All Months
From the Acting IES Director: Building an Inclusive R&D Ecosystem (April 17, 2024)
In a new blog, IES Acting Director Matt Soldner highlights examples of how IES is committing to a future R&D ecosystem that is more inclusive than the ecosystem of today.
Most Schools Report Some Concern About Students Meeting Academic Standards and Issues Related to Staffing Shortages (April 16, 2024)
The February 2024 School Pulse Panel (SPP) release provides information on concerns from school leaders and parents, social and emotional skills, and state assessment perceptions during the 2023-24 school year, as reported by school leaders in U.S. public schools.
School Pulse Panel U.S. Outlying Area Data: January 2024 Results from NCES (April 15, 2024)
The School Pulse Panel has collected data on a range of high-priority, education-related topics from public primary, middle, high, and combined-grade schools in four U.S. Outlying Areas – American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands. These SPP data were collected from public schools in the Outlying Areas from January 9 through January 23, 2024.
Assessing the validity and reliability of the Pennsylvania school climate survey for elementary school students (April 15, 2024)
REL Mid-Atlantic partnered with The Pennsylvania Department of Education's Office for Safe Schools to conduct a study analyzing the validity and reliability from PDE's school climate survey for elementary school students.
A First Look at the 2021 Postsecondary Outcomes of Fall 2009 Ninth-Graders (April 8, 2024)
High School Longitudinal Study of 2009 (HSLS:09): A First Look at the 2021 Postsecondary Enrollment, Completion, and Financial Aid Outcomes of Fall 2009 Ninth-Graders presents selected findings from the HSLS:09 Postsecondary Education Administrative Records Collection (PEAR).
Invitation: Webinar on New Public School Counts & Census Educational Attainment Statistics for Puerto Rico (March 28, 2024)
On April 2, the National Center for Education Statistics (NCES) and the U.S. Census Bureau will host a public webinar that will highlight preK-12 data products and data tools for Puerto Rico. This webinar will cover data collected in the Common Core of Data and American Community Survey.
NCES released SY 2018–19 Common Core of Data (CCD) Graduates/completers Public-Use and Restricted-Use Data Files (March 28, 2024)
Today, the National Center for Education Statistics released the 2018–19 Common Core of Data (CCD) Graduates/Completers Public and Restricted-Use Data Files, the product of the CCD data collection for the 2018–19 school year. The unduplicated number of graduates/completers are reported at state, district, and school levels for the 12-month period from October 1, 2018, through September 30, 2019. The state- and district-level data are released in both restricted-use (RUD) and public-use (PUB) files, while the school-level data are only released as a RUD file.
Users need to apply for a RUD data license in order to obtain access to the RUD data files. Please go to Single Application Process (SAP) Portal at ResearchDataGov.org for more information.
From the IES Director: Five Years Closer to CTE Success + A Farewell (March 26, 2024)
In a new blog, IES Director Mark Schneider discusses his experience attending the final convening of the CTE Research Network, entitled "Expanding the Evidence Base for Career and Technical Education."
A Majority of Grade 9-12 Public Schools Rate Themselves Favorably on Preparing Students for College (March 19, 2024)
The January 2024 School Pulse Panel (SPP) release provides information on public school facilities and topics related to college and career readiness, world language programs, school crime and safety, and principal autonomy during the 2023-24 school year, as reported by school staff in U.S. public schools.
NCES Releases Student Reports of Bullying: Results From the 2022 School Crime Supplement to the National Crime Victimization Survey. (February 29, 2024)
This report presents national-level estimates of bullying among students in grades 6–12 in U.S. public and private schools. The tables included in the report present detailed information on what bullying looks like, its effects on student health and academic performance, and related aspects of school crime and safety. Approximately 19 percent of students ages 12–18 in grades 6–12 reported being bullied during school, including 17 percent of males and 22 percent of females. Bullying was reported by approximately 26 percent of middle school students and by 16 percent of high school students. Approximately 20 percent of all students who were bullied reported negative effects on their schoolwork, and 44 percent reported notifying an adult of the bullying.
IES releases new report on federal efforts to build evidence through high-quality grantee evaluations (February 27, 2024)
Finding and expanding the use of innovative educational strategies that work is important to help improve student learning and close equity gaps nationwide. The Investing in Innovation Fund was a key grant program explicitly focused on these goals. This report provides an assessment of the quality and findings of the grantee evaluations required by the program.
We want your feedback on a draft ERIC Selection Policy! (February 27, 2024)
ERIC has released a draft revised selection policy and is seeking feedback from the community on the proposed changes. Access the draft policy, read a blog explaining the rationale for these changes, and watch a recorded webinar explaining changes.
School Pulse Panel U.S. Outlying Area Data: December 2023 Results from NCES (February 21, 2024)
The December 2023 School Pulse Panel (SPP) U.S. Outlying Area data release provides information on school facilities, teacher planning time, instructional coaches, and family engagement strategies during the 2023-24 school year, as reported by school staff in public schools in American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.
Nearly One Third of Public Schools Have One or More Portable Buildings in Use at Their School. (February 15, 2024)
The December 2023 School Pulse Panel (SPP) release provides information on public school facilities and topics related to learning recovery, including teacher planning time, the availability of instructional coaches, and parental engagement strategies schools are using during the 2023-24 school year, as reported by school staff in U.S. public schools.
From the IES Director: Statistically Significant Doesn’t Mean Meaningful (February 13, 2024)
In a new blog, IES Director Mark Schneider and guest Brian Gill discuss how Bayesian statistics can help us better understand recent NAEP results while moving the field away from the p<.05 bright line that leads to misinterpretations of the data.
2022-2023 Long-Term Trend Reading and Mathematics Assessment at Age 9 and 13 (February 7, 2024)
This report presents the results of the NAEP long-term trend assessments in reading and mathematics administered during the 2021-22 and 2022-23 school years to nationally representative samples of 9- and 13-year-old students.
2022-23 Common Core of Data (CCD) Universe Files, Version 1a (February 5, 2024)
These files are the product of the CCD data collection for the 2022–23 school year. Data are reported at state, district, and school levels and include staff full-time equivalent by professional category, as well as student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of students eligible for free and reduced-price lunch. 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.
IES Announces FY 2024 Transformative Research in the Education Sciences Grants (February 1, 2024)
IES and the National Center for Education Research (NCER) announce three new grants under the Transformative Research in the Education Sciences Grants program (84.305T).
From the IES Director: Help Us Grow Seedlings (January 23, 2024)
In a new blog, IES Director Mark Schneider highlights some of the themes that were raised in response to the Request for Information about From Seedlings to Scale, a new IES program that integrates high quality product development with high quality research to transform breakthrough ideas into facts on the ground.
Webinar on the Latest Private School Data from the Private School Universe Survey (PSS), the National Teacher and Principal Survey (NTPS), and the Teacher Follow-up Survey (TFS) and Principal Follow-up Survey (PFS) to the NTPS (January 19, 2024)
On February 7, the National Center for Education Statistics (NCES) will host a webinar that will provide an overview of the newest data on private schools from the Private School Universe Survey (PSS), the National Teacher and Principal Survey (NTPS), and the Teacher Follow-up Survey (TFS) and Principal Follow-up Survey (PFS) to the NTPS during the 2021–22 school year. Topics discussed will include private school data on the number of private schools and student enrollment, the teacher and principal labor force, and attrition. To attend the event, please register here.
School Pulse Panel U.S. Outlying Area Data: November 2023 Results from NCES (January 18, 2024)
The November 2023 School Pulse Panel (SPP) U.S. Outlying Area data release provides information on attendance, supply chains, school lunch programs, and school improvement plans during the 2023-24 school year, as reported by school staff in public schools in American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.
Public Schools Leaders Report 90 Percent Average Daily Student Attendance Rate in November 2023 (January 18, 2024)
The November 2023 School Pulse Panel (SPP) release provides information on public school attendance and absenteeism, school lunch programs and school improvement plans during the 2023-24 school year as reported by school staff in U.S. public schools.
New Data on Crime, Violence, Discipline, and Safety in U.S. Public Schools (January 17, 2024)
Data from the 2021-22 School Survey on Crime and Safety show that an estimated 857,500 violent incidents and 479,500 nonviolent incidents occurred in U.S. public schools nationwide in the 2021-22 school year.
Enrollment and Employees in Postsecondary Institutions, Fall 2022; and Financial Statistics and Academic Libraries, Fiscal Year 2022 (Provisional Data) (January 16, 2024)
This provisional set of web tables presents data findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2023 data collection. The spring 2023 collection includes four survey components: Enrollment for fall 2022; Finance for fiscal year 2022; data on employees in postsecondary education for Fall 2022; and data for Academic Libraries for fiscal year 2022.
NCER Awards Digital Learning Platforms Network Research Grant (January 11, 2024)
NCER awards one new grant in FY 2024 from its FY 2023 Digital Learning Platforms Networks program competition.
Invitation: Briefing on Latest Teacher and Principal Attrition Data from the Teacher Follow-up Survey (TFS) and Principal Follow-up Survey (PFS) to the National Teacher and Principal Survey (NTPS) (January 11, 2024)
On January 17, the National Center for Education Statistics (NCES) will host a public webinar that will provide an overview of the newest data on teacher and principal attrition from the Teacher Follow-up Survey (TFS) and Principal Follow-up Survey (PFS) to the National Teacher and Principal Survey (NTPS) during the 2021–22 school year.
School Pulse Panel U.S. Outlying Area Data: October 2023 Results from NCES (January 2, 2024)
The October 2023 School Pulse Panel (SPP) U.S. Outlying Area data release provides information on staffing, learning recovery, and tutoring during the 2023-24 school year, as reported by school staff in public schools in American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.
Forty-Four Percent of Public School Students Began 2023-24 Year Behind Grade Level in at Least One Academic Subject, Principals Say (December 14, 2023)
The October 2023 School Pulse Panel (SPP) release provides information on public school staffing vacancies, learning recovery, and tutoring during the 2023-24 school year, as reported by school staff in U.S. public schools.
New Data Released on Bachelor's Degree Recipients, 4 Years after Graduation (December 13, 2023)
Recently released data describe outcomes of 2015–16 bachelor's degree recipients 4 years after graduation. These data include information about postbaccalaureate education, student loan debt and repayment, employment, teaching experiences, COVID-19 related experiences, and demographic characteristics for approximately 17,160 respondents. Data are part of the 2016/20 Baccalaureate and Beyond Longitudinal Study (B&B:16/20).
Teacher Attrition and Mobility. Results From the 2021–22 Teacher Follow-up Survey to the National Teacher and Principal Survey (December 13, 2023)
This First Look report presents selected findings from the Current and Former Teacher Data Files of the 2021–22 Teacher Follow-up Survey (TFS). The TFS is a longitudinal component of the National Teacher and Principal Survey (NTPS). The 2021–22 TFS was conducted as a follow up to the 2020–21 NTPS to provide attrition and mobility information about teachers in K–12 public and private schools.
New Data on Postsecondary Graduation Rates, Outcome Measures, Student Financial Aid, and Admissions. (December 12, 2023)
This provisional set of web tables presents fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2022-23 data collection, which included four survey components: Graduation Rates for selected cohorts 2014–19, Outcome Measures for cohort year 2014-15, Student Financial Aid data for the academic year 2021-22, as well as Admissions in Postsecondary Institutions for fall 2022.
IES Announces New FY 2024 Education Research and Development Center Program Competition (December 11, 2023)
IES has released a new request for application for fiscal year 2024 (FY 2024) and invites applications for the Education Research and Development Center Program (84.305C).
NCES Released SY 2018-19 Common Core of Data (CCD) Dropouts Public- and Restricted-Use Files (December 8, 2023)
This release represents the first release of the Common Core of Data (CCD) dropouts data since SY 2009‒10. These data files are the product of the CCD data collection for the 2018‒19 school year. The unduplicated number of dropouts are reported at state, district, and school levels for the 12-month period from October 1, 2018 through September 30, 2019. The state- and district-level data are released as restricted-use (RUD) and public-use (PUB) files, while the school-level data are only released as a RUD file.
NCER Funding Opportunity for Education Technology Projects (December 6, 2023)
ED/IES SBIR — 2024 Solicitations are NOW OPEN for Phase IA and Phase IB (due January 18, 2024).
Nation's Private School Enrollment Did Not Change from 2019-20 to 2021-22 School Year (December 6, 2023)
Data from the 2021-22 Private School Survey (PSS) show no significant changes in private school student enrollment between the 2019-20 and 2021-22 school years. During that same time, there was no change in the overall number of teachers in private schools, but there was a 3 percent decrease in the number of private schools in the U.S.
New WWC Intervention Report on “Building Blocks” (December 5, 2023)
This new WWC intervention report finds provides moderate evidence that "Building Blocks" improves mathematics achievement. This assessment is based on three studies that meet WWC standards.
PISA 2022 U.S. Highlights Web Report (December 5, 2023)
This web report provides key comparative results from the most recent cycle of the Program for International Student Assessment (PISA). Findings and interactive figures show how the 15-year-olds in the United States and other education systems performed in 2022. Trend data and results by student demographics are also included.
NCES Releases the 2019 NAEP High School Transcript Study (HSTS) User's Guide and Technical Report (November 30, 2023)
The National Center for Education Statistics releases the 2019 National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) User's Guide and Technical Report on November 9, 2023. This report documents the procedures used to collect and summarize the data from the 2019 HSTS, a study that collected transcripts from a national sample of U.S. public and private school graduates who also took 2019 NAEP twelfth-grade mathematics and science assessments.
NCES Releases NAEP High School Transcript Study (HSTS) 2019 Restricted-Use Datasets (RUD) (November 30, 2023)
The National Center for Education Statistics releases the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) 2019 restricted-use datasets for analyzing HSTS 2019 results. The 2019 NAEP HSTS analyzes transcripts from a national sample of U.S. public and private school graduates who also took 2019 NAEP twelfth-grade assessments in mathematics and science. The study provides valuable information about coursetaking patterns disaggregated by demographic characteristics and the relationship between NAEP scale scores and various graduate characteristics.
From the IES Director: The Path Forward for NCADE, Part I (November 28, 2023)
In the first of a series of blogs, IES Director Mark Schneider outlines some of his thoughts on the building blocks that will lay the strongest foundation for NCADE.
New State-level Elementary and Secondary Education Data Tables Available (November 21, 2023)
Five State Education Practices tables were released with 2020 and 2021 data on school attendance laws, prekindergarten programs, standards and teacher qualifications, early childhood school readiness, and state-level accountability and reporting.
IES Announces 2023 Awards for Education Technology Products (November 15, 2023)
The Institute of Education Science (IES) has made awards in 2023 for the development and testing of commercially viable education technology products for education and special education.
New Data Released on Postsecondary Students at the National and State Levels (November 15, 2023)
Recently released data describe how students and their families paid for postsecondary education in the 2019–20 academic year. These data are nationally representative of undergraduate and graduate students, as well as state-representative samples of undergraduate students in some states. At the national level, the study includes student survey data and administrative data for about 80,800 undergraduate students and 19,700 graduate students. At the state level, the study includes administrative data for approximately 296,000 undergraduate students in 30 states. Data are part of the 2019–20 National Postsecondary Student Aid Study (NPSAS:20).
School Pulse Panel U.S. Outlying Area Data: September 2023 Results from NCES (November 9, 2023)
The September 2023 School Pulse Panel (SPP) U.S. Outlying Area release provides information on summer 2023 program offerings and after-school program offerings during the 2023-24 school year, as reported by school staff in public schools in American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.
The Majority of K-12 Public Schools Offer Academically Focused Summer and After-School Programs (November 8, 2023)
The September 2023 School Pulse Panel (SPP) release provides information on summer 2023 program offerings and after-school program offerings during the 2023-24 school year as reported by school staff in U.S. public schools.
DEADLINE EXTENDED: NCSER Announces the 2024 Research Training Workshop: Comprehensive Program for Adaptive Interventions Training in Education Sciences (CATIE) (November 3, 2023)
The application deadline for the Comprehensive Program for Adaptive Interventions Training in Education (CATIE) workshop has been extended to November 15.
IES releases researcher brief on recruiting schools and districts. (October 31, 2023)
A new brief provides strategies to recruit districts and schools for impact studies of education interventions.
IES Releases a New FY 2024 Request for Applications for Research Network Grants (October 26, 2023)
NCER has released a new Request for Applications for FY 2024. Visit the IES funding page.
Total revenues per pupil and expenditures per pupil slightly increased across all public school districts in school year 2020-21. (October 25, 2023)
This publication includes tables with data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for school year 2020-21.
School Pulse Panel U.S. Outlying Area Data: August 2023 Results from NCES (October 17, 2023)
The August 2023 School Pulse Panel (SPP) U.S. Outlying Area release provides information on teaching and non-teaching staffing, technology and digital literacy, and community partnerships, as reported by school staff in public schools in American Samoa, the Commonwealth of the Northern Mariana Islands, Guam, and the U.S. Virgin Islands.
Most Public Schools Face Challenges in Hiring Teachers and Other Personnel Entering the 2023-24 Academic Year (October 17, 2023)
The August 2023 School Pulse Panel (SPP) release provides information on teaching and non-teacher staffing, technology and digital literacy, and community partnerships, as reported by school staff in U.S. public schools.
From the IES Director: Math Autoscoring is Finally Here--Let's Tap Its Potential for Improving Student Performance (October 16, 2023)
In a new blog, IES Director Mark Schneider and Senior Fellow John Whitmer provide highlights from the IES prize competition for AI-assisted autoscoring of a set of open-ended NAEP math items.
Technical Working Group Summary: Embedding Equity in Education Research (October 10, 2023)
IES releases a Technical Working Group Summary for Best Practices and Challenges for Embedding Equity in Education Research.
Updated tables provide new data on key education statistics (October 4, 2023)
The Digest of Education Statistics is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons. Digest tables are updated and released in batches throughout the year.
NCSER Announces the 2024 Research Training Workshop: Comprehensive Program for Adaptive Interventions Training in Education Sciences (CATIE) (September 29, 2023)
NCSER, in conjunction with the Institute for Social Research at the University of Michigan, announces a Research Training Workshop: Comprehensive Program for Adaptive Interventions Training in Education (CATIE).
IES Announces Research Grant Competitions in Research Training Programs and Education Research Statistics (September 28, 2023)
NCER has released funding announcements for FY 2024 grant competitions.
Postsecondary Institutions and Cost of Attendance in 2022-23; Degrees and Other Awards Conferred: 2021-22, and 12-Month Enrollment: 2021-22 (Provisional) (September 21, 2023)
This set of provisional web tables include fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2022 collection, which included three survey components: Institutional Characteristics for the 2022-23 academic year, Completions covering the period July 1, 2021, through June 30, 2022, and data on 12-Month Enrollment for the 2021-22 academic year.
IES Announces New R&D Center Competition on the K–12 Special Education Teacher Workforce (September 20, 2023)
NCSER released a FY 2024 funding announcement for a new R&D Center on the K–12 Special Education Teacher Workforce. More info.
New WWC Intervention Report on Pre-K Mathematics (September 19, 2023)
This new WWC intervention report finds provides strong evidence that "Pre-K Mathematics" improves mathematics achievement, although the intervention had uncertain effects on outcomes in the language domain, reading & literacy related domain, social-emotional learning domain, and self-regulation domain. This assessment is based on five studies that meet WWC standards.
IES Announces New Career and Technical Education Network (September 14, 2023)
NCER is excited to announce the Extending the Reach of the Career and Technical Education (CTE) Research Network.
IES Announces FY 2023 Research Project as part of the Digital Learning Platforms Network (September 14, 2023)
NCER is excited to announce a new grant award as part of the Digital Learning Platforms Network.
NCES Releases Equity in Education Dashboard (September 14, 2023)
The Equity in Education Dashboard website compiles key findings and trends on educational equity in the United States from a variety of data sources.
Just Released! Report on Indicators of School Crime and Safety: 2022 (September 13, 2023)
Report on Indicators of School Crime and Safety: 2022 examines topics such as school shootings, criminal victimization, bullying, disciplinary problems and actions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, the presence of security staff at school, and criminal incidents at postsecondary institutions. This report is a synthesis of key findings from individual school crime and safety indicators, which can be browsed in the Condition of Education Indicator System online.
IES Technical Working Group Meeting on the Special Education Teacher Workforce (September 12, 2023)
IES has posted a summary of the February 2023 Technical Working Group (TWG) meeting on the Special Education Teacher Workforce.
New WWC Methodological Report on Using Bayesian Meta-Analysis to Explore the Components of Early Literacy Interventions (September 12, 2023)
This WWC methodological report explores to what extent components of early literacy interventions can explain which interventions have positive effects on alphabetics outcomes. The components examined in this report have a limited role in explaining variation in intervention effects, but this report identified positive associations between intervention impacts on alphabetics outcomes and components related to using student assessment data to drive decisions and teaching social-emotional learning strategies.
Using NCES Data Products to Understand the Condition and Progress of HBCUs (September 11, 2023)
The National Center for Education Statistics (NCES) has developed a suite of tools to measure the vital role that Historically Black Colleges and Universities (HBCUs) play in the education system. These tools include the Integrated Postsecondary Education Data System (IPEDS), a system of surveys designed to collect data from all primary providers of postsecondary education.
A Look at Homeschooling and Full-Time Virtual Education in the U.S. (September 11, 2023)
This report provides 2018-19 rates for grade K-12 student participation in homeschooling, full-time virtual education, and both combined ("instruction at home"). The homeschooling rate was 2.8 percent, and the rate of participation in full-time virtual education was 1.2 percent. The instruction-at-home rate was 3.7 percent.
