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Publications Last 90 Days

 Pub Number  Title  Date
NCES 2021025 The 2018 NAEP Oral Reading Fluency Study

The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This statistical report presents detailed information about the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

4/27/2021
NCES 2021026 Highlights of the 2018 NAEP Oral Reading Fluency Study

The National Center for Education Statistics (NCES) has released two reports based on the 2018 NAEP Oral Reading Fluency (ORF) study: a brief highlights report and a longer statistical analysis report. This highlights report presents the key concepts and findings of the 2018 NAEP ORF study, the first such NAEP study since 2002. The study was administered to a nationally representative sample of over 1,800 fourth-graders from 180 public schools. Students who participated in the study first completed the NAEP fourth-grade reading assessment. Then they read four short passages out loud to assess their oral reading fluency (i.e., the ability to read text aloud with speed, accuracy, and proper expression) as well as two kinds of word lists to assess their foundational skills (i.e., word reading and phonological decoding). Both the NAEP reading tasks and oral reading tasks were administered to students digitally, with student responses recorded on tablets.

The results indicate that for an estimated 1.3 million public school fourth-graders (36 percent) who performed below the NAEP Basic achievement level in reading in 2018, and in particular for an estimated 420,000 fourth-graders whose performance placed them in the lowest third of the below NAEP Basic level, fluent reading of connected text, such as paragraphs, is a major challenge. The challenge with fluency and foundational skills is particularly pronounced among Black and Hispanic students. These students read a passage at half the rate of a NAEP Proficient fourth-grader; misread 1 out of every 6 words, which are more likely to be content words that are important for comprehension, not function words (e.g., the, and, on); focus on individual words or phrases instead of the meanings of sentences and passages; read in a monotone voice, indicating lack of text comprehension; and show little knowledge of spelling-sound correspondence.

4/27/2021
NCES 2021126 Statewide Longitudinal Data Systems (SLDS) Survey Analysis: Descriptive Statistics
This report presents aggregate summary statistics of Statewide Longitudinal Data Systems (SLDS) capacity based on state-level response to the 2018 SLDS survey collection, as well as a data file of individual-level state response.
4/19/2021
NCES 2021305 Highlights of School-Level Finance Data: Selected Findings from the School-Level Finance Survey (SLFS) School Years 2015-16 (FY 16) and 2016-17 (FY 17)

This statistical analysis report presents key findings and other data highlights from School-Level Finance Survey (SLFS) in school years 2015-16 and 2016-17. The report focuses on (1) the completeness and comparability of SLFS data and (2) how the SLFS can be utilized to evaluate differences in resource allocation (as measured by school-level expenditures) across schools, school districts, and states.

In discussing the findings, the report presents district- and state-aggregated information on school-level expenditure data collected through the SLFS, including:

  • universe coverage and survey item response rates, by state;
  • comparison of SLFS finance data with comparable state-level finance data collected through the National Public Education Financial Survey (NPEFS); and
  • statistics on a wide variety of school-level expenditures (and school-level expenditures per pupil), by school characteristics such as urbanicity and school poverty indicators such as Title I eligibility.

The report also includes an assortment of tables and figures to support its key findings on school-level expenditures collected through the SLFS.

3/30/2021
NCES 2021139 Pre-COVID Ability Grouping in U.S. Public Schools
This report examines whether ability grouping was used to organize classes or students in public schools in the United States. It presents information about the prevalence of ability grouping and the characteristics of schools using this method during school year 201718.
3/30/2021
NCES 2021005 Early Child Care in Single-Parent and Two-Parent Families: 2019
This Data Point compares child care arrangements for children from birth through age 5, in single-parent families and two-parent families. It also examines problems finding childcare.
3/26/2021
NCES 2021037 Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2018-19
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the second time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 201819; As of July 24, 2020.
3/22/2021
NCES 2021007 Outside Jobs Among U.S. Public School Teachers
This Data Point examines the supplemental school year income earned at jobs outside the school system by public school teachers in the United States.
3/17/2021
NCES 2021151 Summary Tables for the 2019-20 Common Core of Data Universe Files
Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
3/15/2021
NFES 2021013 Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR)
The Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR) was created to provide timely and useful best practices for education agencies that are interested in designing and implementing a strategy for data collection and reporting, focusing on these as key elements of the larger data process. It builds upon the Standards for Education Data Collection and Reporting (published by the Forum in 1991) and reflects the vast increase over the past three decades in the number of compulsory and/or continual data collections conducted by education agencies. This new resource is designed to be relevant to the state and local education agencies (SEAs and LEAs) of today, in which data are regularly collected for multiple purposes, and data collection and recording may be conducted by many different individuals within an agency.
3/11/2021
NCES 2021009 Digest of Education Statistics, 2019
The 55th 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.
2/25/2021
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