Skip Navigation

Search Results: (16-26 of 26 records)

Publications Last 90 Days

 Pub Number  Title  Date
NCES 2019061 Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2017-18
The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2017–18 School Survey on Crime and Safety data collection.
7/25/2019
NCES 2019046 Development of the 2018 Secondary School Course Taxonomy
This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript coursetaking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education.
7/23/2019
NCES 2019054 Student Reports of Bullying: Results From the 2017 School Crime Supplement to the National Crime Victimization Survey
These Web Tables use data from the 2017 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; select security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school.
7/16/2019
NCES 2019051 User’s Manual for the ECLS-K:2011 Kindergarten-Fifth Grade Data File and Electronic Codebook, Public Version
This User’s Manual focuses on the fifth-grade round of data collection and data for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the study instruments and data collection procedures used in the spring 2016 collection. It also describes the kindergarten-fifth grade data file structure and variables created from data collected in the fifth-grade round.
7/12/2019
NCES 2019241 Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later
This report describes outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015–16 academic year.
7/10/2019
NCES 2019179 Adult Literacy in the United States

Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of English literacy and describes how they differ by nativity status and race/ethnicity.

PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults' education, work experience, and other background characteristics. In the United States, when the study was conducted in 2011–12 and 2013–14, respondents were first asked questions about their background, with an option to be interviewed in English or Spanish, followed by a skills assessment in English. Because the skills assessment was conducted only in English, all U.S. PIAAC literacy results are for English literacy.

This Data Point focuses on the following two questions:

  • What are the rates of literacy in the United States?
  • What is the make-up of adults with low English literacy skills by nativity status and race/ethnicity?
7/2/2019
NCES 2019058 The Costs of Childcare: Results From the 2016 Early Childhood Program Participation Survey (ECPP-NHES:2016)
This report uses data from the 2016 Early Childhood Program Participation Survey (ECPP) of the National Household Educational Surveys Program (NHES). It provides findings about percentages of children who received any nonparental care, the type (relative care, nonrelative care, center-based care, or multiple arrangements), associated costs of care, assistance received, and the factors that influenced parents’ decisions about childcare arrangements.
6/26/2019
NCES 2019071 Characteristics of Private Schools in the United States: Results From the 2017-18 Private School Universe Survey
This First Look Report provides selected findings from the 2017-18 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2017-18 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
6/25/2019
NCES 2019007 IPEDS Completions Brochure
IPEDS brochures inform data users (e.g., researchers, policy makers, members of the media, the general public, etc.) about the Integrated Postsecondary Education Data System.

The Completions Brochure uses graphics and plain language to describe the different award levels that are collected, the fields of study collected, as well as terminology related to this IPEDS component.
6/20/2019
NCES 2019037 IPEDS Admissions Brochure
IPEDS brochures inform data users (e.g., researchers, policy makers, members of the media, the general public, etc.) about the Integrated Postsecondary Education Data System.

The Admissions Brochure uses graphics and plain language to describe the data related to the number of students that applied to a school, were admitted, and eventually enrolled. It provides prospective students with a range of factors used by selective institutions in their admissions process.
6/20/2019
NCES 2019132 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
6/19/2019
<< Prev    16 - 26    
Page 2  of  2