2022-23 Common Core of Data (CCD) Preliminary Directory Data Release (August 31, 2023)
2022-23 Common Core of Data (CCD) Preliminary Directory Files are now available. These files are the product of the CCD data collection for the 2022-23 school year. Data are reported at district and school levels as of October 1, 2022. These preliminary files include directory information, and some limited attributes about the school or district, such as type, operational status, the lowest and highest grade offered, and whether a school is a charter school.
Education Across America—At a Glance (August 30, 2023)
On August 30, the Education Across America website launched a dynamic "At a Glance" data tool that facilitates comparisons of key statistics across the four geographic locales (i.e., cities, suburbs, towns, and rural areas) using NCES data. This tool allows users to test whether differences in means or percentages are statistically significant. In addition, select indicators on topics by geographic locale have been released as part of NCES's Condition of Education.
Condition of Education 2023 (August 30, 2023)
Drawing from over a dozen data sources, the Condition of Education system provides a comprehensive description of the condition and progress of education in the United States. New indicators released in August focus primarily on postsecondary topics, and differences in educational experiences by geographic locale (city, suburb, town, rural). These indicators accompany the summary Report on the Condition of Education 2023, which was released in May.
New WWC Intervention Report on World of Words (August 22, 2023)
This new WWC intervention report finds World of Words provides strong evidence that World of Words improved preschool students' language skills. This assessment is based on four studies that meet WWC standards.
NCSER Awards FY 2023 Special Education Research Grants (August 22, 2023)
NCSER awarded 22 new grants under the Special Education Research Grants program for a total investment of over $59 million across content areas and project types.
NCSER Awards FY 2023 R & D Center for Supporting Students with Disabilities in Postsecondary Education (August 16, 2023)
NCSER awarded the National Disability Center for Student Success with a grant to conduct research and provide national leadership on issues related to the success of postsecondary students during and after postsecondary school, for an investment of almost $5 million.
MGLS:2017 Restricted Access Use Data Files (RUF) (August 16, 2023)
MGLS data offers information on the characteristics and cognitive outcomes of students who were enrolled in the 6th grade in public schools in the 2017-2018 school year and two years later in spring of 2020 when most students were in the 8th grade. The MGLS data are organized into student and school folders, each containing .txt data, data input files for SAS, SPSS, Stata and R survey software packages. A .csv version of the data is also provided.
High School Counselor Meetings about College, College Attendance, and Parental Education (August 15, 2023)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether high school students met with counselors about college and if meetings varied by parental education level. It also describes whether students attended college and if attendance varies by whether students met with a counselor about college.
Profile of State Data Capacity in 2019 and 2020: Statewide Longitudinal Data Systems (SLDS) Survey Descriptive Statistics, 2019 and 2020 Data Files (August 14, 2023)
The Statewide Longitudinal Data Systems (SLDS) Survey, first administered in 2017, and asks all states and territories to provide information about the types of data that are included in their SLDSs, how they use SLDS data to inform policy, and the capacity of their SLDSs for automated linking of K–12, teacher, postsecondary, workforce, Perkins career and technical education and early childhood data. The SLDS Survey has since evolved to include reporting on data use and research capacity. This brief presents both aggregate summary statistics of SLDS capacity for the 2019 & 2020 collection and two full data files based on state-level response to the 2019 and 2020 SLDS Survey collections.
COVID-19 and School Climate in a Sample of Pennsylvania Schools (August 10, 2023)
This REL Mid-Atlantic study assessed how school climate changed during the pandemic using data from the Pennsylvania Department of Education’s school climate survey and found an unexpected improvement in school climate during the year when much instruction was conducted remotely.
IES Hosts Summer Virtual Office Hours for Grant Applicant Technical Assistance (August 7, 2023)
The IES research centers are hosting summer virtual office hours to provide technical assistance for grant applicants interested in open funding opportunities.
Principal Attrition and Mobility: Results From the 2021–22 Principal Follow-up Survey to the National Teacher and Principal Survey (July 31, 2023)
This First Look report presents selected findings from the Public and Private School Principal Status Data Files of the 2021–22 Principal Follow-up Survey (PFS). The PFS is a longitudinal component of the National Teacher and Principal Survey (NTPS). The 2021–22 PFS was conducted as a follow up to the 2020–21 NTPS to provide attrition and mobility information about principals in K-12 public and private schools.
First Look Report Presents Findings From the 2019–20 National Postsecondary Student Aid Study (NPSAS:20) (July 26, 2023)
A new First Look report released by the National Center for Education Statistics (NCES) describes the percentages of students receiving various types of financial aid and average amounts received, by several institution and student characteristics. For example, in the 2019–20 academic year, 72 percent of undergraduate students received some type of financial aid.
IES Announces FY 2024 Research Grant Competitions (July 21, 2023)
NCER and NCSER released funding announcements for FY 2024 grant competitions.
NCSER Awards FY 2023 Early Career Development and Mentoring Grants (July 5, 2023)
NCSER awarded three Early Career Development and Mentoring grants for an investment of almost $1.9 million.
From the IES Director: IES and Accelerating Learning Recovery (July 5, 2023)
In a new blog, IES Director Mark Schneider highlights several avenues IES is pursuing to help speed learning recovery after COVID-19.
IES Announces New Grant Awards: Using Longitudinal Data to Support State Education Policymaking Grants (June 29, 2023)
IES awarded new grants under the Using Longitudinal Data to Support State Education Policymaking (CFDA 84.305S) competition.
IES Announces New Grants for Research Training (June 29, 2023)
IES, through the National Center for Education Research (NCER), awarded four new grants under the FY 2022 Research Training Programs in the Education Sciences competition (84.305B).
New WWC Intervention Report on Reading Recovery® (June 28, 2023)
The WWC reviewed the research on Reading Recovery®, a supplemental program designed to help grade 1 students improve their literacy skills through one-on-one tutoring and tailored lessons. Based on the research, the WWC found moderate evidence that Reading Recovery® positively impacted student achievement in literacy, and promising evidence that the program positively impacted writing productivity, receptive communication, and writing conventions skills. The WWC found uncertain effects of the program on math and general academics achievement. This new WWC intervention report summarizes the evidence on Reading Recovery®, updating an earlier report from 2013, and provides detailed information about program implementation and cost.
IES releases researcher guide on studying implementation. (June 27, 2023)
A new guide describes how to examine implementation in the context of impact studies of education interventions.
*NEW* 2023 NAEP Long-Term Trend Report for Age 13 is available! (June 21, 2023)
See how 13-year-old students performed on the 2023 National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics. Overall average scores, selected percentiles, and student group results are compared to the previous assessments in 2020 and other assessment years.
NCER Awards Additional Education Research Grants from the FY 2022 Competition (June 20, 2023)
NCER awards 14 new grants from its FY 2022 Education Research Grants program competition.
IES Releases Two New FY 2024 Requests for Applications (June 8, 2023)
NCER has released new requests for applications for fiscal year 2024. Visit the IES funding page.
Condition of Education 2023 (May 24, 2023)
The Report on the Condition of Education 2023 is now available. Drawing from over a dozen data sources, the Condition of Education system provides a comprehensive description on the condition and progress of education in the United States. Topics from this report are explored in more detail in individual indicators on our Condition of Education system, which will be released over the course of the summer, beginning May 24.
Current Expenditures per Pupil for Public PreK–12 Education Increased by 3.5 percent in FY 21 (School Year 2020-21) (May 17, 2023)
Current expenditures per pupil on a national basis increased by 3.5 percent to $14,295 in FY 21, after adjusting for inflation.
The states with the largest increases in current expenditures per pupil from FY 20 to FY 21, after adjusting for inflation, were Maine (11.9 percent), Arizona (7.6 percent), Montana (7.4 percent), Louisiana (7.3 percent), Massachusetts (6.6), and New Hampshire as well as Wyoming (6.4 percent).
New WWC Intervention Report on Class-Wide Function-Related Intervention Teams (CW-FIT) (May 16, 2023)
The WWC reviewed the research on Class-Wide Function-Related Intervention Teams (CW-FIT) and provided information about program implementation and cost. CW-FIT is a classroom management strategy that aims to improve student behavior and create a positive learning environment. Teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills. Based on the research, the WWC found strong evidence that CW-FIT positively impacted student behavior and promising evidence that CW-FIT positively impacted teacher practice.
New WWC Intervention Report on Good Behavior Game (May 9, 2023)
The WWC reviewed the research on Good Behavior Game and provided information about program implementation and cost. Good Behavior Game is a classroom management strategy that aims to help teachers improve student social skills, minimize disruptive behaviors, and create a positive learning environment. Teachers place students into teams and reward them for demonstrating appropriate behaviors and following classroom rules. Based on the research, the WWC found strong evidence that Good Behavior Game positively impacted student behavior and promising evidence that Good Behavior Game positively impacted teacher practice, student writing conventions, and student writing productivity. The WWC found uncertain effects on literacy and math achievement, student intrapersonal competencies, and school climate.
April Blogs from NCER and NCSER (May 8, 2023)
NCER and NCSER recently published blogs that cover several topics in education.
IES releases new report examining text messaging as a possible means of increasing college enrollment among adults from underserved backgrounds (May 4, 2023)
A new report examines the effectiveness of customized text messages in increasing college enrollment and Free Application for Federal Student Aid (FAFSA) completion rates among adults seeking services from Educational Opportunity Centers. Educational Opportunity Centers, one of ED's TRIO programs, seek to provide adults who have low incomes and those who are first-generation college-goers help with navigating barriers to college enrollment, including assistance with completing college and financial aid application processes, academic advising, and personal counseling.
NCES releases results from the 2022 NAEP Civics assessment at grade 8 (May 3, 2023)
See national results on the performance of eighth-grade students from the 2022 NAEP Civics assessment.
REL Southwest Webinar: Developing Culturally Responsive Educators: Teacher Preparation, Job-Embedded Support, and Professional Educator Growth Systems for Schools Serving Indigenous Populations (May 1, 2023)
This webinar will highlight how the Santa Fe Indian School and REL Southwest aligned the school's educator evaluation system to the context of the New Mexico tribes and pueblos the school serves to develop culturally responsive educators.
REL West Webinar: Identifying Teacher Professional Learning Needs to Support English Learner Student Instruction (May 1, 2023)
This webinar will highlight a REL West resource to identify teacher professional learning needs to support evidence-based English learner instruction for elementary grade students.
IES releases new report on state efforts to develop innovative academic assessments (April 27, 2023)
Report describes early implementation and progress of the first five state assessment systems approved under the federal Innovative Assessment Demonstration Authority.
From the IES Director: What’s on tap at IES for the next year? (April 19, 2023)
In a new blog to celebrate his fifth anniversary at IES, Mark Schneider highlights some key priorities for his last year as IES director.
March Blogs from NCER and NCSER (April 3, 2023)
NCER and NCSER recently published blogs that cover several topics in education.
From the IES Director: My Thanks to IES Staff on Our 20th Anniversary (March 30, 2023)
In a new blog, Director Mark Schneider celebrates our 20th anniversary by highlighting the role of IES staff in transforming the education sciences and improving outcomes for students.
IES releases new report on federal support for attracting, training, and retaining educators (March 21, 2023)
Report describes district grantees' use of Teacher and School Leader funds and how well aligned this is with key aspects of the program.
Overview of the Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) (March 16, 2023)
The Overview Technical Report provides general information about the Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) and the data files and technical documentation that will be available separately through a research and development (R&D) license.
Local Providers' Practices and Challenges Linking Adult Education to Workforce Development in 2018-19 (March 8, 2023)
A new report examines local implementation of adult education funded under Title II of the Workforce Innovation and Opportunity Act, with a focus on provider practices and challenges related to the legislation's emphasis on strengthening the connection between adult education and workforce development.
Updated tables released with new and historical data on wide-ranging education topics (March 8, 2023)
A new release of tables from the Digest of Education Statistics provides information on large school districts, teacher characteristics, high school course taking and completion, postsecondary degrees, adult education, and more. The Digest is a comprehensive statistical reference for all levels of education in the United States.
Changes to ERIC’s Selection Policy of Currently Approved Journals (March 7, 2023)
As part ERIC's Source Selection review, ERIC will now identify journals that have published over twice as many articles from the year it was accepted and flag them for further review. Learn more in our blog.
February Blogs from NCER and NCSER (March 6, 2023)
NCER and NCSER recently published blogs that cover several topics in education. More information.
From the IES Director: Big Dreams for Big Data: A Look Ahead (March 1, 2023)
In a new blog, Director Mark Schneider highlights two ways IES is working to build a more modern, quicker, and less expensive infrastructure for education research and development.
New Data Released on Public and Private Schools, Principals, and Teachers (February 28, 2023)
A new data file release from the 2020-21 National Teacher and Principal Survey (NTPS) provides information about U.S. public and private elementary and secondary schools and their staff. This information is collected through school, principal, and teacher surveys, and information can be linked across each survey.
Stabilizing school accountability metrics (February 27, 2023)
This white paper describes a way to improve school accountability metrics by reducing measurement error, which can obscure school performance, especially in small schools or subgroups. This approach, called Bayesian hierarchical modeling, can help states target the schools and subgroups that most need additional support.
U.S. Outlying Area Public Schools’ Experiences with COVID-19: December 2022 (February 13, 2023)
The December 2022 School Pulse Panel (SPP) Outlying Area release provides information on learning recovery strategies, tutoring offerings, learning mode offerings, and quarantine prevalence, as reported by school staff in public schools in the U.S. Outlying Areas.
Administrators Report Roughly Half of Public School Students Began 2022-23 School Year Behind Grade Level in At Least One Academic Subject (February 9, 2023)
The December 2022 School Pulse Panel (SPP) release provides information on learning recovery, tutoring offerings, learning mode offerings, and quarantine prevalence, as reported by school staff in U.S. public schools.
November, December, and January Blogs from NCER and NCSER (February 6, 2023)
NCER and NCSER recently published blogs that cover several topics in education.
From the IES Director: Innovation in the Education Sciences (the new IES) (February 2, 2023)
In a new blog, Director Mark Schneider provides an update on the most recent efforts to create ARPA-ED and opens a discussion about how IES will pursue its creation.
NCSER Announces the 2023 Research Training Institute in Advanced Single-Case Research Design and Analysis (February 1, 2023)
Research Training Institute on Advanced Single-Case Design will take place July 25–29, 2023 in Madison, WI preceded by initial online training sessions this spring.
IES Announces Award for AI-Augmented Learning for Individuals with Disabilities (January 31, 2023)
NCSER has co-funded an Artificial Intelligence (AI) Research Institute with the National Science Foundation to advance technology in support of learners with speech and language difficulties.
High School Counseling and College Financial Aid (January 31, 2023)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. College transcripts and financial aid records were collected in 2017–18 in the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR).This Data Point investigates whether students who expected to go to college after high school met with a high school counselor about financial aid and completed the Free Application for Federal Student Aid (FAFSA), and if meetings and completion varied by parental education. It also describes whether students who met with a high school counselor about financial aid received need-based or merit-based grants in college.
New WWC Intervention Report on Reading Apprenticeship® (January 26, 2023)
The WWC reviewed the research on Reading Apprenticeship®, a professional development program that aims to help teachers improve student literacy skills. Based on the research, the WWC found moderate evidence that Reading Apprenticeship® positively impacted student science achievement and overall grade point average. The WWC found uncertain effects on student achievement in life sciences, social studies, literacy, reading comprehension, vocabulary, and mathematics.
NCER Funding Opportunity for Education Technology Projects (January 14, 2023)
Under the Department of Education's Small Business Innovation Research program - 2023 Solicitations are NOW OPEN for Phase IA, Phase IB, and Direct to Phase II (due March 13).
Apply for IES-Funded Summer Training Opportunities (January 11, 2023)
IES is supporting four summer 2023 training institutes that have upcoming application deadlines.
From the IES Director: Do we need humans anymore? (January 4, 2023)
In a new blog, Director Mark Schneider uses ChatGPT to demonstrate the need to keep up with the accelerating pace of innovations and assess whether and how they can be harnessed to improve learner outcomes.
New WWC Intervention Report on Dual Language Programs (December 29, 2022)
The WWC reviewed the research on dual language programs, in which classroom teachers instruct students from an early age and over multiple years in both English and a second, partner language. Based on the research, the WWC found moderate evidence that dual language programs positively impacted student literacy achievement in English. The WWC found uncertain effects on science and mathematics achievement. More high-quality research is needed on dual language programs.
National Public High School Graduation Rate at 86.5 percent in School Year 2019–20 for U.S. Students (December 19, 2022)
In 2019-20, the national public school adjusted cohort graduation rate for U.S. students was 86.5 percent. Although the data generally show increases in the rate from 2018-19, both overall and by reported subgroups, caution should be used when interpreting changes from prior years because the pandemic resulted in unplanned adjustments to graduation practices within and across states.
Enrollment and Employees in Postsecondary Institutions, Fall 2021; and Financial Statistics and Academic Libraries, Fiscal Year 2021 (Provisional Data) (December 19, 2022)
This provisional set of web tables presents data findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2022 data collection. The spring 2022 collection includes four survey components: Enrollment for fall 2021; Finance for fiscal year 2021; data on employees in postsecondary education for Fall 2021; and data for Academic Libraries for fiscal year 2021.
2021–22 Common Core of Data (CCD) Universe Data Files now available (December 19, 2022)
These files are the product of the Common Core of Data (CCD) data collection for the 2021–22 school year. Data are reported at state, district, and school levels and include staff counts by professional category, as well as student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of students eligible for free and reduced-price lunch. Along with the data files, four web tables summarizing select CCD indicators are also available.
October 2022 Update to COVID-19 Dashboards for Public Schools in U.S. Outlying Areas (December 16, 2022)
The October 2022 update provides information from the School Pulse Panel (SPP) on staffing, United States Department of Agriculture (USDA) School Meal programs, school supply chain issues, learning mode offerings, and quarantine prevalence, as reported by school staff in public schools in the U.S. Outlying Areas.
Characteristics of 2020–21 Public and Private K–12 School Teachers in the United States: Results From the National Teacher and Principal Survey (December 13, 2022)
This First Look report presents selected findings from the Public and Private School Teacher Data Files of the National Teacher and Principal Survey (NTPS). The purpose of NTPS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through school, principal, and teacher surveys, and information can be linked across all three surveys.
Characteristics of 2020–21 Public and Private K–12 Schools in the United States: Results From the National Teacher and Principal Survey (December 13, 2022)
This First Look report presents selected estimates from the Public and Private School Data Files of the National Teacher and Principal Survey (NTPS). The purpose of NTPS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through school, principal, and teacher surveys, and information can be linked across all three surveys.
Characteristics of 2020–21 Public and Private K–12 School Principals in the United States: Results From the National Teacher and Principal Survey (December 13, 2022)
This First Look report presents selected findings from the Public and Private School Principal Data Files of the National Teacher and Principal Survey (NTPS). The purpose of NTPS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through school, principal, and teacher surveys, and information can be linked across all three surveys.
The Louisiana Believe and Prepare educator preparation reform: Findings from the pilot and early implementation years (December 12, 2022)
REL Southwest examined the extent to which the Louisiana Believe and Prepare educator preparation reform is contributing to expected improvement in the outcomes for early career teachers using data from eight cohorts of teacher candidates who completed a traditional undergraduate teacher preparation program between 2012/13 and 2019/20.
Total revenues per pupil and expenditures per pupil slightly increased across all public school districts in school year 2019-20. (December 8, 2022)
This publication includes tables with data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for school year 2019-20.
Encouraging families to visit a literacy website (December 7, 2022)
In Arkansas, REL Southwest studied the effectiveness of using emails and text messages to increase the number of parents or guardians of elementary school children visiting a state literacy website.
November Blogs from NCER and NCSER (December 6, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
Stabilizing school accountability metrics (December 5, 2022)
This white paper describes a way to improve school accountability metrics by reducing measurement error, which can obscure school performance, especially in small schools or subgroups. This approach, called Bayesian hierarchical modeling, can help states target the schools and subgroups that most need additional support.
Indicators of School Performance in Texas (December 5, 2022)
REL Southwest partnered with the Texas Education Agency to examine student behaviors and teacher factors that could be used to create indicators of school performance when accountability data are not available.
Biliteracy Seals in a Large Urban District in New Mexico: Who Earns Them and How Do They Impact College Outcomes? (December 1, 2022)
REL Southwest examined the characteristics and college readiness of students from three cohorts of grade 12 students in 2017/18–2019/20 in a large urban district in New Mexico who earned different types of biliteracy seals (state, district, and global seals) and whether earning a seal resulted in improved college outcomes.
2021 NAEP School and Teacher Questionnaire Special Study (December 1, 2022)
This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021.
IES Learning Acceleration Challenges Announce Math Prize Finalists IES announces Math Prize finalists from Phase 1 that have been selected to implement their interventions with partnering schools in Phase 2. More info (November 30, 2022)
IES announces Math Prize finalists from Phase 1 that have been selected to implement their interventions with partnering schools in Phase 2.
NCSER Announces New Award to Advance Special Education Research Infrastructure (November 29, 2022)
NCSER awarded a grant to expand the Special Education Research Accelerator to generate evidence of generalizability, as well as replicability, of intervention effects.
NCER Awards Three Additional Education Research Grants (November 22, 2022)
NCER awards three new grants through its FY 2022 Education Research Grants program.
Examining student group differences in Arkansas’ indicators of postsecondary readiness and success (November 21, 2022)
REL Southwest partnered with the Arkansas Department of Education to examine differences in student attainment of indicators of postsecondary readiness and success by gender, race/ethnicity, eligibility for the National School Lunch Program, English learner status, disability status, age, and district locale.
New Report Released to Commemorate 155 Years of Federal Education Statistics (November 17, 2022)
This commemorative guide is intended to provide a better understanding of the history and use of education statistics that have been collected and reported by the federal education statistics agency (now NCES) since 1868. Each "statistical profile" in this report offers an in-depth look at what a statistic measures, how it has been collected over the years, and what the data reveal about the statistic.
