reported offering online, hybrid/blended online, or other distance education courses for any level or audience. Sixty-five percent of the institutions reported college-level credit-granting distance education courses, and 23 percent of the institutions reported noncredit distance education courses. Sixty-one percent of 2-year and 4-year institutions reported offering online courses, 35 percent reported hybrid/blended courses, and 26 percent reported other types of college-level credit-granting distance education courses. Together, distance education courses accounted for an estimated 12.2 million enrollments (or registrations). Asynchronous (not simultaneous or real-time) Internet-based technologies were cited as the most widely used technology for the instructional delivery of distance education courses; they were used to a large extent in 75 percent and to a moderate extent in 17 percent of the institutions that offered college-level credit-granting distance education courses. The most common factors cited as affecting distance education decisions to a major extent were meeting student demand for flexible schedules, providing access to college for students who would otherwise not have access, making more courses available, and seeking to increase student enrollment.
12/30/2008
WWC QRSMS0508 WWC Quick Review of the Report: "Scaling Up SimCalc Project: Can a Technology Enhanced Curriculum Improve Student Learning of Important Mathematics?"
This study examines whether SimCalc Mathworlds improves students' knowledge of the algebra concepts of rate and proportionality.
5/6/2008
NCES 2008013 Public-Use Data Files and Documentation: Educational Technology in Teacher Education Programs for Initial Licensure
This file contains data from a 2006 quick-response survey titled “Educational Technology in Teacher Education Programs for Initial Licensure.” The study provides information on how teacher candidates within teacher education programs for initial licensure at 4-year postsecondary institutions are being prepared to use educational technology once they enter the field. The survey questions focus on the characteristics of teacher education programs for initial licensure, regardless of whether the programs are at the undergraduate or graduate level. NCES released the results of the survey in the publication Educational Technology in Teacher Education Programs for Initial Licensure. In May 2006, questionnaires and cover letters for the study were mailed to all Title IV degree-granting 4-year postsecondary institutions in the 50 states and the District of Columbia. The letter introduced the study, and requested that the questionnaire be completed by the person or persons at the institution most knowledgeable about the role of educational technology in the institution’s teacher education programs for initial licensure. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in June 2006, and data collection was completed in September 2006. The final response rate was 95 percent. Respondents were asked about the educational technology-related topics and practices taught within teacher education programs for initial licensure (e.g., using Internet resources and communication tools for instruction, creating or using digital portfolios, using technology to access or manipulate data to guide instruction). They were asked to report the extent to which teacher candidates are taught to use technology tools for a variety of purposes (e.g., enhancing or enriching classroom instruction, assessing individual student progress, designing instructional interventions). Information was collected on the extent to which teacher candidates are able to practice what they learn during their field experiences and the extent to which this opportunity is impeded by a variety of barriers within classrooms (e.g., availability of technology infrastructure, willingness of supervising teachers to integrate technology, competing priorities in the classrooms). Respondents also reported the perceived program outcomes for graduates (e.g., the ability to construct project-based learning lessons, recognize when students with special needs may benefit from adaptive/assistive technology, integrate technology into instruction). The extent to which various factors act as barriers to the integration of educational technology into the daily teaching and learning environment of teacher candidates was also collected.
4/9/2008
NCES 2008022 Digest of Education Statistics, 2007
The 43rd 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.
3/25/2008
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