From the IES Director: Groundhog Day? Different test. Same story (November 16, 2022)
In a new blog, Director Mark Schneider discusses recent ACT scores, which provide a valuable window into a critical transition point for our nation’s students.
Comprehensive Program for Adaptive Interventions Training in Education (CATIE) Deadline is Extended to November 20, 2022 (November 10, 2022)
The application deadline for the Comprehensive Program for Adaptive Interventions Training in Education (CATIE) has been extended to November 20, 2022.
IES Posts Summary of Technical Working Group Meeting on Research in Education Finance (November 7, 2022)
IES has posted a summary of a recent Technical Working Group Meeting on Education Finance.
English learner proficiency in Texas before and during the COVID-19 pandemic (November 3, 2022)
REL Southwest examined characteristics of Texas's grade 3 through 12 English learner students and differences in their English language proficiency before and during the pandemic, from 2017/18 to 2020/21.
September 2022 Update to COVID-19 Dashboards Focuses on Data Related to After-School Programs, Summer Programs, Mitigation Strategies, Learning Mode Offerings, and Quarantine Prevalence During the 2022–23 School Year (November 3, 2022)
The September 2022 update provides information from the School Pulse Panel (SPP) on after-school programs, summer programs, mitigation strategies, learning mode offerings, and quarantine prevalence, as reported by school staff in U.S. public schools.
September 2022 Update to COVID-19 Dashboards Focuses on Data Related to After-School Programs, Summer Programs, Mitigation Strategies, Learning Mode Offerings, and Quarantine Prevalence During the 2022–23 School Year among Public Schools in the U.S. Outlying Areas (November 3, 2022)
The September 2022 update provides information from the School Pulse Panel (SPP) on after-school programs, summer programs, mitigation strategies, learning mode offerings, and quarantine prevalence, as reported by school leaders in public schools in the U.S. Outlying Areas.
August 2022 School Pulse Panel Update with Data Related to Community Partnerships, Technology/Digital Literacy, and Hiring Processes During the 2022–23 School Year among Public Schools in the U.S. Outlying Areas. (November 3, 2022)
The August 2022 update provides information from the School Pulse Panel (SPP) on community partnerships, technology/digital literacy, and hiring processes, as reported by school leaders in public schools in the U.S. Outlying Areas.
September and October Blogs from NCER and NCSER (November 2, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
From the IES Director: What to Know and What to Admit We Don’t Know About the NAEP Release (November 2, 2022)
In a new blog, Director Mark Schneider highlights a few of the findings from the latest NAEP results that are critical for understanding where the nation stands academically after the COVID-19 pandemic.
New WWC Resource for Educators: Summary and Instructional Tips from the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (October 27, 2022)
The What Works Clearinghouse (WWC) released a summary and an instructional tips sheet that showcase evidence-based practices educators can use when teaching literacy and other content to English learners in kindergarten through eighth grade. The summary introduces recommendations and supporting evidence for teaching English learners as described in the full practice guide. The instructional tips translate the recommendations into actions that educators can use with students at all levels of English proficiency.
An Examination of the Costs of Texas Community Colleges (October 26, 2022)
REL Southwest examined the extent to which Texas community colleges have adequate funding for reaching desired levels of student success.
Now Available for Comment: WWC Study Review Protocol, Version 5.0 (October 26, 2022)
The What Works Clearinghouse announces that the draft version of the Study Review Protocol, Version 5.0 is now ready for public comment. Please submit feedback by November 15, 2022.
New Data on Postsecondary Graduation Rates, Outcome Measures, Student Financial Aid, and Admissions. (October 25, 2022)
This set of provisional web tables include fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2021–22 collection, which included four survey components: Graduation Rates for selected cohorts 2013–18, Outcome Measures for cohort year 2013–14, Student Financial Aid data for the academic year 2020–21, as well as Admissions for fall 2021.
Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas (October 24, 2022)
REL Southwest examined the characteristics of districts that participated in the first two cycles of Texas’ Grow Your Own grant program between 2018/19 and 2020/21 and the early progress and outcomes of students and paraprofessionals in those districts.
Mathematics and Reading Scores of Fourth- and Eighth-Graders Declined in Most States During Pandemic, Nation’s Report Card Shows (October 24, 2022)
The data from The Nation’s Report Card released offer the first look at the COVID-19 pandemic’s impact on what the nation’s fourth- and eighth-graders know and can do using a common measure of student achievement and the first student-level achievement data for all 50 states, the District of Columbia, the Department of Defense Schools, Puerto Rico, and 26 large urban districts that volunteered to participate in the assessment.
IES Releases a New FY 2023 Request for Applications for Research Network Grants (October 20, 2022)
NCER has released a new request for applications for fiscal year 2023. Visit the IES funding page.
NCSER Announces the 2023 Research Training Workshop: Comprehensive Program for Adaptive Interventions Training in Education Sciences (CATIE) (October 17, 2022)
NCSER, in conjunction with the Institute for Social Research at the University of Michigan, announces a Research Training Workshop: Comprehensive Program for Adaptive Interventions Training in Education (to apply, see link at bottom of project abstract).
Release of the TIMSS 2019 U.S. Public- and Restricted-use Datasets and Technical Report (October 17, 2022)
The latest U.S. public- and restricted-use data from the 2019 Trends in International Mathematics and Science Study (TIMSS) are now available.
The 2018 National Assessment of Educational Progress (NAEP) Grade 4 Oral Reading Fluency Study Public-Use Data File (October 12, 2022)
The ORF public-use data file contains oral reading performance variables, student contextual information, NAEP reading scores and achievement-level and below NAEP Basic subgroup variables, and student sample weights and replicate weights, as well as background on the original study.
U.S. Score Gaps Widen Consistently, Pattern Not Mirrored in Other Education Systems (October 12, 2022)
A new Stats in Brief shows that the United States was the only TIMSS education system (of 29) where the score gap between high- and low-performing students widened between 2011 and 2019 in both mathematics and science at both the 4th and 8th grades.
REL Southwest toolkit provides resources to help educators develop practical measurement instruments for use in networked improvement communities. (October 11, 2022)
A new REL Southwest toolkit empowers educators testing new instructional strategies to develop and refine practical instruments, plan data collection routines, and use data to inform action in their continuous improvement cycles.
August 2022 Update to COVID-19 Dashboards Focuses on Data Related to Community Partnerships, Technology/Digital Literacy, and Hiring Processes During the 2022–23 School Year (September 27, 2022)
The August 2022 update provides information from the School Pulse Panel (SPP) on community partnerships, technology/digital literacy, and hiring processes, as reported by school leaders in U.S. public schools.
A look at postsecondary enrollment and employment outcomes for students earning alternative high school credentials (September 27, 2022)
This Statistics in Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students were surveyed in high school and again in 2016. Differences in postsecondary enrollment and employment outcomes are reported by high school completion type.
County estimates for U.S. adults' literacy and numeracy skills vary by age and education (September 26, 2022)
Using the three rounds of U.S. PIAAC data (in 2012, 2014 and 2017) as well as the data from the American Community Survey, this report presents the small area estimation methodology used to produce the estimates of various adults (16-74 years old) proficiency levels in literacy and numeracy skills for certain age and education groups in each county in the United States and the District of Columbia.
A model-based allocation approach was developed using the previously released model-based county-level, state-level, and state-by-group-level estimates. The newly derived model-based estimates can facilitate county adult education departments to plan interventions, allocate scarce resources and provide information to the general public, especially targeting interventions for age and education groups.
Personal and Professional Experiences During the COVID-19 Pandemic Among 2015-16 Bachelor's Degree Earners 4 Years After Graduation (September 26, 2022)
Recently released report presents the experiences of 2015–16 bachelor's degree earners during the coronavirus (COVID-19) pandemic, 4 years after graduation. Findings include professional and personal experiences during the COVID-19 pandemic, federal student loan repayment, employment status and characteristics, changes to work arrangements, and unemployment compensation during the COVID-19 pandemic.
Employment Outcomes and Financial Well-Being Among 2015-16 Bachelor's Degree Earners 4 Years After Graduation (September 26, 2022)
Recently released report presents outcomes of 2015–16 bachelor's degree earners 4 years after graduation. Outcomes include 2020 enrollment and employment status, federal student loan debt and repayment, earnings and other job characteristics, financial well-being, and teaching status.
IES Announces new R&D Center Competition on Supporting Students with Disabilities in Postsecondary Education (September 22, 2022)
NCSER released a FY 2023 funding announcement for a new R&D Center on Supporting Students with Disabilities in Postsecondary Education.
IES Announces the Establishment of Three Research Networks to Address Instructional and Learning Loss During the COVID-19 Pandemic (September 22, 2022)
NCER is excited to announce new grant awards to create three new networks addressing learning setbacks brought on by the COVID-19 pandemic.
Submissions Close September 30 for the IES Learning Acceleration Challenges (September 20, 2022)
Submissions are closing soon for the IES Learning Acceleration Challenges.
The Methodology Behind the Split-Sample Administration of the 2019 School Crime Supplement (September 14, 2022)
This survey documentation includes a review of the development of the 2019 SCS questionnaire, the methodology developed for the split-half administration, and the initial results from the 2019 SCS split-half experiment including analysis of extracurricular school sponsored activities, availability of drugs at school, bullying rates and components, and the presence of gangs at school.
NCSER Awards Additional FY 2022 Grants Across Two Competitions (September 13, 2022)
NCSER awards three additional FY 2022 grants in methods training and pandemic recovery in special education for a total additional investment of over $6 million.
From the IES Director: Addressing the COVID Learning Crisis (September 13, 2022)
In a new blog, Director Mark Schneider outlines the actions IES is taking—including two Learning Acceleration Challenges—to address gaps in student achievement exacerbated by COVID-19.
Attend the IES Learning Acceleration Challenges Office Hours (September 7, 2022)
Register for the upcoming office hours to learn more about the IES Learning Acceleration Challenges for identifying and testing interventions to improve math and science achievement.
From the IES Director: Downward Trends: Pre- and Post-pandemic NAEP Results (September 1, 2022)
In a new blog, Director Mark Schneider discusses the results of the NAEP Long Term Trend assessment for 9-year-old students, which provides a nationally representative sample of student performance pre- and post-pandemic.
August Blogs from NCER and NCSER (September 1, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report (September 1, 2022)
This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments.
Effects of Reclassifying English Learner Students on Student Achievement in New Mexico (September 1, 2022)
REL Southwest examined the effect reclassifying English learner students in grades 3-8 on English language arts and math achievement to understand whether the current reclassification criterion appropriately identifies New Mexico students who have reached English proficiency.
NCES Releases the Back-to-School Fast Fact for 2022-23 School Year (August 23, 2022)
Fast Facts provide users with concise information on a range of educational issues, from early childhood to adult learning. Fast Facts draw from various published sources and are updated as new data become available. The Back-to-school Fast Fact address what we know about our nation’s students and schools.
New Report Releases Data on Postsecondary Tuition, Fees and Degrees (August 23, 2022)
This set of provisional web tables include fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2021 collection, which included three survey components: Institutional Characteristics for the 2021-22 academic year, Completions covering the period July 1, 2020, through June 30, 2021, and data on 12-Month Enrollment for the 2020-21 academic year.
Join the IES Learning Acceleration Challenges Expert Sessions (August 18, 2022)
Submissions are now open for the IES Learning Acceleration Challenges. Potential applicants can register for the upcoming virtual expert sessions to learn more about the challenges.
IES releases new report: The Effects of an Academic Language Program on Student Reading Outcomes (August 16, 2022)
Helping English learners and economically disadvantaged students read as well as their more advantaged peers is a challenge for many schools. This study tested a promising program to improve fourth- and fifth-grade students’ ability to understand the academic language used in school and support their reading achievement.
Revised SY 2021-22 Common Core of Data with Preliminary Data Files (August 16, 2022)
The revised 2021-22 Common Core of Data (CCD) Preliminary Files are now available. These files are the product of the CCD data collection for the 2021-22 school year. Data are reported at state, district, and school levels as of October 1, 2021. This CCD release includes preliminary Directory (version 0b), CCD School (version 0a), and Student Membership (version 0a) data. The version 0b preliminary Directory data replaces the 0a version Directory data released on May 11, 2022. The CCD School and Student Membership data in this release largely represents the data submitted by the state education agencies as of the April 29, 2022 file submission due date and include detailed data (i.e., student counts by grade, race/ethnicity, and sex) at the SEA level and total membership minus adult education at the LEA and school levels.
New WWC Practice Guide: Preparing Young Children for School (August 15, 2022)
The WWC has released a new practice guide aimed at helping teachers prepare young children for school. This new practice guide, developed in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven easily comprehensible and practical recommendations.
Updated tables provide new data on key education statistics (August 9, 2022)
The Digest of Education Statistics is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons. Digest tables are updated and released in batches throughout the year.
Letter from the NCER Commissioner: FY 2022 Awards: A Closer Look at NCER Funding to Date and Emerging Themes (August 9, 2022)
In the latest "Letters from the Commissioner" blog, NCER Commissioner Elizabeth Albro reflects on the FY 2022 awards that NCER has announced to date and their themes.
Effects of a District-Managed Restart Strategy for Low-Performing Schools in Texas (August 8, 2022)
EL Southwest examined the implementation of Texas’ district-managed restart strategy, a school turnaround strategy, and its effect on teacher and principal mobility, student achievement, and student attendance.
June 2022 Update to COVID-19 Dashboards Focuses on Data Related to Learning Recovery, Summer Learning, and Staff Vacancies During the 2021-22 School Year (August 4, 2022)
The June 22 update provides information from the School Pulse Panel (SPP) on learning recovery, summer learning, staff vacancies, learning modes offered by schools, and student and staff quarantine prevalence, as reported by school leaders in U.S. public schools.
Enter the IES Learning Acceleration Challenges by September 30 (August 4, 2022)
Submissions are now open for the IES Learning Acceleration Challenges, which aim to identify and test interventions to improve math and science achievement and will award up to $1.8 million in total prizes.
From the IES Director: Modernizing IES Using Large Data Libraries (July 28, 2022)
In a new blog, Director Mark Schneider focuses on one building block of a modern education sciences infrastructure: identifying, creating, and supporting large datasets to facilitate research at scale.
An Update on Bullying in U.S. Schools (July 27, 2022)
This report shows the extent to which students with different characteristics report being bullied, including estimates by student sex, race/ethnicity, grade, and household income as well as the characteristics of the schools they attend. Overall, 22 percent of students ages 12 through 18 answered that they have experienced bullying at school from another student. Of those students, 41 percent thought the bullying would happen again, and 46 percent notified an adult about the bullying.
Virtual Office Hours for Grant Applicants: Special Education Research and Training Programs (July 21, 2022)
NCSER program officers will hold virtual office hours for grant applicants to the Special Education Research Grants program and Early Career Development and Mentoring program.
IES Hosts Virtual Office Hours for FY23 305S Grant Applicants (July 19, 2022)
The National Center for Education Research is hosting virtual office hours to provide technical assistance for grant applicants to the Using Longitudinal Data to Support State Education Policymaking (84.305S) competition. More information on the virtual office hours is available here.
From the IES Director: Accelerating Research on Special Education (July 14, 2022)
In a new blog, Director Mark Schneider outlines some of the strategies IES is pursuing to find out what works for students with disabilities and under what conditions.
IES releases new report: Study of Training in Multi-Tiered Systems of Support for Behavior: Impacts on Elementary School Students’ Outcomes (July 14, 2022)
Multi-tiered systems of support for behavior (MTSS-B) is a commonly reported approach to prevent and address students' problem behaviors. This study evaluated one promising, intensive program of MTSS-B training and technical assistance: providing staff training to consistently teach and reinforce good behavior for all students and identify and provide supplemental support to students who need it.
NCER Awards Over $92 Million in Education Research Grants (July 13, 2022)
NCER awards 45 new grants through its FY 2022 Education Research Grants program, an investment of more than $92 million across its various content areas and project types.
June Blogs from NCER and NCSER (July 13, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
NCSER Awards Additional FY 2022 Research to Accelerate Pandemic Recovery in Special Education Grants (July 12, 2022)
NCSER Awards Five Additional FY 2022 Research to Accelerate Pandemic Recovery in Special Education Grants for an Investment Over $14 Million
New Data on Crime, Violence, Discipline, and Safety in U.S. Public Schools (July 12, 2022)
Data from the 2019–20 School Survey on Crime and Safety show that an estimated 939,000 violent incidents and 487,000 nonviolent incidents occurred in U.S. public schools nationwide.
May 2022 Update to COVID-19 Dashboards Focuses on Data Related to Student Behavior in School and Student and Teacher Absenteeism During the 2021-22 School Year (July 6, 2022)
The May 2022 update provides information from the School Pulse Panel (SPP) on student behavior in school, student and teacher absenteeism, the state of learning modes offered by schools, and student and staff quarantine prevalence, as reported by school leaders in U.S. public schools.
IES Announces FY 2023 Research Grant Competitions (June 30, 2022)
NCER and NCSER released funding announcements for FY 2023 grant competitions.
Qualifications of Public School Mathematics and Computer Science Teachers in 2017-18 (June 30, 2022)
This Data Point examines the qualifications of public school mathematics and computer science teachers in the United States in school year 2017-18, by selected school characteristics.
IES Announces 2022 Awards for Education Technology Products (June 29, 2022)
The Institute of Education Science (IES) has made awards in 2022 for the development and testing of commercially viable education technology products for education and special education.
Just Released! Report on Indicators of School Crime and Safety: 2021 (June 28, 2022)
Report on Indicators of School Crime and Safety: 2021 examines topics such as school shootings, criminal victimization, bullying, disciplinary problems and actions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, the presence of security staff at school, and criminal incidents at postsecondary institutions. This report is a synthesis of key findings from individual school crime and safety indicators, which can be browsed in the Condition of Education Indicator System online.
IES To Host Listen and Learn Session Focused on LGBTQI+ Voices in Education Research (June 22, 2022)
The Institute of Education Sciences will be hosting a Listen and Learn session, LGBTQI+ Voices in Education Research, to discuss the education research needs of the LGBTQI+ communities and investigators.
New Report Presents Findings of Methodological Experiments Included in the 2019 National Household Education Survey (June 22, 2022)
This report presents the methods and findings of the methodological experiments that were included in NHES:2019. These experiments were organized around three key themes: (1) better understanding how the offered response modes affect response rates; (2) increasing response by web; and (3) increasing response from specific demographic subgroups.
IES Announces New Grants for Research Training and Systematic Replication (June 21, 2022)
IES, through the National Center for Education Research (NCER), awarded new grants under the FY 2022 Research Training Programs in the Education Sciences competition (84.305B) and the Research Grants Focused on Systematic Replication (84.305R) competition.
Program for the International Assessment of Adult Competencies (PIAAC) State-level Estimation for Age and Education Groups Methodology Report (June 17, 2022)
This is the second methodology report on Program for the International Assessment of Adult Competencies (PIAAC) Small Area Estimation (SAE) published by the National Center for Education Statistics in PIAAC Cycle I. The first report was written to describe the methodology used for the purpose of creating model-based estimates of average scores and high, middle, and low proficiency levels of adult skills for all states and counties in the U.S. This report further describes the statistical models to produce the same types of estimates for state-level age and education groups.
Letter from the NCER Commissioner: Providing Clarity on NCER Funding (June 16, 2022)
As the field of education science continues to expand, so too does the demand for funding. In a new blog post, NCER Commissioner Elizabeth Albro provides updates on NCER's funding for FY 2023 and the future of IES competitions.
From the IES Director: An Overlooked Success: IPEDS Outcome Measures (June 15, 2022)
In a new blog, Director Mark Schneider highlights the importance of the Integrated Postsecondary Education Data System's Outcome Measures component, which provides student outcomes for all postsecondary students.
Updated tables provide new data on key education statistics (June 10, 2022)
The Digest of Education Statistics is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons. Digest tables are updated and released in batches throughout the year.
NCSER Awards FY 2022 Special Education Research Grants (June 7, 2022)
NCSER recently awarded four additional Special Education Research Program grants for an investment of $13 million.
IES releases new report: Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices (June 6, 2022)
Providing teachers with ongoing support to improve their classroom practice is a common use of federal funds to improve instruction and student achievement. This study examined one promising strategy: providing individualized coaching using videos of teachers' instruction for reflection, practice, and feedback.
From the IES Director: Using Prize Competitions to Revamp IES' R&D Infrastructure (June 2, 2022)
In a new blog, Director Mark Schneider provides updates on two new Learning Acceleration Challenges designed to identify and test interventions with the potential to dramatically improve math and science achievement.
May Blogs from NCER and NCSER (June 2, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
Highlights from the 2021 NAEP Monthly School Survey (June 2, 2022)
These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic. Results for student enrollment, especially full-time, in-person public school enrollment, during January-May 2021 are summarized.
April 2022 Update to COVID-19 Dashboards Focuses on Data Related to Student and Staff Mental Health Needs and Services Provided by Public Schools During the 2021–22 School Year (May 31, 2022)
The April 2022 update provides information from the School Pulse Panel (SPP) on the mental health needs of, and services provided to, students and staff, the state of learning modes offered by schools, and student and staff quarantine prevalence in U.S. public schools.
Just Released! Condition of Education 2022 (May 31, 2022)
Readers can browse the Condition of Education Indicator System online. This year, we are excited to begin the rollout of interactive figures. These interactive figures will empower users to explore the data in new ways. In addition to the online indicator system, a synthesized overview of findings across topics is presented in the Report on the Condition of Education.
U.S. adults with low literacy and numeracy skills: 2012/14 to 2017, NCES 2022-004 (May 18, 2022)
This Data Point examines the U.S. adult population with low levels of English literacy and numeracy at two points in time—in the years 2012/2014 and 2017—using the data from the Program for the International Assessment of Adult Competencies (PIAAC). PIAAC is a large-scale international study of working-age adults (ages 16–65).
English Language Development among American Indian English Learner Students in New Mexico (May 16, 2022)
REL Southwest examined American Indian students identified as English learner students at kindergarten entry in New Mexico public schools in 2013/14 and 2014/15. The study looked at their performance on English language proficiency assessments, reclassification rates as English proficient, and grade-level readiness in English language arts and math. It also compared outcomes between students who attended a school with a bilingual multicultural education program (BMEP) and students who did not.
Current Expenditures per Pupil for Public PreK–12 Education Slightly Increased in FY 20 (School Year 2019-20) (May 11, 2022)
Current expenditures per pupil on a national basis slightly increased by 0.7 percent to $13,489 between FY 19 and FY 20, following an increase of 2.2 percent between FY 18 and FY 19, after adjusting for inflation.
Increases in current expenditures per pupil from FY 19 to FY 20 were among the five highest in New Mexico (9.3 percent), Illinois (5.7 percent), Kansas (4.0 percent), Texas (3.7 percent), and Indiana (3.7 percent).
Revised First Look report on findings from the 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC) (May 10, 2022)
A First Look report first released by the National Center for Education Statistics on September 16, 2021 described the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state. This revision to the report corrects standard errors provided in Table A-S6 for undergraduates receiving Title IV aid, by institution state.
Introducing NCES's New Locale-Focused Resource Hub: Education Across America (May 3, 2022)
NCES is excited to announce the release of a resource hub that focuses on data by geographic locale—Education Across America: Cities, Suburbs, Towns, and Rural Areas—using a three-phased approach. Released today, Phase I of this new resource hub involves the consolidation of locale-focused data across NCES surveys and programs and makes updates to the latest data available.
April Blogs from NCER and NCSER (May 2, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
Use of Supports among Students with Disabilities and Special Needs in College (April 26, 2022)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether students told colleges about their disabilities or special needs and who received accommodations for them. It also describes whether students used academic supports.
IES releases researcher guide on interpreting impacts (April 25, 2022)
A new guide describes how to use the BASIE framework to avoid misinterpreting statistical significance and improve the relevance of impact estimates.
March 2022 Update to COVID-19 Dashboards Includes Data on Concerns of Parents, School Staff, and Students For 2021-22 School Year (April 21, 2022)
The March 2022 update provides information on parental, staff, and student concerns during the 2021-2022 school year, school food and nutrition programs, COVID-19 mitigation strategies including quarantine and masking, and learning modes offered by schools from the School Pulse Panel (SPP).
Applications Invited for the Summer 2022 CTE Research Training Institute (April 18, 2022)
The Career and Technical Education (CTE) Research Network is now accepting applications for the Summer 2022 CTE Research Training Institute, to be held virtually August 1–5, 2022.
NASEM Report: A Vision and Roadmap for Education Statistics (April 7, 2022)
Read NASEM's report on NCES, which provides guidance on how best to keep pace with changes in education, take full advantage of new data sources and advances in technology, and hold true to the core values of transparency, accountability, and modernization.
IES Announces a Listen and Learn Session Focused on Researchers with Disabilities (April 4, 2022)
The Institute of Education Sciences will be hosting a Listen and Learn session, Leveraging the Voices of Persons with Disabilities in Education Research, for researchers (and researchers in training) with disabilities to share their experiences as part of an effort to help broaden participation in education research.
NASEM Report: The Future of Education Research at IES (March 31, 2022)
Read NASEM's report, provides insight on critical areas where new research is needed in the education sciences and highlights new methods and training opportunities to support that research.
March Blogs from NCER and NCSER (March 31, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
New What Works Clearinghouse Practice Guide and Webinar on Providing Reading Interventions for Students in Grades 4–9 (March 29, 2022)
The What Works Clearinghouse has released a new practice guide to help educators deliver reading interventions to meet the needs of students in grades 4-9.
February 2022 Update to Dashboards on Learning Modes and School Responses to COVID-19 (March 29, 2022)
The February 2022 update provides information on learning modes, quarantine prevalence, and COVID-19 mitigation strategies from the School Pulse Panel (SPP).
IES releases researcher guide on data sharing (March 28, 2022)
A new guide provides concrete recommendations on how to share study data to facilitate research transparency and accelerate the development of knowledge.
February Blog Posts From NCES (March 28, 2022)
NCES recently published blog posts on the experiences and characteristics of Black students and teachers in celebration of Black History Month; the recently released edition of the Digest of Education Statistics; the monthly School Pulse Panel survey on the impacts of the COVID-19 pandemic; and new projected data to be included in the upcoming edition of Digest.
NASEM Report: A Pragmatic Future for NAEP (March 24, 2022)
Read NASEM's report, which provides recommendations for how to manage the cost of NAEP while maintaining its status as the gold standard in educational testing.
IES Announces New Grants under the Statistical and Research Methodology in Education Program (March 24, 2022)
IES has awarded 13 new research grants under the Statistical and Research Methodology in Education Program (84.305D).
From the IES Director: "Education Runs on Lies" (March 23, 2022)
In his newest blog, Director Mark Schneider discusses key findings from the most recent High School Transcript Study
2019 NAEP High School Transcript Study (March 16, 2022)
This report uses data from the 1990, 2000, 2009, and 2019 NAEP HSTS for coursetaking results and from 2005, 2009, and 2019 for comparisons to NAEP.
New ERIC Selection Policy Available for Public Comment (March 15, 2022)
ERIC is requesting public comment on new draft Selection Policy. The purpose of this document is to provide information to publishers, producers of non-journal content and ERIC users about ERIC’s processes and policies for selecting sources of content.
Now Available for Public Comment: WWC Procedures and Standards, Version 5.0 (March 14, 2022)
The WWC works in consultation with methodological and subject matter experts to periodically assesses and revises its procedures and standards to reflect developments in educational research methods. The proposed version of the Handbook, What Works Clearinghouse Procedures and Standards Handbook, Version 5.0 (Draft), is now available to the public for comment prior to its adoption by the WWC.
Upcoming IES Research Methods Trainings Programs for Summer 2022 (March 4, 2022)
IES is funding four research methods training programs that are holding workshops this summer.
Winter 2022 Update to Dashboards on Learning Modes and School Responses to COVID-19 (March 3, 2022)
The winter 2022 update provides information on learning modes and school responses to COVID-19 from the National Assessment of Education Progress pre-assessment activities as well as the Institute of Education sciences School Pulse Panel.
Teachers of Hispanic or Latino Origin: Background and School Settings in 2017-18 (March 3, 2022)
This Data Point examines the background and school settings of Teachers of Hispanic or Latino Origin in public and private schools in the United States in school year 2017-18, by selected school and teacher characteristics.
February Blogs from NCER and NCSER (March 1, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
IES releases researcher guide on generalization (February 28, 2022)
A new guide provides concrete recommendations for conducting studies whose results will better generalize to the population of interest.
New Grant Awards: Using Longitudinal Data to Support State Education Recovery Policymaking Grants (February 23, 2022)
IES awarded three new grants under the Using Longitudinal Data to Support State Education Recovery Policymaking (CFDA 84.305S) competition.
New Report Presents Key Findings from pilot School Pension Survey for 2016-17 school years (February 23, 2022)
A new NCES report, The Feasibility of Collecting School Pension Data: An Evaluation of Data From the Pilot School Pension Survey (SPS) School Year 2016–17 (FY 17) presents key findings pertaining to whether the SPS is a viable, efficient method of collecting school pension data.
Release of the ICILS 2018 U.S. public- and restricted-use datasets and Technical Report (February 22, 2022)
The latest U.S. public- and restricted-use data from the 2018 International Computer and Information Literacy Study (ICILS) are now available.
Impact of the Coronavirus Pandemic on Public and Private Schools, Principals, and Teachers in the 2019-20 school year. (February 22, 2022)
This First Look report highlights data on the impact of the coronavirus pandemic on elementary and secondary education in the United States in the spring of 2020, by selected school, principal, and teacher characteristics. Topics covered include modes of instruction, educator support and resources, and student access to the Internet and digital devices.
Latest Edition of Statistical Compendium Provides New and Historical Data on All Aspects of Education (February 10, 2022)
The Digest of Education Statistics 2020 is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons.
NCSER Announces the 2022 Research Training Institute in Advanced Single-Case Research Design and Analysis (February 8, 2022)
NCSER, in conjunction with the University of Oregon, announces a Research Training Institute in Advanced Single-Case Research Design and Analysis.
December/January Blogs from NCER and NCSER (February 7, 2022)
NCER and NCSER recently published blogs that cover several topics in education.
Black or African American Teachers: Background and School Settings in 2017-18 (February 3, 2022)
This Data Point examines the background and school settings of Black or African American teachers in public and private schools in the United States in school year 2017-18, by selected school and teacher characteristics.
From the IES Director: The 2022 Annual Principal Investigators Meeting (February 2, 2022)
In his newest blog, Director Mark Schneider shares key points from his opening remarks at the IES Principal Investigators Meeting.
2020-21 Common Core of Data (CCD) Universe Data Files now available (January 31, 2022)
These files are the product of the Common Core of Data (CCD) data collection for the 2020-21 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of students eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD indicators are also available to users.
Release of the NALS 1992 resticted-use file with rescaled scores (January 31, 2022)
Restricted use data from the National Adult Literacy Survey (NALS) 1992 data with rescaled literacy scores for the household and prison samples are now available to the public through restricted-use data license, allowing for trend analysis with the U.S. Program for the International Assessment of Adult Competencies (PIAAC) data.
2019-20 PSS Public-use Data File User's Manual (January 27, 2022)
The National Center for Education Statistics (NCES) released the public-use data file user's manual today (January 27, 2022) for the 2019-20 Private School Universe Survey (PSS).
NCSER Awards FY 2022 Research to Accelerate Pandemic Recovery in Special Education Grants (January 24, 2022)
NCSER Awards Two FY 2022 Research to Accelerate Pandemic Recovery in Special Education Grants for an Investment of Almost $6 Million.
National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses (January 24, 2022)
This report documents the methods and findings of a qualitative study of nonrespondent addresses to the 2019 administration of the National Household Education Surveys Program (NHES:2019). The study included two components: (1) 85 in-depth, qualitative interviews and (2) 760 address observations. The overarching goal was to better understand the drivers of nonresponse to the NHES and to provide additional, actionable information on how to combat this growing problem.
WWC Reviews the Research on Growth Mindset (January 19, 2022)
The What Works Clearinghouse (WWC) reviewed the research on Growth Mindset interventions that are designed to improve college persistence and academic achievement by encouraging students to view intelligence as a "malleable" characteristic that grows with effort, and to view academic challenges as temporary setbacks that they can overcome. The WWC found that Growth Mindset interventions have potentially positive effects on academic achievement and no discernible effects on progressing in college or college enrollment.
WWC Reviews the Research on Social Belonging Interventions for Postsecondary Student Success (January 19, 2022)
The What Works Clearinghouse (WWC) reviewed the research on Social Belonging interventions that are designed to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. The WWC reviewed the research on Social Belonging interventions and found that they have mixed effects on academic achievement. Social Belonging interventions have mixed effects on progressing in college and no discernible effects on college enrollment.
Request for Information: Tell IES About Your Science and Math Interventions (January 13, 2022)
IES is seeking information from developers on relevant science and math interventions, including any research describing their efficacy. To share your intervention, respond to our Request for Information by February 14, 2022.
College affordability views and college enrollment (January 12, 2022)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point looks at the connection between views of college affordability in high school and college enrollment and employment 3 years after high school.
Free Online Training for WWC's Regression Discontinuity Design Standards Now Available (January 5, 2022)
The What Works Clearinghouse has released a free, online training on version 4.1 of the WWC's Regression Discontinuity Design Standards. This training is intended primarily for researchers and applied analysts interested in becoming WWC-certified reviewers of Regression Discontinuity Design studies.
Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes (December 27, 2021)
This study from REL Appalachia describes student outcomes in the years before and after Virginia added a career and technical education (CTE) credential requirement to the Standard diploma.
Examining the implementation and impact of full-day kindergarten in Oregon (December 27, 2021)
In 2015/16 Oregon created incentives for districts to offer full-day kindergarten (FDK). This study by REL Northwest examines three aspects of FDK in Oregon: the characteristics of districts that offered FDK before the policy shift and how those programs were structured; the impact of attending FDK in one large school district before the policy shift; and how FDK programs were implemented after the policy shift.
Branching Out: Using Decision Trees to Inform Education Decisions (December 27, 2021)
REL Appalachia developed this guide to help research directors and data analysts use Classification and Regression Tree (CART) analysis to address critical questions in educational settings.
California’s Special Education Local Plan Areas: Funding Patterns, Inclusion Rates, and Student Outcomes (December 27, 2021)
This study by REL West examined the association between different SELPA types and district configurations and outcomes including SELPA funding patterns, inclusion rates of students receiving special education services in the general education environment, and academic outcomes for students receiving special education services.
IES Announces New Research Networks Competitions and Virtual Technical Assistance (December 20, 2021)
IES is announcing two funding competitions for Fiscal Year 2022, one focused on leveraging evidence to accelerate recovery and one on improving pandemic recovery activities in education agencies.
From the IES Director: Guest Blog on Data Science at IES (December 20, 2021)
In this guest blog, IES fellow Zarek Drozda shares some of the exciting work IES and the Department of Education are supporting to accelerate the use and understanding of data science.
From the IES Director: IES Learning Acceleration Challenges (December 14, 2021)
In his newest blog, Director Mark Schneider announces two new prize competitions: one to incentivize innovation in middle school science instruction and another to improve mathematics achievement for elementary students with disabilities.
A Look at Enrollment and Other Postsecondary Data (December 13, 2021)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) spring data collection, including data on enrollment, finance, and academic libraries.
How Do Trends in Adult Skills Since the 1990s Compare Internationally? (December 10, 2021)
Average literacy scores declined from 1994 to 2003 and then increased from 2003 to 2012/14 and average numeracy scores declined from 2003 to 2012/14 for U.S. adults. Trend results for the United States and other participating countries are presented for the 1994-98 International Adult Literacy Survey (IALS), the 2003-08 Adult Literacy and Lifeskills Survey (ALL), and the 2012-17 Program for the International Assessment of Adult Competencies (PIAAC).
November Blogs from NCER and NCSER (December 7, 2021)
NCER and NCSER recently published blogs that cover several topics in education.
Supporting Integrated English Learner Student Instruction: A Guide to Assess Professional Learning Needs Based on the Teaching Academic Content and Literacy to English Learners in Elementary and Middle School Practice Guide (December 7, 2021)
This guide from REL West offers two tools and a ten-step process to help district and school site leaders assess the professional learning needs of elementary school teachers to implement research-based recommendations for the instruction of English learner students.
Request for SBIR Proposals in 2022: Phase I and Direct to Phase II (December 6, 2021)
The ED/IES Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology and special education technology products.
Principal Retention Patterns in Arizona, Nevada, and Utah (December 6, 2021)
This study by REL West found that fewer than half of principals in each state remained at the same school from fall 2016 to fall 2020 and turnover was higher among principals at lower-performing schools. Principals who moved to a new school tended to stay in the same local education agency.
IES releases evidence-based guide: How to Text Message Parents to Reduce Chronic Absence (December 2, 2021)
Chronic absence is a nationwide problem, even among young students. A recent Institute of Education Sciences (IES) study found that a carefully designed text messaging strategy improved attendance in elementary schools. Based on the study, this guide provides districts with information and tools for carrying out their own evidence-based attendance text messaging.
Estimating Changes to Student Learning in Illinois Following Extended School Building Closures due to the COVID-19 Pandemic (December 1, 2021)
REL Midwest examined data from 17 Illinois school districts over five years, including four years prior to the COVID-19 pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic.
What Works Clearinghouse Finds Potentially Positive Effects of a Professional Development Program on Improving Reading and Writing Abilities of English Learners (November 30, 2021)
The What Works Clearinghouse reviewed the research on the Pathway to Academic Success Project, a program that trains teachers to improve the reading and writing abilities of English learners who have an intermediate level of English proficiency.
Additional Certification for Teachers in New York State: Teachers' Experience and Employment Location, Certification Pathways, and Certification Areas (November 30, 2021)
This study by REL Northeast & Islands explored patterns in how experienced teachers in New York State public schools in 2015/16 earned additional certificates between October 2015 and October 2017.
Teacher Shortages in New York State: New Teachers’ Certification Pathways, Certification Areas, District of Employment, and Retention in the Same District (November 30, 2021)
This study by REL Northeast & Islands explored the pathways through which new teachers between 2015/16 and 2017/18 earned certificates, their certification areas, and their subsequent placement and retention in districts across the state, particularly high-need districts.
Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors (November 29, 2021)
This study used student and counselor survey responses from a nationally representative longitudinal dataset to examine the relationships between students' participation in three core elements of education and career planning during high school and their application, coursetaking, and enrollment behaviors associated with the transition to college.
What Works Clearinghouse requests information on rigorous research on interventions that promote postsecondary success (November 23, 2021)
The WWC has released a request for information on rigorous research on interventions that promote postsecondary success.
Impacts of Home Visits on Students in District of Columbia Public Schools (November 23, 2021)
REL Mid-Atlantic partnered with the District of Columbia Public Schools to conduct a rigorous evaluation of the impacts of teacher home visits conducted as part of its Family Engagement Partnership (FEP) program. The favorable impacts found in this study provide DCPS a reason to continue—and perhaps consider expanding—structured relationship-building home visits as part of their family engagement efforts.
Community Math Night Facilitators' Toolkit (November 22, 2021)
REL Appalachia's Community Math Night Facilitators' Toolkit equips elementary school educators to plan and implement an engaging, positive, family math event from start to finish.
WWC Summarizes the Research on Year Up (November 18, 2021)
Year Up is an intervention that provides six months of occupational and technical training in the information technology and financial service sectors followed by six-month internships, together with other supports that ensures students have strong connections to employment. The WWC reviewed the research on Year Up and found it to have positive effects on short-term earnings and no discernable effects on short-term employment, medium-term earnings, industry-recognized credential, certificate, or license completion, or medium-term employment.
WWC Summarizes the Research on Project QUEST for Postsecondary Students (November 18, 2021)
Project QUEST (Quality Employment through Skills Training) provides comprehensive support services to help students complete occupational training programs at local community colleges and professional training institutes, pass certification exams, and obtain well-paying jobs in targeted sectors of the local economy. The WWC reviewed the research on Project QUEST and found it to have positive effects on industry-recognized credential, certificate, or license completion; potentially positive effects on credit accumulation; no discernable effects on short-term employment, short-term earnings, medium-term employment, medium-term earnings, and long-term earnings; and potentially negative effects on postsecondary degree attainment.
New Report Release on Revenues and Expenditures for Public School Districts in 2018-19 (November 17, 2021)
The national median of total revenues per pupil and expenditures per pupil increased across all public school districts between budget years 2018 and 2019.
IES releases new report: Study of Enhanced College Advising in Upward Bound: Impacts on Where and How Long Students Attend College (November 16, 2021)
Many high school students from low-income families "undermatch" when it comes to college — they do not enroll at all or not in the most selective college they likely could attend. Some research suggests undermatch could have long-term consequences for student success. This report describes final results from a study that examined whether promising advising strategies, bundled in a package called Find the Fit, could improve college choices and persistence for rising high school seniors in the federal college access program Upward Bound.
School Use of Educational Technology Prior to the Coronavirus Pandemic in 2019-20 (November 16, 2021)
The 2019-20 Use of Educational Technology for Instruction survey provides information about how public schools provided access to educational technology to students and supporting teacher use of educational technology in instruction just prior to the pandemic.
What Were the Reach and Impact of the Oregon Promise Financial Aid Program in Its First Two Years? (November 15, 2021)
This REL Northwest study found that Oregon Promise, the state grant that helps cover college tuition for eligible students, had a positive impact on recipients' college persistence and completion in the program's first two years.
From the IES Director: Gathering Speed with SEERNet, Prize Competitions, and More (November 9, 2021)
In his newest blog, Director Mark Schneider discusses the launch of the SEERNet digital learning network and highlights some of the modernization efforts IES is pursuing.
Exploring Early Implementation of Pennsylvania’s Innovative Teacher and Principal Residency Grants (November 8, 2021)
To improve educator diversity and address educator shortages, the Pennsylvania Department of Education awards grants to universities in the state to develop and implement teacher and principal residency preparation programs. This REL Mid-Atlantic study examined eight residency programs that received grants for the 2019/20 school year.
October Blogs from NCER and NCSER (November 3, 2021)
NCER and NCSER recently published blogs that cover several topics in education.
Academic Mindsets and Behaviors, Prior Achievement, and the Transition to Middle School (October 25, 2021)
This study examined the relationship between students' academic mindsets and behaviors in grade 5 and their academic achievement in the first year of middle school.
New Study Reviews from the What Works Clearinghouse Examine the Impacts of Instructional Practices in Middle School Math (October 19, 2021)
The What Works Clearinghouse reviewed three studies of teaching practices designed to help middle school students improve their problem-solving, algebra, and mathematical reasoning skills: (1) schema-based instruction lessons on proportional relationships; (2) interleaved practice assignments for graphing and slope problems; and (3) worked examples of arithmetic problems.
School Changes in Student Achievement and Local Practice Under Georgia's District and School Flexibility Policy (October 18, 2021)
REL Southeast explored whether Georgia's flexibility policy, which grants waivers from state regulations and requires districts to meet performance targets, changed schools' academic performance and how schools prioritized local innovations in practice.
New Opportunity to Research Artificial Intelligence (AI)-Augmented Learning (October 14, 2021)
IES has partnered with NSF in a new funding initiative to encourage scientists to focus on research and development of AI-driven innovations to radically improve human learning and education.
*NEW* 2020 NAEP Long-Term Trend Report for Ages 9 and 13 available September 30th (October 14, 2021)
See how 9- and 13-year-old students performed on the 2019-2020 National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics. Overall average scores, selected percentiles, and performance-level results are compared over time.
A Look at Graduation Rates and Other Postsecondary Data (October 14, 2021)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) winter data collection, including data on graduation rates for selected cohorts, outcome measures, student financial aid, and admissions.
New Practice Guide on Effective Advising for Postsecondary Student (October 13, 2021)
The WWC has released a new practice guide on the design and delivery of effective advising for postsecondary students.
Predicting Early Fall Student Enrollment in the School District of Philadelphia (October 12, 2021)
REL Mid-Atlantic compared the accuracy of four statistical models for predicting fall enrollment at the school by grade level. Inaccurate predictions can disrupt learning as districts adjust to enrollment fluctuations by reshuffling teachers and students.
New Toolkit from REL Central Provides Resources for Practical and Effective Program Evaluations (October 12, 2021)
The Program Evaluation Toolkit focuses on the practical application of program evaluation for all users. The toolkit can build understanding of the evaluation process and practices. Resources in the toolkit will help users create a logic model, develop evaluation questions, identify data sources, develop data collection instruments, conduct basic analyses, and disseminate findings.
New What Works Clearinghouse (WWC) Webinar on Learning from Studies that Do Not Meet WWC Standards (October 5, 2021)
The What Works Clearinghouse (WWC) will host a webinar on learning from studies that do not meet WWC standards on Thursday, October 21, from 12:00 to 1:00 p.m. (ET). The webinar will identify the most common reasons studies do not meet WWC group design standards and explain how researchers can avoid these pitfalls. Register now for the webinar at this link.
September Blogs from NCER and NCSER (October 4, 2021)
NCER and NCSER recently published blogs that cover several topics in education.
Statewide Longitudinal Data Systems (SLDS) Capacity: 2018 SLDS Data File (September 29, 2021)
This release includes the data file intended to accompany the April release of NCES 2021-126, Statewide Longitudinal Data Systems (SLDS) Survey Analysis: Descriptive Statistics
Identifying Students At Risk Using Prior Performance Versus a Machine Learning Algorithm (September 28, 2021)
This REL Mid-Atlantic report compares the accuracy of simple early warning systems that use simple flags based on prior academic problems to an algorithm using a range of in- and out-of-school data to estimate the risk of each academic problem for each student in each quarter.
Variations in District Strategies for Remote Learning During the COVID-19 Pandemic (September 27, 2021)
This REL Central report details remote learning strategies proposed by districts in Kansas, Nebraska, North Dakota, and Wyoming in spring 2020 and describes how the strategies varied by districts' Internet connectivity, poverty level, and locale.
NCES Launches Challenge Competition for Automated Scoring for Nation’s Report Card Challenge competitors invited to score selection of reading items to demonstrate ability to reliably, accurately, transparently, and fairly score items using automated processes (September 24, 2021)
This open competition invites members of the natural language processing community to apply their skills to score a sample of NAEP reading items. Before entries will be scored for accuracy, participants will need to demonstrate algorithmic transparency and conduct fairness analyses to show that bias was not observed in the scoring models they created as part of the challenge. Participants may submit item-specific models and/or generic models that can be applied across multiple NAEP items. Participants can win up to $20,000 in prizes. The challenge competition is a key part of modernization efforts led by the Institute of Education Sciences to incorporate data science and machine learning into operational activities at NCES. It is the first in a series of challenges that will use NAEP data.
Characteristics of Private Schools in 2019–20 (September 22, 2021)
There were more than 32,000 private schools in the United States in the fall of 2019, serving nearly 4.7 million students, according to new results from the 2019–20 Private School Universe Survey. Other data include school size, religious orientation, geographic region, community type, and program emphasis.
July and August Blogs From NCES (September 21, 2021)
NCES recently published blogs on NCES-led AAPOR conference presentations; preliminary public school enrollment data from CCD; and highlights from the Back-to-School Fast Fact.
Factors Associated with Grade 3 Reading Outcomes in the Commonwealth of the Northern Mariana Islands (September 21, 2021)
REL Pacific explored the associations between reading proficiency and the demographic characteristics and education experiences of grade 3 students in the Commonwealth of Northern Mariana Islands.
Updated What Works Clearinghouse Reporting Guide for Study Authors (September 21, 2021)
The What Works Clearinghouse (WWC) has updated its guide for study authors on how to describe their studies and report findings in a way that is clear and complete. The WWC aims to provide enough information about studies that meet standards so educators can use the research to make informed decisions in their settings. The guide also outlines specific guidelines for reporting findings from randomized controlled trials and quasi-experimental studies, which are the two most common types of research designs in studies the WWC reviews.
Updated Online Data Tools in DataLab (September 20, 2021)
NCES has released a new, updated version of DataLab, a platform of web-based tools that provide the public with access to data collected through NCES studies. DataLab allows users to search for published tables and produce their own statistics and figures using a free, on-line analysis tool. DataLab is for researchers, reporters, policy makers, school administrators, students, or anyone interested in education in the United States.
Supports Associated with Teacher Retention in Michigan (September 20, 2021)
REL Midwest examined whether teacher supports—policies, practices, or programs—implemented by school districts and charter schools are associated with the retention of Michigan teachers.
The WWC Summarizes the Research on a Professional Development Program for Implementing Inquiry-Based Science Curricula (September 16, 2021)
The What Works Clearinghouse (WWC) reviewed the research on Leadership and Assistance for Science Education Reform (LASER), a program designed to build capacity for effectively implementing inquiry-based science curricula in schools and districts.
Variation in Mentoring Practices and Retention across New Teacher Demographic Characteristics under a Large Urban District's New Teacher Mentoring Program (September 16, 2021)
REL Northeast and Islands found that one-year retention of new teachers in a large urban school district was associated with the dosage of mentoring they received and the topics discussed with their mentors. There were significant racial differences in how new teachers engaged in the program, but there were no racial differences in retention rates.
First Look report presents findings from the 2017–18 National Postsecondary Student Aid Study, Administrative Collection (NPSAS:18-AC) (September 16, 2021)
A new First Look report released by the National Center for Education Statistics describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended and institution state. For example, in the 2017–18 academic year, 70 percent of undergraduate students received some type of financial aid (excluding private loans).
IES Announces FY 2021 Transformative Research in the Education Sciences Grants (September 15, 2021)
IES and the National Center for Education Research (NCER) awarded four new grants under the Transformative Research in the Education Sciences Grants program (84.305T).
From the IES Director: "Better is Good" (September 15, 2021)
In his newest blog, Director Mark Schneider seeks input on three topics under discussion at the NASEM panel on IES' research centers.
WWC and ERIC Webinar: WWC Systematic Literature Searches Using ERIC (September 15, 2021)
Join the What Works Clearinghouse and Education Resources Information Center (ERIC) for a webinar on the best-practice principles and procedures used in WWC systematic literature searches.
Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK-2 in Chicago Public Schools (September 15, 2021)
REL Midwest examined the effect on student reading achievement of being in schools that received enhanced coaching supports as part of Chicago Public Schools' P-2 Balanced Literacy Initiative to improve literacy instruction and looked at the successes and challenges of implementation.
Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District (September 14, 2021)
REL Northeast & Islands found that schools in which chronic absenteeism decreased implemented text messaging, phone calls, and mentorship programs with fidelity more frequently than schools in which chronic absenteeism increased.
Enrollment and Employees in Postsecondary Institutions, Fall 2020; and Financial Statistics and Academic Libraries, Fiscal Year 2020 (Preliminary Data) (September 14, 2021)
This preliminary set of web tables presents data findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2021 data collection. NCES does not regularly release preliminary data for the IPEDS data collection, however, due to the high level of interest in these data due to impacts of the coronavirus pandemic the spring 2021 preliminary data are being released as an exception. The spring 2021 collection includes four survey components: Enrollment for fall 2020; Finance for fiscal year 2020; data on employees in postsecondary education for Fall 2020; and data for Academic Libraries for fiscal year 2020.
Arts credits earned in high school and postsecondary enrollment (September 14, 2021)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Arts credits earned by high school graduates differed by students'' background characteristics. The Data Point also shows differences in postsecondary enrollment by numbers of arts credits earned in high school.
The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota (September 13, 2021)
REL Midwest examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans was associated with changes in discipline outcomes.
IES Announces FY 2021 Research Network on Digital Learning Platforms (September 9, 2021)
IES and the National Center for Education Research (NCER) awarded six new grants to establish a Digital Learning Platform Network under the FY 2021 Research Networks Focused on Critical Problems of Education Policy and Practice competition (84.305N).
IES Announces FY 2021 Research Network on Building Adult Basic Skills Through Technology (September 9, 2021)
IES and the National Center for Education Research (NCER) awarded six new grants to establish an Adult Skills Network under the FY 2021 Research Networks Focused on Critical Problems of Education Policy and Practice competition (84.305N).
New What Works Clearinghouse Webinars on Evidence-Based Resources for Educators (September 2, 2021)
The What Works Clearinghouse (WWC) just released two webinars to share evidence-based resources for educators to support their instruction. In these webinars, educators and experts provide an overview of the resources, which highlight math, reading, writing, and science instructional practices. The webinars also feature resources that educators can share with their students' parents and caregivers to support learning at home.
Using Promotion Power to Identify the Effectiveness of DC Public High Schools (September 1, 2021)
REL Mid-Atlantic examined the promotion power of each public District of Columbia high school, a measure of school effectiveness that separates a school's contributions to student outcomes from the characteristics of the students it serves.
From the IES Director: Update on the IES Use of ARP Funds (August 31, 2021)
In his newest blog, Director Mark Schneider provides an update on how IES is using American Rescue Plan funds to respond to the overwhelming learning challenges posed by COVID-19.
State-Funded Preschool in the Last Frontier: Alaska's Pre-Elementary Grant Program (August 31, 2021)
A new REL Northwest study on Alaska's Pre-Elementary Grants found participation was positively related to kindergarten readiness, English language proficiency, attendance, and more.
August Blogs from NCER and NCSER (August 31, 2021)
NCER and NCSER recently published blogs that cover several topics in education, including remote data collection during COVID-19, English learners with or at risk of disabilities, cost analysis resources, and school-based mental health.
New Data Released on Bachelor''s Degree Recipients, 10 Years after Graduation (August 31, 2021)
Recently released data describe outcomes of 2007–08 bachelor's degree recipients 10 years after graduation. These data include information about postbaccalaureate education, student loan debt and repayment, employment, teaching experiences, and demographic characteristics for approximately 14,670 respondents. Data are part of the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).
First-Year Effects of Early Indicator and Intervention Systems in Oregon (August 30, 2021)
REL Northwest's study on the early effects of an EIIS shows a reduction in chronic absenteeism but no positive effects on disciplinary infractions, course progression, or academic performance in Oregon during the 2018/19 school year.
Revised web tables on 2011-12 first-time beginning postsecondary students' six-year withdrawal, stopout, and transfer rates. (August 27, 2021)
Revised web tables that examine six-year withdrawal, stopout, and transfer rates for 2011-12 first-time postsecondary students. Collected through the Beginning Postsecondary Students Longitudinal Study (BPS:12/17), a nationally representative study which followed first-time in college students for 6 years, these Web Tables provide information on students' characteristics and their withdrawal, stopout, and transfer rates. The Web Tables originally released on August 21, 2020 included an error by displaying standard errors rather than estimates for Table 1.3-C, on pages 40-41. This table was corrected and now provides estimates.
Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study (August 24, 2021)
REL Northwest used randomized controlled trials to test whether sending emails and offering different financial incentives to early childhood education workers led to increased education and training levels—an outcome linked to improved quality of care for children.
From the IES Director: The Conference Circuit Reboots + What AI is Leaving Behind (August 24, 2021)
In his newest blog, Director Mark Schneider discusses his experience at the ASU+GSV Summit.
Characteristics and Performance of High School Equivalency Exam Takers in New Jersey (August 23, 2021)
REL Mid-Atlantic analyzed data from New Jersey high school equivalency test takers to examine how the characteristics of test takers differ across exams, how performance for test takers with comparable backgrounds varies, and how passing rates were affected by a recent reduction in the minimum passing scores for two of the exams.
Updated WWC Study Review of the New York City Community Schools Initiative (August 5, 2021)
The What Works Clearinghouse (WWC) has updated its review of a study of the New York City Community Schools Initiative, which aimed to improve student outcomes by mitigating the social consequences of poverty.
Using a Survey of Social and Emotional Learning and School Climate to Inform Decisionmaking (August 3, 2021)
This REL Mid-Atlantic report studies how the District of Columbia Public Schools could use the results of an annual survey of students, teachers, and parents about social and emotional learning and school climate to improve students' outcomes.
One Year Later: Relationship Between 2015–16 Bachelor's Degree Recipient Enrollment in Further Education and Pell Grant Receipt (August 3, 2021)
This Data Point provides information on enrollment for further education the year after earning a bachelor’s degree and the financial aid status of those students. It compares students who had a Pell Grant as undergraduates to those who did not.
Exploring the Potential Role of Staff Surveys in School Leader Evaluation (August 2, 2021)
REL Mid-Atlantic partnered with the District of Columbia Public Schools to explore the potential use of teacher surveys in school leader evaluation.
July Blogs from NCER and NCSER (August 2, 2021)
NCER and NCSER recently published blogs that cover several topics in education including growing CTE research at NCER, a new Research and Development Center, cost analysis resources, and assessing math understanding of students with disabilities during a pandemic.
Associations between High School Students' Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands (July 29, 2021)
REL Pacific examined grade 11 and 12 students' social-emotional competencies and how those competencies are associated with academic and behavioral outcomes. Five social-emotional competency domains were examined: self-management, growth mindset, self-efficacy, sense of belonging, and social awareness.
Cost-Feasibility Analysis Toolkit for Supplemental Online Programs: User Guide (July 28, 2021)
REL Appalachia researchers developed this toolkit to help education leaders estimate whether implementing supplemental online programs is affordable given a school or district's available resources.
The Effect of School Report Card Design on Usability, Understanding, and Satisfaction (July 27, 2021)
A new REL Mid-Atlantic report examines the impact of different design choices on how easy it is to use and understand online school report cards, how easy it is to find information within them, and whether users would recommend them to others.
New Report Releases Data on Postsecondary Tuition, Fees and Degrees (July 27, 2021)
This set of provisional web tables include fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2020 collection, which included three survey components: Institutional Characteristics for the 2020-21 academic year, Completions covering the period July 1, 2019, through June 30, 2020, and data on 12-Month Enrollment for the 2019-20 academic year.
Principals' Perceptions of Influence Over Decisions at Their Schools in 2017–18 (July 27, 2021)
This report examines the relationship between public and private school principals' perceived influence over various decisions made at their schools.
Effectiveness of Early Literacy Instruction: Summary of 20 Years of Research (July 26, 2021)
REL Southeast identified 132 interventions evaluated by 109 studies that the study team determined were high-quality experimental or quasi-experimental studies. Intervention implementation characteristics and instructional features were explored to identify those that led to improvements in language and literacy performance for preschool students.
Teacher Training to Meet Diverse Student Needs Before Entering the Classroom: Teacher Preparation in 2017-18 (July 20, 2021)
This Data Point looks at preservice coursework taken by public and private school teachers to meet the needs of diverse student populations prior to the coronavirus pandemic. Preservice coursework, part of teacher preparation, is completed by U.S. private and public school teachers before their first year teaching.
Conversion of 2007–08 National Postsecondary Student Aid Study (NPSAS:08) Restricted-Use Data File to New Format (July 20, 2021)
The 2007–08 National Postsecondary Student Aid Study (NPSAS:08) Restricted-Use Data File (RUF) has been converted from the Microsoft Windows-based Electronic Codebook into flat text data files that can be accessed using statistical software syntax.
Using High School and College Data to Predict Teacher Candidates' Performance on the Praxis at Unibetsedåt Guåhan (University of Guam) (July 19, 2021)
REL Pacific explored which student background and academic preparation characteristics predict passing the Praxis Core test and its individual subtest for prospective teachers who enrolled at the Unibestsedåt Guåhan between fall 2012 and fall 2017.
Join the What Works Clearinghouse for a Webinar on Reviewing Studies for the WWC (July 15, 2021)
Join us for a webinar to learn about processes for screening, reviewing, and reconciling WWC studies. The webinar will also cover best practices for entering accurate and complete review data.
Report on Crime and Safety in Schools and College Campuses (July 14, 2021)
Report on Crime and Safety in Schools and College Campuses
Report on Indicators of School Crime and Safety: 2020 examines topics such as school shootings, criminal victimization, bullying, disciplinary problems and actions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, the presence of security staff at school, and criminal incidents at postsecondary institutions.
May and June Blogs From NCES (July 14, 2021)
NCES recently published blogs on NTPS data in celebration of Asian American and Pacific Islander Heritage Month; the Condition of Education release; the IES Reading Summit and NCES reading and literacy data; students' access to the internet and digital devices; the Revenues and Expenditures for Public Elementary and Secondary Education: FY19 report release; machine-readable tables for the Digest of Education Statistics; and NCES-led AERA conference presentations.
NCER Awards Over $142 Million in Education Research Grants (July 9, 2021)
NCER awards 69 new grants through its FY 2021 Education Research Grants program, an investment of more than $142 million across its various content areas and project types.
Release of the PISA YAFS 2016 public use file (July 8, 2021)
Public-use data from the 2016 U.S. Program for the International Student Assessment Young Adult Follow-up Study (PISA YAFS) is now available to the public.
PISA YAFS 2016 Technical Report and User Guide (July 8, 2021)
The National Center for Education Statistics released the technical report and user guide today (July 8, 2021) for the Program for the International Student Assessment Young Adult Follow-up Study 2016.
New Update to Monthly School Survey Dashboard on Reopening of Schools (July 8, 2021)
The May update of national statistics on school reopenings and modes of instruction offered to students is now available. This is the final update for the 2020-21 school year.
Examination of the Validity and Reliability of the Kansas Clinical Assessment Tool (July 7, 2021)
A new report from REL Central describes how the Kansas Clinical Assessment Tool demonstrates validity and reliability to meet the Council for the Accreditation of Educator Preparation requirements for locally developed assessments of teacher candidates.
IES Announces New Grants for Research Training Programs in the Education Sciences (July 6, 2021)
IES, through the National Center for Education Research (NCER), awarded eight new grants under the FY 2021 Research Training Programs in the Education Sciences competition (84.305B).
On-Demand Webinar: Research to Accelerate Pandemic Recovery in Special Education (84.324X) (July 6, 2021)
IES has released an on-demand webinar that provides an overview of the Research to Accelerate Pandemic Recovery in Special Education grants program.
A Guide to Identifying Similar Schools to Support School Improvement (July 6, 2021)
This REL Central guide describes how the Nebraska Department of Education selected a distance measure to identify similar schools, using a variety of characteristics to help school leaders better understand how their schools are performing relative to their peers.
IES Announces Additional FY 2022 Research Grant Competitions (July 1, 2021)
NCER has released funding announcements for three additional FY 2022 grant competitions.
NCSER Awards Special Education Research Grants (July 1, 2021)
NCSER awarded 22 grants through its FY 2021 Special Education Research Grants program, an investment of more than $55 million across its various content areas and project types.
June Blogs from NCER (June 30, 2021)
NCER recently published blogs that cover several topics in education including translating research to practice and a discussion about partnering with practitioners to address mental health in rural school communities.
NCSER Awards FY 2021 Research Training Program Grants (June 29, 2021)
NCSER awards seven FY 2021 Research Training Program Grants in Early Career Development and Mentoring.
New Grant Awards: Using NAEP Process Data to Understand Learners with Disabilities (June 29, 2021)
NCSER awards FY 2021 research grants focused on using NAEP process data to improve our understanding of the link between test-taking behavior and performance.
Teacher Requirements to Help Students Outside Regular School Hours in 2017–18 (June 29, 2021)
This Data Point examines whether teachers were required to help students with their academic or social and emotional needs outside regular school hours in public and private schools in the United States in school year 2017–18, by selected school classification.
Preliminary 2020-21 Public School Enrollment Data Files Now Available (June 28, 2021)
Preliminary data files for the 2020-21 school year are now available. The state and local education agency data files contain information on public school enrollment and other directory data from the Common Core of Data.
IES Announces New FY 2021 Education Research and Development Center Grant (June 24, 2021)
IES and the National Center for Education Research (NCER) awarded one new grant under the FY 2021 Education Research and Development (R&D) Centers competition (84.305C).
An illustrative look at how elementary school principals spend their workweek (June 23, 2021)
A new snapshot illustrates how 100 elementary principals report spending their time, with more detailed information about instructional supports they provide or arrange for their teachers.
IES Hosts Virtual Office Hours for Grant Applicants (June 22, 2021)
The National Center for Education Research and National Center for Special Education Research are hosting virtual office hours to provide technical assistance for grant applicants.
Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia (June 22, 2021)
This REL Pacific report examines early college success on Pohnpei, Federate States of Micronesia (FSM). REL Pacific explored the relationship between student-level factors and early college success outcomes among Pohnpei public high school graduates who enrolled at the College of the Micronesia-FSM.
Pathways to Teaching: Teacher Diversity, Testing, Certification, and Employment in Washington State (June 21, 2021)
To better understand Washington state's shortage of teachers of color, REL Northwest investigated the junctures at which teacher candidates—especially candidates of color—are likely to leave the teacher career pathway.
METHODOLOGICAL RESEARCH DATAFILE: 2012 Beginning Postsecondary Students Longitudinal Study student records data (June 18, 2021)
The 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile is a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year.
IES Announces FY 2022 Grant Competitions in Education Research Statistics and Using Longitudinal Data (June 16, 2021)
NCER has released funding announcements for two FY 2022 grant competitions.
First Look Report Presents Preliminary Findings on COVID-19 Pandemic Effects on Undergraduates from the 2019–20 National Postsecondary Student Aid Study (NPSAS:20) (June 16, 2021)
A unique First Look report released by NCES describes the effects of the COVID-19 pandemic on postsecondary students. For example, in the 2019–20 academic year, 84 percent of undergraduate students transitioned to online instruction.
NCSER Announces FY 2022 Research Grant Competition (June 15, 2021)
NCSER has released the funding announcement for its FY 2022 Research to Accelerate Pandemic Recovery in Special Education grant competition.
Expenditures per Pupil for Public K–12 Education Increased in FY 19 (June 15, 2021)
Current expenditures per pupil on a national basis increased by 2.1 percent to $13,187 from FY 19 to FY 18, following an increase of 0.9 percent between FY 17 and FY 18, after adjusting for inflation.
Increases in current expenditures per pupil from FY 18 to FY 19 were among the five highest in Oklahoma (10.3 percent), Washington (8.2 percent), Colorado (5.9 percent), California (5.5 percent), and West Virginia (3.9 percent).
New Study Examines Proficiency Skills of U.S. Young Adults at Ages 15 and 19 (June 15, 2021)
A new report examines the literacy and numeracy skills of U.S. young adults as they transition to post-high school life and how these are related to their earlier proficiency in reading and mathematics in Program for International Student Assessment (PISA). This study followed a sample of U.S. students who participated in PISA 2012, when they were 15 years old, and assessed their literacy and numeracy skills and other outcomes four years later at about age 19
New Update to Monthly School Survey Dashboard on Reopening of Schools (June 10, 2021)
The April update of national statistics on school reopenings and modes of instruction offered to students is now available.
WWC Summarizes the Research on Dana Center Mathematics Pathways for College Students (June 10, 2021)
DCMP is an intervention that offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy. The WWC reviewed the research on DCMP and found it to have positive effects on progressing in developmental education and progressing in college.
How States and Districts Used Title II, Part A Funds in 2019-20 (June 9, 2021)
A new report on the $2 billion Title II, Part A program finds that districts used over half of those funds to provide professional development, most commonly focused on improving instructional practice and teacher content knowledge.
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? (June 8, 2021)
REL Midwest examined characteristics of Indiana and Minnesota high school students who concentrated in a career and technical education program of study and compared their college and employment outcomes with those of similar students who completed few or no career and technical education courses.
Parental Involvement in U.S Public Schools in 2017-18 (June 8, 2021)
This report examines parent and/or guardian involvement in various school-based engagement opportunities, as reported by public elementary and secondary school principals before the coronavirus pandemic.
IES and The Council of the Great City Schools Hosts Virtual IES Reading Summit (June 7, 2021)
IES and The Council of the Great City Schools Hosts Virtual IES Reading Summit on June 8 and June 9. This is a free conference with engaging sessions focusing on the declining performance of America's lowest-performing readers and the growing gap between low- and high-performing students. Register here.
Identifying Indicators that Predict Postsecondary Readiness and Success in Arkansas (June 3, 2021)
REL Southwest examined the extent to which college and career readiness indicators in middle and high school, aligned to the Arkansas ESSA plan, predict outcomes of postsecondary readiness (ACT scores), initial college enrollment, and college persistence.
The Effects of Accelerated College Credit Programs on Educational Attainment in Rhode Island (June 1, 2021)
This study from REL Northeast & Islands found that participation in accelerated college credit programs—dual/concurrent enrollment and Advanced Placement testing—has a large, positive, and statistically significant effect on high school graduation, college enrollment, and college readiness.
Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2019 NAEP Reading and Mathematics Assessments (June 1, 2021)
This report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2018–19 school year and the 2019 NAEP assessments for public schools.
From the IES Director: A Look at the New NAEP Science Scores (May 26, 2021)
In his newest blog, Director Mark Schneider discusses the latest results of the NAEP science assessment.
Just Released! Condition of Education 2021 (May 25, 2021)
Readers can browse the Condition of Education Indicator System online and download PDFs of individual indicators. The new, more user-friendly Report on the Condition of Education, which highlights and synthesizes key findings from the Condition of Education, is now available in PDF format.
From the IES Director: Charting the Future of NCES (May 24, 2021)
In his newest blog, Director Mark Schneider shares some of the themes that emerged in the first NASEM meeting to discuss the future of NCES.
Dual Enrollment Access and Participation by Locale and Income Level (May 24, 2021)
This REL Central report details patterns in dual enrollment access and participation in the 2017/18 school year for the REL Central region states and the region overall and describes how access and participation varied by school locale and percentage of students from low-income households.
Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification (May 18, 2021)
This REL Northwest report examines Alaska Native students who are classified as English learner (EL) students and how EL policy functions for these students. Findings may help Alaska and other states better understand how to ensure that EL policies, funding, and service provision support Alaska Native and other Indigenous EL students.
The National Indian Education Study 2019 (May 18, 2021)
The National Indian Education Study (NIES) utilizes NAEP and contextual questions to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the U.S.
Relationship between State Annual School Monitoring Indicators and Outcomes in Massachusetts Low‑Performing Schools (May 17, 2021)
Massachusetts Department of Elementary and Secondary Education developed a rating system on 26 turnaround practices to provide formative feedback and support to schools designated as low performing. REL Northeast & Islands found that half of the turnaround practices in the rating system were strongly associated with better mean student growth percentiles and lower chronic absenteeism rates.
March and April Blogs From NCES (May 14, 2021)
NCES recently published blogs on how the Common Core of Data (CCD) identifies virtual schools; highlights from the School-Level Finance Survey (SLFS); and tips for navigating the Digest of Education Statistics website.
The WWC Summarizes the Research on Math Expressions (May 13, 2021)
The What Works Clearinghouse (WWC) reviewed the research on Math Expressions. Math Expressions is a core curriculum designed to teach students mathematics knowledge and skills using real-world situations, visual supports such as drawings and manipulatives, multiple approaches to solving problems, and opportunities for students to explain their mathematical thinking.
The WWC Summarizes the Research on University of Chicago School Mathematics Project (UCSMP) (May 12, 2021)
The What Works Clearinghouse (WWC) reviewed the research on the University of Chicago School Mathematics Project (UCSMP). UCSMP is a core curriculum designed to teach students mathematics concepts, applications, and skills using an inquiry-based approach with a focus on active learning.
The WWC Summarizes the Research on Science Teachers Learning through Lesson Analysis (STeLLA®) (May 11, 2021)
The What Works Clearinghouse (WWC) reviewed the research on Science Teachers Learning through Lesson Analysis (STeLLA®). STeLLA ® is a professional development program that aims to improve students' science achievement by improving elementary teachers' science content knowledge and instruction.
The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota (May 11, 2021)
A new REL Central study describes the impact of being a career and technical education concentrator in high school on students' rates of on-time graduation and their rates of postsecondary education enrollment and completion within two and five years of their expected high school graduation year.
Outcomes for Early Career Teachers Prepared through a Pilot Residency Program in Louisiana (May 10, 2021)
Louisiana's Believe and Prepare pilot program aimed to provide teacher candidates or in-service teachers with a competency-based curriculum and a residency with a mentor. This REL Southwest study examined the certification, employment, and retention outcomes for the three cohorts of teacher candidates who participated in the pilot program between 2014/15 and 2016/17.
New Update to Monthly School Survey Dashboard on Reopening of Schools (May 6, 2021)
The March update of national statistics on school reopenings and modes of instruction offered to students is now available.
New WWC Study Reviews Examine Interventions Designed to Improve School Environments (May 4, 2021)
The What Works Clearinghouse (WWC) reviewed three studies on interventions designed to improve school environments: (1) Pittsburgh Public Schools SaferSanerSchoolsTM Whole-School Change restorative disciplinary practices program; (2) Houston's Arts Access Initiative that seeks to increase students' access to the arts, and (3) New York City Department of Education's Community Schools Initiative to improve student outcomes by mitigating the social consequences of poverty.
From the IES Director: Catching Up When You Started Behind (May 4, 2021)
In his newest blog, Director Mark Schneider discusses how lessons we learn about recovering from the pandemic must be deployed to remedy the dangerous, pre-existing downward trend among our nation's lowest-performing students.
March Blogs from NCER and NCSER (May 3, 2021)
NCER and NCSER recently published blogs that focus on IES virtual interns and cover education and special education research on gender stereotypes in STEM, autism spectrum disorder, supporting young children with disabilities, and strategies to help support students with ADHD succeed in college.
WWC Summarizes the Research on Bottom Line for High School Students (April 29, 2021)
Bottom Line is an intervention provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of Bottom Line's target colleges which they identified as providing a high-quality education at an affordable price, Bottom Line continues to provide regular support to students on campus for up to six years. The WWC reviewed the research on Bottom Line and found it to have potentially positive effects on college enrollment and potentially positive effects on progressing in college.
New WWC Math Tips for Parents and Caregivers: Evidence-based tips for learning fractions and algebra at home (April 28, 2021)
The What Works Clearinghouse just released two sets of math tips for parents and caregivers to support children's learning of fractions and algebra at home. These tip sheets provide easy-to-implement activities and strategies to support understanding of fractions in grades K-8 and algebra in grades 6-12.
New Findings on Fourth-Grade Students Performing below NAEP Basic in Reading (April 27, 2021)
The 2018 NAEP Oral Reading Fluency study assessed the oral reading fluency of fourth-grade public school students as well as the likely underlying sources of poor fluency. The study adds new, policy-relevant information to the NAEP reading assessment. It includes, for the first time, a close examination of the oral reading fluency and foundational skills (word reading and phonological decoding) of fourth-grade public school students who perform below NAEP Basic.
Supporting Students with Health Conditions in District of Columbia Public Schools (April 27, 2021)
A new REL Mid-Atlantic study examines the prevalence of health conditions in DCPS schools, the supports offered to students, and the relationship between health conditions and education outcomes to inform an action plan for supporting students.
A Look at the Evidence for Adult Education Strategies (April 27, 2021)
A new snapshot summarizes a systematic review of existing rigorous research on the effectiveness of particular adult education strategies.
Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 2 (April 26, 2021)
This REL Northeast & Islands report presents guidance on how to interpret differences in mobility and retention rates by teacher, school, or district characteristics; analyze year-to-year trends; compare rates across districts or states; and examine how the implementation of a policy might be associated with teacher mobility or retention.
Analyzing Teacher Mobility and Retention: Guidance and Considerations Report 1 (April 26, 2021)
This REL Northeast & Islands report provides the foundational information needed to answer questions related to teacher mobility and retention and presents the decision points and steps necessary for conducting basic mobility and retention analyses.
A Third Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills (April 19, 2021)
REL Southeast has developed a Teacher's Guide to supplement the What Works Clearinghouse practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, which provides step-by-step guidance for teachers to support families in practicing foundational reading skills at home.
Statewide Longitudinal Data Systems (SLDS) Capacity: 2018 SLDS Survey Analysis and Descriptive Statistics (April 19, 2021)
The Statewide Longitudinal Data Systems (SLDS) Survey was first administered in 2018, and asks all states and territories to provide information about the types of data that are included in their SLDSs, how they use SLDS data to inform policy, and the capacity of their SLDSs for automated linking of K–12, teacher, postsecondary, workforce, Perkins career and technical education and early childhood data. The Survey has since evolved to include reporting on data use and research capacity.
From the IES Director: Turning to the Future (April 14, 2021)
In part 2 of his anniversary blog, Director Mark Schneider looks ahead to what he hopes to accomplish in the next three years at IES.
Michigan Teachers Who Are Not Teaching: Who Are They, and What Would Motivate Them to Teach? (April 14, 2021)
REL Midwest estimated the number of teacher certificate holders in Michigan who are not teaching and examined their reasons for not teaching and the incentives that might motivate them to enter or re-enter teaching in a public school.
Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools (April 13, 2021)
REL Mid-Atlantic examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the Advanced Placement Summer Institute, and the alignment of teachers' college major and its broader subject area with the AP courses they teach.
Predictors of College Readiness and Early College Success in Guam (April 12, 2021)
REL Pacific explored predictors of college readiness and early college success among Guam high school graduates who enrolled at Kulehon Kumunidåt Guåhan (Guam Community College) or Unibetsedåt Guåhan (University of Guam).
From the IES Director: Reflecting on Three Years at IES (April 7, 2021)
In his new blog, Director Mark Schneider looks back at some of the highpoints of the three years he has served as director of IES.
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5 (April 6, 2021)
REL Southeast evaluated the effect of a word knowledge curriculum on morphological awareness, vocabulary, and English language arts performance for grade 5 students in a large school district in central Florida.
2020-21 Common Core of Data (CCD) Preliminary Files now available (April 5, 2021)
2020-21 Common Core of Data (CCD) Preliminary Files are now available. These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at district and school levels as of October 1, 2020. These preliminary files include directory information, and some limited attributes about the school or district, such as type, operational status, the lowest and highest grade offered, and whether a school is a charter school.
Measuring Civic Readiness: A Review of Survey Scales (April 5, 2021)
This resource supports state and local education agencies in identifying, comparing, and contrasting survey scales that measure a variety of civic readiness categories. It describes the format and structure of survey scales, details the civic readiness categories measured by the scales, and summarizes the reliability and validity evidence associated with the scales.
March Blogs from NCER and NCSER (March 30, 2021)
NCER and NCSER recently published blogs focusing on school finance, website launch for the Center for the Success of English Learners, gender stereotypes in math achievement, middle-schooler argumentation skills, CEC award recipients, and highlights of awards celebrating Middle Level Education Month and Developmental Disabilities Awareness Month.
New Report Presents Key Findings From School-Level Finance Survey (SLFS) for 2015-16 and 2016-17 school years (March 30, 2021)
A new NCES report, Highlights of School-Level Finance Data: Selected Findings From the School-Level Finance Survey (SLFS), School Years 2015-16 and 2016-17 provides evidence that comprehensive PK-12 education spending data can be effectively collected at the school level and utilized to evaluate differences in school spending based on various school characteristics.
Pre-COVID Ability Grouping in U.S. Public School Classrooms (March 30, 2021)
This Data Point examines whether ability grouping was used to organize classes or students in public schools in the United States, by selected school characteristics.
Center- and Program-Level Factors Associated with Turnover in the Early Childhood Education Workforce (March 29, 2021)
This study from REL Northeast & Islands found that turnover rates were highest among private-pay early childhood education centers serving children ages 0-5. Higher wages were associated with lower levels of turnover while access to nonwage benefits was generally not.
A Look at Child Care Among Young Children in Single-Parent and Two-Parent Families (March 26, 2021)
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.
Monthly School Survey Dashboard (March 24, 2021)
The School Survey Dashboard provides insights into learning opportunities offered by schools during the COVID-19 pandemic.
Apply for the Summer 2021 Career and Technical Education Research Training Institute (March 23, 2021)
The Career and Technical Education (CTE) Research Network is now accepting applications for the Summer 2021 CTE Research Training Institute, to be held virtually June 14-18, 2021.
New Practice Guide on Career Pathways at Community Colleges (March 23, 2021)
The WWC has released a new practice guide on the development and delivery of career pathways at community colleges.
From the IES Director: Compete to win the XPRIZE Digital Learning Challenge (March 22, 2021)
In his new blog, Director Mark Schneider announces the Digital Learning Challenge, the first IES-sponsored XPRIZE.
Steps to Develop a Model to Estimate School- and District-Level Postsecondary Success (March 22, 2021)
A new tool from REL Central guides education agency researchers, analysts, and decisionmakers through options to consider when developing a statistical model to estimate school or district postsecondary success.
National Graduation Rate Increases in School Year 2018–19 for U.S. Students (March 22, 2021)
In 2018–19, the national graduation rate for U.S. students increased by 0.5 percentage points to 85.8%. The 2018–19 ACGR for all racial and ethnic subgroups, economically disadvantaged and limited English students increased from the previous year. Students with Disabilities showed the highest year over year increase with 1.1 percentage points improvement. State data about two new subgroups are included (Homeless enrolled and Foster care) for the second year of reporting.
IES Announces New Grants under the Statistical and Research Methodology in Education Program (March 17, 2021)
IES has awarded nine new research grants under the Statistical and Research Methodology in Education Program (84.305D).
The WWC Summarizes the Research on Xtreme Reading (March 17, 2021)
The WWC reviewed the research on Xtreme Reading. Xtreme Reading is a supplemental literacy curriculum that aims to improve the literacy skills of struggling students. The WWC found no discernible effects of Xtreme Reading on comprehension or general literacy achievement for struggling readers in grades 6 through 12.
The WWC Summarizes the Research on the Promoting Alternative THinking Strategies® (PATHS®) (March 17, 2021)
The WWC reviewed the research on Promoting Alternative THinking Strategies® (PATHS®). PATHS® is a curriculum that aims to promote emotional and social competencies and to reduce aggression and behavior problems in children. The WWC found no discernible effects of PATHS® on elementary students' academic achievement, social interactions, observed individual behavior, or emotional status.
Outside Jobs Among U.S. Public School Teachers (March 17, 2021)
This Data Point describes U.S. public school teacher income from outside jobs for the 2017–18 school year, by main teaching assignment.
From the IES Director: The Road to Learning Recovery (March 16, 2021)
IES has been awarded $100 million from the American Rescue Plan to conduct research related to learning losses caused by COVID-19. In his new blog, Director Mark Schneider shares some current and planned activities for using this money in the recovery effort.
Relationship Between High School Choice Options and College and Career Readiness and Early College Success (March 15, 2021)
REL Midwest described the characteristics of students in Indiana by type of high school enrollment and examined their performance on indicators of college and career readiness and early college success.
2019-20 Common Core of Data (CCD) Universe Files data files now available (March 15, 2021)
These files are the product of the Common Core of Data (CCD) data collection for the 2019-20 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD indicators are also available to users.
WWC Reviews the Research on Two Professional Development Interventions for Teachers and School Leaders (March 10, 2021)
The What Works Clearinghouse (WWC) reviewed the research on (1) Literacy Design Collaborative, a professional development program that aims to support teachers' literacy instruction by providing access to high-quality literacy instructional materials for teachers of kindergarten through grade 12; and (2) National Institute for School LeadershipTM (NISL), a professional development program that aims to develop effective, strategic school leaders focused on preparing schools to provide high-quality instruction.
IES Announces New FY 2021 Using Longitudinal Data to Support State Education Policymaking Grants (March 9, 2021)
IES funds seven new grants under the competition: Using Longitudinal Data to Support State Education Policymaking.
Relationship Between High School Choice Options and College and Career Readiness and Early College Success (March 9, 2021)
REL Midwest described the characteristics of students in Indiana by type of high school enrollment and examined their performance on indicators of college and career readiness and early college success.
Evaluating the Implementation of Networked Improvement Communities in Education: An Applied Research Methods Report (March 8, 2021)
REL Midwest developed a framework and set of research tools to evaluate the implementation of networked improvement communities in public PK-12 education, and illustrated the use of these tools in an evaluation of the Minnesota Alternative Learning Center Networked Improvement Community.
New Practice Guide on Math Intervention in Grades K-6 (March 3, 2021)
The WWC has released a new practice guide on assisting students struggling with mathematics in grades K-6.
Early Childhood Data Use Assessment Tool (March 2, 2021)
A tool from REL Central provides a data use checklist and resources to improve the data use skills of early childhood program staff.
February Blogs from NCER and NCSER (March 1, 2021)
NCER and NCSER recently published blogs focusing on supporting English learners, improving reading comprehension skills, and highlighting research to celebrate CTE month. In addition, a new interview series has been started showcasing a diverse group of IES-funded researchers.
Understanding the Teacher Pipeline for Indiana's K-12 Public Schools (March 1, 2021)
REL Midwest examined characteristics of and outcomes for undergraduate education students in the 2010/11-2012/13 cohorts in Indiana's public colleges and universities, and explored factors related to bachelor's degree completion.
A Look at Enrollment and Other Postsecondary Data (February 26, 2021)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) spring data collection, including data on enrollment, finance and academic libraries.
State and District Use of Title II, Part A Funds in 2018-19 (February 25, 2021)
A new IES report finds that districts most often used key federal funds for improving educator quality to provide professional development.
Latest Edition of Statistical Compendium Provides New and Historical Data on All Aspects of Education (February 25, 2021)
The Digest of Education Statistics 2019 is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons.
Study of College Transition Messaging in GEAR UP: Impacts on Enrolling and Staying in College (February 24, 2021)
A new IES report finds that texting high school seniors both messages customized to their college and interactive advice did not improve their college enrollment or persistence.
Integrating Reading Foundations: A Tool for College Instructors of Pre‑service Teachers (February 24, 2021)
This tool from REL Southeast is designed to assist college instructors in building pre-service teachers' knowledge of evidence-based strategies for helping students in kindergarten through grade 3 acquire the language and literacy skills to succeed academically.
Prekindergarten Program characteristics in Vermont (February 23, 2021)
REL Northeast and Islands analyzed universal prekindergarten program characteristics related to program availability, quality, and parent choice and whether those characteristics differed for public school and private programs in Vermont in the 2018/19 school year.
Alternative Career Readiness Measures for Small and Rural Districts in Texas (February 22, 2021)
REL Southwest examined the extent that high school graduates meet college, career, and military readiness accountability standards and demonstrate career readiness via alternative options, particularly in small and rural districts.
Students' Use of School-Based Telemedicine Services and Rates of Returning to Class After These Services in a Small Elementary School District (February 18, 2021)
Descriptive results from a REL West study of one California district indicate that nearly all telemedicine visits resulted in students returning to classes that day for the remainder of instruction.
Toolkit Helps Educators Welcome, Register, and Support Newcomer Immigrant and Refugee Students (February 17, 2021)
REL Northwest's new toolkit helps educators identify and use research-based practices for welcoming, registering, and supporting newcomer immigrant and refugee students in U.S. secondary schools.
Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon (February 16, 2021)
REL Northwest examined whether K-5 policy reforms in Oregon have succeeded in reducing the use of exclusionary discipline, which removes students from classroom instruction.
Using High School Data to Predict College Success in Palau (February 16, 2021)
REL Pacific explored factors associated with college success among Palau High School graduates who enrolled in Palau Community College.
Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts (February 9, 2021)
REL Midwest documented overall reading achievement in these two early grades for two different kindergarten cohorts and examined disparities in achievement among several demographic groups.
A Second Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills (February 8, 2021)
REL Southeast has developed a Teacher's Guide to supplement the What Works Clearinghouse practice guide Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, which provides step-by-step guidance for teachers to support families in practicing foundational reading skills at home.
Tool for Assessing the Health of Research-Practice Partnerships (February 2, 2021)
This tool from REL Southwest is designed to help individuals formatively assess a research-practice partnership by providing guidance on how to set and monitor progress on goals aligned to five critical dimensions.
January Blogs from NCER and NCSER (February 1, 2021)
NCER and NCSER recently published blogs focusing on teaching braille to students with visual impairments, building a reading comprehension measure for postsecondary students, the launch of a website from the National Research & Development Center to Improve Education for Secondary English Learners, former NCSER fellows who are now principal investigators on IES grants, and celebrating mentors in special education research.
Self-Study Guide for Evidence-Based Coaching for Literacy: PreK–Grade 12 (February 1, 2021)
This self-study guide from REL Southeast helps teams of administrators, teacher leaders, and coaches assess their implementation of literacy coaching in their district or school and discuss potential improvements.
National Household Education Survey Programs of 2019 Public-Use Data Files (January 28, 2021)
The National Center for Education Statistics released new National Household Education Surveys data files and documentation January 28, 2021.Two surveys were fielded in 2019 as part of the National Household Education Surveys Program: the Early Childhood Program Participation survey (ECPP) and the Parent and Family Involvement in Education survey (PFI). Data files and documentation can be downloaded directly from the website. Data files are being released for each of the surveys and are being released with ASCII, SAS, SPSS, Stata, CSV, and R formats available.
Drawing across school boundaries: How federally-funded magnet schools recruit and admit students (January 27, 2021)
A snapshot finds that federally-funded magnet schools report using a variety of strategies to recruit students, targeting those the schools believe are likely to exercise choice, and, according to district coordinator. giving preference in admissions to siblings of students already enrolled in the magnet and students in nearby neighborhoods or schools.
A What Works Clearinghouse Rapid Evidence Review of Distance Learning Programs (January 26, 2021)
With the goals of better understanding what works in distance learning and providing relevant information to educators and administrators, the WWC worked to produce a rapid evidence review to identify and report on what works in distance learning educational programming.
REL Southeast Studies the Impact of a Grade 7 Probability and Statistics Intervention (January 26, 2021)
REL Southeast evaluated the effect of a probability and statistics curriculum unit and four days of teacher professional development on student understanding of statistics in Broward County, Florida.
REL Central Report Describes How Nebraska Teachers Use and Perceive Summative, Interim, and Formative Data (January 25, 2021)
The study measured teachers' use of data to inform instruction, their perceived competence in using data, their attitudes toward data, and their perceptions of organizational supports for using data.
Educational and Employment Outcomes of 2007–08 Bachelor''s Degree Recipients in 2018. (January 13, 2021)
Recently released First Look report presents outcomes of 2007–08 bachelor's degree recipients in 2018, about 10 years after graduation. Outcomes include financial well-being, student loan borrowing and repayment, postbaccalaureate enrollment, employment history, earnings, job characteristics, and teaching status. The report is based on data from the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18).
From the IES Director: A Year for Reflection and Continued Transformation (January 12, 2021)
Director Mark Schneider highlights activities IES is conducting to identify opportunities for growth and change in education research.
Virginia High School Graduates' Career and Technical Education Credentials: Top Credentials Over Time and Across Student Groups (January 11, 2021)
This REL Appalachia report describes the career and technical education credentials that Virginia high school graduates earned in the years before and after Virginia added a career and technical education credential requirement to its Standard diploma.
REL Southeast Studies Teacher Influences on Student Outcomes in an Online Biology Course (January 6, 2021)
This study of an online high school biology course offered by Florida Virtual School examined the amount of variation in course completion, students' final exam scores, and time to completion that is attributable to the influence of teachers.
December Blogs from the National Center for Education Research (January 5, 2021)
NCER recently published blogs focusing on NASA's Moon Pod Essay Contest for K-12 students, former IES postdoctoral fellows who are now principal investigators for FY 2020 grants, and on addressing COVID-19's disruption of student assessment.
District Changes in Student Achievement and Local Practice under Georgia's District and School Flexibility Policy (December 17, 2020)
REL Southeast explored whether Georgia's flexibility policy, which grants waivers from state regulations and requires districts to meet performance targets, changed districts' academic performance and approaches to implementing innovative practices.
Participation in State-Funded Prekindergarten in Oklahoma (December 16, 2020)
This REL Southwest report describes prior participation in Oklahoma's state-funded prekindergarten program among first-time public school kindergarten students as well as how participation varies across different groups of students and relates to geographic measures of access to early learning and care.
The Effects of Expanding Pell Grant Eligibility for Short Occupational Training Programs: Results from the Experimental Sites Initiative (December 15, 2020)
Pell Grants are the cornerstone of federal financial aid for low-income students enrolled in postsecondary education. Between 2012 and 2017, the U.S. Department of Education (ED) conducted pilots of two experimental expansions to Pell Grant eligibility. The first experiment allowed income-eligible students with a bachelor's degree, not normally eligible for Pell Grants, to obtain them for short-term occupational training programs. The second experiment allowed income-eligible students to obtain Pell Grants for very short-term programs lasting as little as eight weeks, under the normal minimum of 15 weeks of instruction. This report presents the findings from a study that tested whether these experimental expansions to Pell Grant eligibility were effective.
An Approach to Using Student and Teacher Data to Understand and Predict Teacher Shortages (December 15, 2020)
This REL Central report presents a process for developing and implementing a teacher predictor model that describes and predicts the teacher workforce and shortages by subject area, grade level, and geographic region.
Professional Learning Community: Emergent Literacy (December 14, 2020)
This REL Southeast tool is designed to engage preschool teachers in collaborative learning experiences to support implementation of evidence-based language and literacy strategies that, in turn, can benefit children.
IES Announces New Research Competitions and Virtual Technical Assistance (December 14, 2020)
Learn more about the two new competitions and virtual technical assistance sessions here.
From the IES Director: Operation Reverse the Loss, Redux (December 9, 2020)
Director Mark Schneider and co-author Kumar Garg (Schmidt Futures) discuss three main "buckets" of actions that IES should pursue to help reverse pandemic-related learning loss.
The Transition to ESSA: State and District Approaches to Implementing Title I and Title II-A in 2017-18 (December 8, 2020)
A new report describes state and district implementation of Title I and Title II-A during the transition to the Every Student Succeeds Act in 2018.
TIMSS 2019 U.S. Highlights Web Report (December 8, 2020)
This web report provides key comparative results from the most recent cycle of the Trends in International Mathematics and Science Study (TIMSS) at the 4th and 8th grades. Findings and interactive figures show how the United States and other education systems performed in 2019. Trend data and results by student demographics are also included.
NCER News: November Blogs and Letters from the Commissioner (December 4, 2020)
NCER recently published a new series called Letters from the Commissioner, as well as blogs focused on research training programs, an intervention for addressing child anxiety, adult struggling readers, and education technology resources for special education practitioners.
Postsecondary transcript data for 2011–12 first-time beginning postsecondary students, through 2017 (December 4, 2020)
Based on data collected for the 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Postsecondary Education Transcript Study (PETS), a nationally representative study which followed first-time in college students for 6 years, these PETS data include detailed information, by institutions attended and time periods, on enrollment, degree programs, fields of study, course taking, credit accumulation, and academic performance.
Teacher Performance Evaluations in U.S. Public Schools (December 3, 2020)
This Data Point describes teacher performance evaluations in public schools and how results are used during the 2017-18 school year, by type of public school.
Request for Proposals in 2021: SBIR Phase I in Education and Special Education (December 2, 2020)
The ED/IES Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology and special education technology products.
Dual or Concurrent Enrollment in Public Schools in the United States (December 1, 2020)
This Data Point examines dual or concurrent enrollment at public schools in the United States with students enrolled in any of grades 9–12.
REL Midwest Examines a Professional Development Program for Culturally Responsive Practices in Wisconsin (November 25, 2020)
The study examines the percentages of schools that participated in the program and their practices and characteristics, and the relationship between program participation and school outcomes.
Due to COVID Pandemic, NCES to delay National Assessment of Education Progress (NAEP) assessment (November 25, 2020)
Due to the impact of the COVID pandemic on school operations, it will not be possible for NCES to conduct the National Assessment of Educational Progress (NAEP) assessments in accordance with the statutory requirements defined by the Education Sciences Reform Act (ESRA) which requires NAEP to be conducted in a valid and reliable manner every 2 years (20 U.S.C. 9622(b)(2)(B)).
Formative Assessment in the Classroom: What Teachers and Students are Doing (November 24, 2020)
This REL West report found that, based on surveys in Arizona, students giving one another feedback was not a frequent classroom practice; however, the practice had a stronger association with students self-regulating their own learning than other formative assessment practices.
College Enrollment and Completion among Texas High School Graduates with a Disability (November 23, 2020)
This report from REL Southwest examines college enrollment and completion among Texas public high school graduates by disability status in high school, type of disability, and other student characteristics, and provides new evidence to help postsecondary institutions serve this population in Texas and other states.
New WWC Webinar: Effect Size and Standard Error Formulas (November 20, 2020)
Join the WWC for a webinar on the effect size and standard error formulas new to Version 4.1, including those in the November 2020 version 4.1 supplement to the WWC Procedures Handbook
WWC Summarizes the Research on Single Stop USA's Community College Initiative (November 19, 2020)
Single Stop USA's Community College Initiative supports community college students and their families by offering screening and application assistance to obtain public benefits. Single Stop also connects students and their families to wraparound services, such as tax preparation, child care, and immigration consultation through "one-stop shops" located within community colleges. The WWC reviewed the research on Single Stop and found it to have potentially positive effects on progressing in college and potentially positive effects on academic achievement for community college students.
A Look at Principal Professional Development in U.S. Public Schools (November 19, 2020)
This NCES Statistics in Brief examines professional development topics and activities reported by public school principals. In 2017–18, most public school principals (95 percent) with at least one year of experience at their current school reported participating in professional development during the prior school year. Some types of professional development topics and activities were more prevalent in city schools than in schools located in other types of communities.
REL West Report Compares Job Openings and Credentialed Labor for Middle-Skill Jobs in Rural California (November 17, 2020)
The study examined the alignment between the number of job openings and the related supply of credentialed labor for occupations in rural California that require more than a high school diploma and less than a bachelor's degree, finding that demand far outstrips the number of workers being credentialed in the region.
A Look at Career and Technical Education Coursetaking Among Public High School Graduates (November 17, 2020)
This Statistics in Brief examines public high school graduates' career and technical education (CTE) coursetaking as of 2013, and trends in students' CTE coursetaking from 1992 to 2013.
From the IES Director: Res ipsa loquitur (November 2, 2020)
Director Mark Schneider discusses the twelfth grade NAEP results and what they signal about learners in the United States.
REL Northeast & Islands Releases Online Performance Assessment Course for Educators (November 2, 2020)
This self-paced, online course shows educators how to develop, score, and use high-quality performance assessments within a balanced assessment system.
Introducing the Supplement to the What Works Clearinghouse Procedures Handbook, Version 4.1 (October 29, 2020)
The WWC has release the Supplement to the What Works Clearinghouse Procedures Handbook, Version 4.1, which concerns Appendix E of the WWC Procedures Handbook, Version 4.1
October Blogs from the National Center for Education Research (October 29, 2020)
NCER recently published blogs focusing on Career and Technical Education (CTE) research and conducting education research highlighting COVID-19 challenges.
2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grade 12 for the Nation (October 28, 2020)
These online Highlights present overviews of grade 12 results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings at the national level only. Results are presented in terms of average scale scores and percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.
From the IES Director: Introducing Operation Reverse the Loss (October 26, 2020)
Director Mark Schneider introduces a new IES effort that aims to speed up the existing machinery IES uses to identify, scale, and verify the effectiveness of interventions that show promise in reversing learning loss for students at greatest risk.
Continuous Improvement in Education: A Toolkit for Schools and Districts (October 26, 2020)
This REL Northeast & Islands toolkit provides an overview of continuous improvement and includes the content for a series of meetings focused on how to implement a Plan-Do-Study Act cycle.
Are Neighborhood Factors Associated with the Quality of Early Childhood Education in North Carolina? (October 23, 2020)
REL Southeast explored whether the location of early childhood education sites and the characteristics of their neighborhoods predicts differences in the quality of sites available to children and their families.
Algebra I and College Preparatory Diploma Outcomes Among Students Who Completed Algebra I in Grades 7-9 (October 20, 2020)
This REL Appalachia report describes the Algebra I outcomes and attainment of college preparatory diplomas among students with similar mathematics proficiency in grade 5 who completed Algebra I in Virginia public schools in grades 7, 8, or 9.
A Look at the Educational, Employment, and Earnings Expectations of Young Adults (October 15, 2020)
A new report from NCES examines the educational, employment, and earnings expectations of the 2009 ninth-grade cohort in 2016. On average, cohort members expect to earn at least a bachelor''s degree and to make $60,000 annually at age 30. They also value job security and work-life balance more than salary when considering different aspects of a job.
A Look at Graduation Rates and Other Postsecondary Data (October 14, 2020)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) winter data collection, including data on graduation rates for selected cohorts, outcome measures, student financial aid, and admissions.
A First Grade Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills (October 14, 2020)
REL Southeast has developed a Teacher's Guide to supplement the WWC's practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade. The Teacher's Guide complements and extends the practice guide by providing step-by-step guidance for teachers to support families in practicing foundational reading skills at home.
High School Career and Technical Education Programs and Postsecondary Outcomes (October 13, 2020)
A new REL Southwest report examines a Central Texas school district's career and technical education (CTE) program to support preparation of graduates for high-wage, in-demand careers or postsecondary education.
WWC Summarizes the Research on Success Boston Coaching for College Students (October 7, 2020)
Success Boston Coaching is a coaching intervention for students who are traditionally underrepresented in college to help them transition from high school to college. Students are paired with a dedicated coach starting as early as the spring of their senior year of high school and receive coaching through their first two years in college. The WWC reviewed the research on Success Boston Coaching and found it to have potentially positive effects on progressing in college and potentially positive effects on academic achievement for college students.
Why School Accountability Systems Disproportionately Identify Middle Schools' SWD Subgroups for TSI (October 5, 2020)
REL Mid-Atlantic examined why middle schools in two mid-Atlantic state were disproportionately identified for targeted support and improvement (TSI) based on the performance of their students with disabilities (SWD) subgroups.
September Blogs from the National Center for Education Research (October 1, 2020)
NCER recently published blogs focusing on adult education and also back-to-school resources during COVID-19.
New Report Shows Revenues and Expenditures Per Pupil for Public School Districts Increased Between 2016-17 and 2017-18 (September 30, 2020)
The national median of total revenues per pupil and expenditures per pupil increased across all public school districts between budget years 2017 and 2018.
New Webinar: Design-comparable Effect Size for Single-case Design Studies (September 28, 2020)
Join the What Works Clearinghouse for a webinar on the design-comparable effect size for single-case design studies. This webinar is intended primarily for researchers and applied analysts interested in quantifying SCD intervention effectiveness.
From the IES Director: On Learning and Loss in a Time of Covid (September 28, 2020)
Director Mark Schneider describes IES strategies for funding more high-quality research to identify and support ways in which students can learn when they are not able to attend school in person.
Race and Ethnicity of Public School Teachers and Their Students (September 22, 2020)
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
REL Study Examines the Relationship between Adherence to Connecticut's Teacher Induction Program Requirements and Teacher Retention (September 21, 2020)
REL Northeast and Islands found a positive relationship between teachers' completion of Connecticut's induction program requirements and retention in their original district of hire or the state public school system.
Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions? (September 18, 2020)
This REL Northwest study examines the association between state-level policies and suspension and expulsion rates in Oregon. Findings suggest that although policy shifts are associated with progress toward state equity goals, monitoring and support are still needed.
Guide to Conducting a Needs Assessment for American Indian Students (September 17, 2020)
This tool from REL Central provides culturally relevant needs assessment surveys and resources for educators in schools and districts serving American Indian students. The tool also describes how to administer the surveys, and analyze and interpret the findings.
Teacher Turnover and Access to Effective Teachers in the School District of Philadelphia (September 16, 2020)
REL Mid-Atlantic's latest report with the School District of Philadelphia seeks to understand the distribution of teacher effectiveness in the district, and characteristics related to teacher turnover.
Teacher Preparation and Employment Outcomes of Beginning Teachers in Rhode Island (September 15, 2020)
REL Northeast and Islands analyzed patterns of retention, mobility, and attrition for beginning Rhode Island teachers who completed teacher preparation programs within the state between 2012/13 and 2016/17.
Can Texting Parents Improve Attendance in Elementary School? A Test of an Adaptive Messaging Strategy (September 15, 2020)
A new report finds that text messaging parents, in specific ways, improved attendance among 26,000 elementary school students.
The Reliability and Consequential Validity of Two Teacher-Administered Student Mathematics Diagnostic Assessments (September 14, 2020)
REL Southeast conducted a study of the reliability and consequential validity of two teacher-administered diagnostic assessments of student mathematical knowledge to help inform Georgia schools using these measures as part of their multi-tiered system of support in grades K-8.
New data files and documentation for the 2018-19 Teachers’ Use of Technology for School and Homework Assignments survey (September 9, 2020)
The survey collected data from public school teachers about their understanding of the types of devices and technologies that students use for educational purposes, the impact that students' access to technology outside of school has on teachers' homework assignments, and ways that schools and teachers address challenges that students with limited access to technology face in completing homework assignments. Data were collected in the 2018-19 school year, the year before the coronavirus pandemic. It focuses on information that can best be provided by teachers from their perspective and direct interaction with students. The survey provides nationally representative data of public school teachers who taught at least one regularly scheduled class in grades 3-12 and taught either self-contained classes or departmentalized classes in one or more of the core subjects of English/langu
Relationships between Schoolwide Instructional Observation Scores and Student Academic Achievement and Growth in Low‑Performing Schools in Massachusetts (September 8, 2020)
REL Northeast and Islands found statistically significant positive relationships between the low-performing schools' observation scores in each domain—Classroom Organization, Emotional Support, and Instructional Support—and schoolwide academic growth in English language arts and mathematics.
63 Million Adults Have Low Numeracy — More Than the Population of California and Texas Combined (September 1, 2020)
One in three U.S. adults possesses low numeracy skills, the majority of whom are U.S.-born according to the most recent results of the Program for the International Assessment of Adult Competencies (PIAAC) released today by the National Center for Education Statistics (NCES).
From the IES Director: The Value of Cost Analysis (August 31, 2020)
Director Mark Schneider describes how IES is supporting education researchers as they develop cost analyses for their research projects.
REL Central Report Describes Retention, Mobility, and Attrition Among School and District Leaders in Colorado, Missouri, and South Dakota (August 31, 2020)
The report provides information about the proportions of school and district leaders who remained in leadership positions in the same schools or districts (stayers), transferred to leadership positions in different schools or districts (movers), or took nonleadership positions or left a state public school system (leavers). The report also describes the characteristics of principals, schools, and districts associated with the likelihood of principals being movers or leavers rather than stayers.
HSLS:09 Postsecondary Education Transcript Study and Student Financial Aid Records Data Release (August 31, 2020)
A new data release from NCES provides information on the postsecondary coursetaking and financial aid awards of fall 2009 ninth-graders who enrolled in postsecondary education after high school. The release consist of public-use data and restricted-use data, collected as part of the Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR) of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PETS-SR data allow researchers to examine postsecondary coursetaking experiences and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education after high school.
Expenditures per Pupil for Public K–12 Education Remained Relatively Level in FY 18 (August 26, 2020)
Current expenditures per pupil on a national basis remained relatively level at $12,654 in fiscal year (FY) 18, which is an increase of 0.9 percent from FY 17, following an increase of 1.7 percent between FY 16 and FY 17, after adjusting for inflation.
At the state level, current expenditures per pupil ranged from $7,576 in Utah to $23,686 in New York. In addition to New York, current expenditures per pupil were among the five highest in the District of Columbia ($23,155), New Jersey ($20,316), Vermont ($20,149), and Connecticut ($20,147).
REL Southeast Studies Accuracy of Screening Assessment Predictions in Grades K-3 in North Carolina (August 24, 2020)
REL Southeast examined the extent to which student performance on North Carolina's reading assessments taken from kindergarten to the beginning of grade 3 predict reading proficiency at the end of grade 3.
2017 six-year outcomes of 2011-12 first-time beginning postsecondary students. (August 21, 2020)
Based on data collected through the Beginning Postsecondary Students Longitudinal Study (BPS:12/17), a nationally representative study which followed first-time in college students for 6 years, these additional Web Tables provide information on students' 6-year persistence, attainment, withdrawal, stopout, and transfer rates.
2017 six-year outcomes of 2011-12 first-time beginning postsecondary students. (August 14, 2020)
Based on data collected through the Beginning Postsecondary Students Longitudinal Study (BPS:12/17), a nationally representative study which followed first-time in college students for 6 years, these Web Tables provide information on students' characteristics and their 6-year retention, persistence, attainment, withdrawal, stopout, and transfer rates.
A Look at Young Children's Care and Education Before Kindergarten (August 13, 2020)
Overall, 59 percent of young children are in a weekly nonparental care arrangement, and 62 percent of these children are in center-based care.
Progress of Arizona Kindergartners toward English Proficiency in Grade 3 by English Learner Student Classification (August 11, 2020)
A new report from REL West examines the identification of English learner students in kindergarten and students' progress in the early grades towards English proficiency.
Self-study Guide for Career Readiness in Secondary Schools (August 10, 2020)
This self-study guide from REL Southeast can help teams of educators assess their implementation of career readiness practices and discuss potential improvements.
From the IES Director: Acting on Diversity (August 6, 2020)
Director Mark Schneider discusses the actions IES leadership is taking to address diversity at the Institute.
What Foundational Skills Matter for Algebra I Achievement? (August 4, 2020)
REL Central's report uses data provided by the Missouri Department of Elementary and Secondary Education to examine whether student knowledge in five domains of math assessed in grade 7 was associated with Algebra I achievement.
A Look at Parent Involvement in Education in the U.S. (July 29, 2020)
This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2019 (NHES:2019). The report found that the most common school-related activity parents participated in was attending a general school or parent-teacher organization or association.
One-Year Outcomes of 2015-16 Bachelor's Degree Recipients in the United States (July 27, 2020)
Recently released Web Tables present outcomes of 2015-16 bachelor's degree recipients 1 year after graduation. Outcomes include undergraduate enrollment experiences, postbaccalaureate enrollment, characteristics of first postbaccalaureate job, financial wellbeing, and student loan debt and repayment. The report is based on data from the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17).
From the IES Director: IES Plays the Long Game (July 22, 2020)
Director Mark Schneider kicks off his new blog series on the Standards for Excellence in Education Research (SEER) with a discussion of long-term outcomes.
How Legacy High School Students Use Their Flexible Time (July 21, 2020)
This REL Central report examines how students at a school in North Dakota use their "flex-time," which allows students to choose how they spend a portion of the school day outside of their regularly scheduled classes.
REL Northwest Report Shows Progress in Implementing Career- and College-Ready Graduation Requirements in Washington State (July 20, 2020)
The study explored district progress in implementing the new graduation requirements from 2018 to 2019, identified student groups in the class of 2018 that met the requirements and student groups that did not, and examined changes in student academic outcomes before and after previous district-level increases in credit requirements for high school graduation.
Introducing REL 2022 (July 16, 2020)
The Regional Educational Laboratory program is excited to announce the release of a Request for Information about the REL 2022-2027 cycle. This request asks for feedback from the field on the proposed vision and work statement.
New Report on Crime and Safety in Schools and College Campuses (July 15, 2020)
Indicators of School Crime and Safety, 2019 covers topics such as victimization, school conditions, school environment, safety and security measures at school, and criminal incidents at postsecondary institutions. This year''s report also includes indicators on the provision of mental health services in public schools and the prevalence of school and school neighborhood problems.
IES Awards Over $56 Million in Grants for Special Education Research (July 9, 2020)
The Institute of Education Sciences has awarded new Special Education Research grants through the National Center for Special Education Research (NCSER).
IES Awards Approximately $100 Million in Grants for Education Research (July 9, 2020)
The Institute of Education Sciences has awarded new Education Research grants through the National Center for Education Research (NCER).
IES Announces New Grants under Research Training Programs in the Education Sciences (July 8, 2020)
IES recently awarded 15 research grants under the Research Training Programs in the Education Sciences.
New Report Releases Data on Postsecondary Tuition, Fees and Degrees (July 8, 2020)
This set of provisional web tables includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2019 collection, which included three survey components: Institutional Characteristics for the 2019-20 academic year, Completions covering the period July 1, 2018, through June 30, 2019, and data on 12-Month Enrollment for the 2018-19 academic year.
Completion and employment outcomes of beginning postsecondary students in subbaccalaureate programs (July 8, 2020)
Three years after enrolling, 52 percent of beginning 2011–12 certificate students had attained a credential, while 18 percent of beginning associate''s degree students had done so. In addition, three years after enrolling, 72 percent of certificate completers and 77 percent of associate''s degree completers were employed, higher rates than their peers who had left school without a credential
2019-20 Common Core of Data (CCD) Preliminary Directory Files now available (July 7, 2020)
2019-20 Common Core of Data (CCD) Preliminary Directory Files are now available. These files are the product of the Common Core of Data (CCD) data collection for the 2019-20 school year. Data are reported at district and school levels as of October 1, 2019. These preliminary files include directory information, and some limited attributes about the school or LEA, such as type, operational status, the lowest and highest grade offered. Student membership or staff full-time equivalent data are not included in the preliminary directory files.
New Report on Using Data from Schools and Child Welfare Agencies to Predict Near-Term Academic Risks (July 6, 2020)
REL Mid-Atlantic's report shows how school and child welfare agency data can be used to identify students at risk for absenteeism, suspensions, course failure, poor grades, and low performance on state exams. The study examines which types of predictors relate to each type of academic problem.
Considerations for Reopening Pennsylvania's Schools (June 25, 2020)
Informed by research developed in partnership with REL Mid-Atlantic, Pennsylvania is the first state to have its reopening guidance consider evidence-based modeling of the relative effects of mitigation strategies on the spread of COVID-19 in schools.
NAEP 2019 National and State Mathematics and Reading, and Puerto Rico Mathematics (Grades 4 & 8) Restricted-Use Data Files (June 24, 2020)
NAEP 2019 National and State Mathematics and Reading, and Puerto Rico Mathematics (Grades 4 & 8) Restricted-Use Data Files
Process Data From the 2017 NAEP Grade 8 Mathematics Assessment (June 24, 2020)
This report describes the contents of a response process dataset released from students' interactions with a NAEP digitally based assessment.
A Look at the STEM Occupational Intentions of High School Students (June 23, 2020)
This Statistics in Brief provides information about the science, technology, engineering and math (STEM) occupational expectations of high school freshmen in 2009 and how their expectations changed (or did not) by the spring of 2012.
How States and Districts Support Evidence Use in School Improvement (June 16, 2020)
A snapshot based on recent national surveys finds that states and districts share the goal of using school improvement strategies backed by rigorous research but may often be relying on research that varies in quality.
A Look at High School Students' Expectations for a Job in Healthcare (June 9, 2020)
Nearly one third of students expected to have a job in healthcare at age 30 either when they were freshmen in high school in 2009 or in 2012. A higher percentage of females than males expected to have a job in healthcare at age 30.
Now Available: WWC Online Certification in version 4.1 of the WWC Group Design Standards (June 9, 2020)
The WWC has released an updated Online Certification to become a certified reviewer in version 4.1 of the WWC Group Design Standards.
A Look at High School Students' Expectations for a Job in Healthcare (June 9, 2020)
Nearly one third of students expected to have a job in healthcare at age 30 either when they were freshmen in high school in 2009 or in 2012. A higher percentage of females than males expected to have a job in healthcare at age 30.
Applications Invited for the Summer 2020 Career and Technical Education Research Training Institute (June 4, 2020)
The Career and Technical Education (CTE) Research Network is now accepting applications for its first Training Institute, to be held virtually on August 17–21, 2020. Learn more and apply.
A Look at Health Sciences Subbaccalaureate Students (June 4, 2020)
Health sciences programs are a relatively large part of subbaccalaureate (certificate and associate's degree) education, and enroll a disproportionately large share of older, female, and Black students.
IES Announces Help Desk for Cost Analysis (June 2, 2020)
A cost analysis Help Desk is now available to help applicants and grantees prepare and implement their cost analysis plans.
Health and STEM Career Expectations and Achievement by Demographic Characteristics of U.S. 15-Year-Olds (June 2, 2020)
This brief details the percentage, and reports the average score, of students who foresee either a career in health fields or in science, technology, engineering, and math (STEM) fields. The report analyzes career expectations and science achievement by gender, race/ethnicity, immigration status, and a measure of socioeconomic status.
Applications Invited for the Summer 2020 Career and Technical Education Research Training Institute (June 1, 2020)
The Career and Technical Education (CTE) Research Network is now accepting applications for its first Training Institute, to be held August 17–21, 2020. The Training Institute will be virtual.
Reducing the Burden to Grantees While Increasing the Public's Access to IES Funded Research (June 1, 2020)
IES has announced a new change to the IES Public Access policy where if grantees or contractors publish their work in over 600 participating journals, the journal will submit the full text to ERIC on their behalf.
New Report Provides Projections of Education Statistics to 2028 (May 28, 2020)
The new report shows that elementary and secondary school enrollment is expected to increase by 2 percent between 2016 and 2028.
New IES Research Grant Competition: FY 2021 NAEP Process Data for Learners with Disabilities (84.324P) (May 27, 2020)
The National Center for Special Education Research has released a new funding opportunity for FY 2021, Research Grants Focused on NAEP Process Data for Learners with Disabilities (84.324P); IES is also posting additional resources related to this research funding opportunity.
From the IES Director: New Directions for Next Year's Funding Opportunities (May 27, 2020)
Director Mark Schneider discusses some guiding principles of the RFAs that the IES research centers released this week.
New Data on Schools' Policies Outlining the Role of Sworn Law Enforcement Officers at School (May 27, 2020)
Data from the School Survey on Crime and Safety show that among schools with a sworn law enforcement officer present at least once a week, about two-thirds (64 percent) had a policy outlining the roles and responsibilities of these officers while at school.
IES Announces FY 2021 Research Grant Competitions (May 26, 2020)
NCER and NCSER have released additional funding announcements for FY 2021 grant competitions.
IES Announces FY 2021 Research Grant Competitions (May 26, 2020)
NCER and NCSER have released additional funding announcements for FY 2021 grant competitions
A Look at Use of Technology for Homework Assignments (May 26, 2020)
This NCES First Look report provides information about the use of technology for homework assignments in grades 3-12. It focuses on information that can best be provided by public school teachers from their perspective and direct interaction with students. About two-thirds of teachers estimated that 75 percent or more of their students have access to a computer at home.
The Condition of Education 2020 (May 19, 2020)
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data.
A Look at Postsecondary Certificates and Associate's Degrees in Occupational Fields of Study (May 13, 2020)
This new set of web tables examines trends in subbaccalaureate occupational education from 2005-06 to 2016-17. The tables focus on the institutions that award subbaccalaureate occupational credentials (certificates and associate's degrees), and on the number of such credentials awarded, overall and in ten occupational fields (e.g., business, consumer services, health sciences).
From the IES Director—IES Centers: A Reassessment (May 12, 2020)
Director Mark Schneider explains why he supports the establishment of a national education center for assessments.
Assessing the Alignment between West Virginia's High School Career and Technical Education Programs and the Labor Market (May 11, 2020)
This REL Appalachia report describes the extent to which West Virginia's high school career and technical education programs align with the labor market and serves as a model for other stakeholders who are interested in conducting a similar study to improve the postsecondary success of their students.
Highlights from the PISA 2018 Financial Literacy Assessment (May 7, 2020)
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.
This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.
This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
From the IES Director: Making Common Measures More Common (May 5, 2020)
Director Mark Schneider describes the importance of common measures and why IES will be increasing its support for their use.
IES Staffer Elizabeth Warner is a Government Service Award Finalist (May 5, 2020)
Dr. Elizabeth Warner, has been named as a Samuel J. Heyman Service to America Medal (Sammies) finalist for 2020. Awarded by the Partnership for Public Service, the Sammies recognize federal employees who have demonstrated exceptional service to the public good.
Self-study Guide for Evidence-Based Practices for Adult Literacy Education (May 4, 2020)
This self-study guide tool from REL Southeast can help adult education practitioners assess their implementation of adult education programs' literacy practices and discuss potential improvements.
WWC Review Protocols: What's the Point? (May 4, 2020)
Join the WWC for a webinar that introduces WWC review protocols. This webinar is intended primarily for WWC-certified reviewers, protocol authors, review team leadership, and researchers whose studies may be reviewed by the WWC.
School Nurses in U.S. Public Schools (April 30, 2020)
This Data Point describes the presence of school nurses in public schools for the 2007-08, 2011-12, and 2015-16 school years, and by selected school characteristics for the 2015-16 school year.
A look at the postsecondary enrollment of students who took career and technical education (CTE) in high school (April 28, 2020)
Most high school graduates who had concentrated coursetaking in a CTE area chose an occupational field of study when they enrolled in college, but usually not in the same field as their high school area of CTE concentration.
A Look at Principals' Most Important Goals by Community Type and School Level (April 28, 2020)
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by different community types and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in the supplementary tables.
A Look at Principals' Most Important Goals by Charter Status and School Level (April 28, 2020)
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by charter status (traditional public or public charter), and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in supplementary tables.
A Look at Six-year Coursetaking Experiences of 2011–12 Beginning Postsecondary Students (April 27, 2020)
This First Look report drew on data collected through the Postsecondary Education Transcript Study (PETS) for the 2011–12 cohort of the Beginning Postsecondary Students Longitudinal Study, examining 6-year coursetaking experiences, postsecondary attainment, and time to degree of undergraduates who began their postsecondary education in the 2011–12 academic year.
The Nation's Report Card: 2018 U.S. History, Geography, and Civics at Grade 8, Highlights Reports (April 23, 2020)
These online highlights present an overview of results from the NAEP 2018 civics, geography, and U.S. history reports and include national results on the performance of eighth-grade students.
From the IES Director: A New Tool to Support Cost Analysis in Education Research (April 14, 2020)
Director Mark Schneider announces the launch of a new resource to help IES grantees and education researchers in general conduct cost analyses.
A Look at Public and Private K-12 School Teachers in the U.S. (April 14, 2020)
This First Look report provides descriptive statistics and basic information from the 2017-18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
U.S. PIAAC Skills Map: State and County Indicators of Adult Literacy and Numeracy (April 14, 2020)
Today, NCES released the U.S. PIAAC Skills Map: State and County Indicators of Adult Literacy and Numeracy. The tool is an interactive map that presents state and county estimates of adult literacy and numeracy proficiency. It also provides estimates of the precision of its indicators and facilitates statistical comparisons among states and counties.
Now Available: Studies of Distance Learning (April 13, 2020)
On March 26, NCEE announced a call for nominations of rigorous research that evaluates the effectiveness of specific distance education practices or products. The WWC and ERIC released a page that includes all nominations from the field, as well as relevant entries from ERIC and the What Works Clearinghouse Reviews of Individual Studies Database. We are providing this list to the field for educators and researchers to see the range of publicly available evidence on the effectiveness of distance learning.
New Topic Page: COVID-19 Response (April 10, 2020)
Looking for resources as you respond to COVID-19? The RELs have just released a page where you can find all of their events and FAQs designed to help you transition to online learning.
2017-18 School Survey on Crime and Safety (SSOCS) public-use data and user's manual are now available. (April 10, 2020)
The Data File User's Manual contains information about the sample design, data collection, imputation, and weighting procedures for the public-use data file. Appendixes in this document provide the SSOCS 2017-18 survey instrument, list of variables and record layout of the fixed-format ASCII file, a list of variables in the restricted-use data file that are not available in the public-use data file, and findings from nonresponse bias analyses.
What Works Clearinghouse Summarizes Evidence on 3 Interventions with Findings on Students Achievement in Grades 4-8 (April 9, 2020)
The WWC reviewed research on (1) Web-Based Intelligent Tutoring for the Structure Strategy (ITSS), a supplemental literacy program; (2) Word Generation, a supplemental program that aims to build students' vocabulary, academic language, and perspective-taking skills; and (3) the eMINTS Comprehensive Program, which uses structured professional development, coaching, and support to help teachers integrate technology into their classrooms. The WWC found that ITSS is likely to increase students' reading comprehension in grades 4-7 and eMINTS may increase students' math achievement in grades 4-8. The WWC's review of the research on Word Generation focused only on evidence for English learners and did not find discernible effects on literacy outcomes for these students in grades 4-7.
Methodology report for state and county estimates of adult literacy and numeracy skills. (April 9, 2020)
Today, NCES released Program for the International Assessment of Adult Competencies (PIAAC): State and County Estimation Methodology Report on U.S. adult literacy and numeracy skills. The state and county estimates were produced using small area estimation techniques applied to data collected in the three rounds of U.S. PIAAC data collection (in 2012, 2014 and 2017) as well as data from the American Community Survey.
High School Credits in Career and Technical Education (CTE) Are Related to Some Early Labor Market Outcomes (April 7, 2020)
Three years after high school graduation, those graduates who earned 3.00 or more CTE credits are less often unemployed and more often receive health insurance and retirement benefits, compared to their peers who earned fewer CTE credits.
IES Announces the First Two FY 2021 Grant Competitions in Education Research (April 6, 2020)
NCER has released funding announcements for two FY 2021 grant competitions.
REL Midwest Webinar: Research-Based Resources, Considerations, and Strategies for Remote Learning (April 6, 2020)
REL Midwest will host a webinar on Wednesday, April 8, from 12 to 1 p.m. CT focused on research-based resources and strategies for teaching in a remote setting.
REL Midwest Research-based Resources, Considerations, and Strategies for Online Learning (April 3, 2020)
This webinar on April 8 addresses research-based resources for e-learning, the virtual platforms available for use, and other considerations for moving to an e-learning environment.
2018-19 Common Core of Data (CCD) Universe Files data files now available (April 1, 2020)
These files are the product of the Common Core of Data (CCD) data collection for the 2018-19 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches.
From the IES Director: IES in a Time of Pandemic (March 31, 2020)
Director Mark Schneider discusses how IES continues to conduct work that is central to our mission.
NCES releases the ECLS-K:2011 Third-Grade, Fourth-Grade, and Fifth-Grade Psychometric Report (March 30, 2020)
This report describes the design, development, administration, quality control procedures, and psychometric characteristics of the direct and indirect child assessment instruments used to measure the knowledge, skills, and development of young children participating in the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) in the in the third-, fourth-, and fifth-grade data collections.
New Data On U.S. Public Schools' Use of Expulsion as a Disciplinary Action (March 24, 2020)
Data from the School Survey on Crime and Safety estimate that, in school year 2017-18, 46 percent of U.S. public schools were allowed to remove students from school with continuing services, a decrease from 62 percent in school year 2003-04.
Introducing Version 4.1: New versions of the WWC Standards Handbook and Procedures Handbook available! (March 23, 2020)
Learn more about the changes between Version 4.0 and Version 4.1 and register for a webinar discussing the new standards.
State tools for measuring and improving the implementation of Response to Intervention (RTI) (March 23, 2020)
This report from REL Appalachia reviews how states have adapted or developed tools that educators can use to align their RTI/multi-tiered system of support implementation with expected practices and determine next steps for improving implementation.
How U.S. Teachers and Principals in Grades 7, 8, and 9 Compare Internationally (March 23, 2020)
A new web report shows how U.S. teachers' and principals' beliefs and attitudes about their work, job and salary satisfaction, and stress at work compare with their peers across the world in lower secondary education.
Revised Report Released on Military Student Receipt of Veterans' Education Benefits in 2015-16 (March 17, 2020)
A revised report from NCES examines military students’ receipt of veterans’ education benefits in 2015-16 using data from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16). This revised report corrects the number of military undergraduate and graduate students, as well as the average amount of veterans’ education benefits for military graduate students, that were include in the original version of the report.
New Data on U.S. Public School Students Enrolled in Schools with Violent Incidents and Hate Crimes (March 17, 2020)
Data from the School Survey on Crime and Safety estimate that 3 percent of public school students (or 1.4 million) were enrolled in a school in which a hate crime occurred during school year 2017–18.
National Graduation Rate Increases in School Year 2017-18 for U.S. Students (March 13, 2020)
In 2017-18, the national graduation rate for U.S. students increased by 0.7 percentage points. The national rate for all racial/ethnic groups and students who were economically disadvantaged increased. Students who were limited English proficient decreased and children with disabilities remained the same as the prior year. State data about two new subgroups are included (Homeless enrolled and Foster care).
The What Works Clearinghouse Summarizes Research on Balanced Leadership for Current or Aspiring School Leaders (March 11, 2020)
Balanced Leadership is a professional development program for school principals and other current and aspiring leaders in schools serving students in kindergarten to grade 12. The program helps school leaders to understand and implement a set of actions and behaviors that may be associated with improved student outcomes. School leaders participate in professional development sessions with trained facilitators over one or two years, practice what they learn between sessions, and can receive additional coaching and online support. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school.
National Median of Total Revenues and Current Expenditures Per Pupil Increased Across Public School Districts in School Year 2016-17 (March 10, 2020)
The national median of total revenues per pupil across all districts was $13,334 in FY 17. This represents an increase of 1.1 percent from FY 16 after adjusting for inflation. The national median of current expenditures per pupil was $11,276 in FY 17, an increase of 1.8 percent from FY 16, after adjusting for inflation.
WWC Summarizes Research on 3 STEM Programs: Fraction Face-Off!, Full Option Science System, and Project-Based Inquiry Science (March 10, 2020)
Fraction Face-Off! is a supplemental math program designed to assist 4th-grade students with solving fraction problems. The WWC reviewed eligible research and found that this program may increase students' achievement in geometry and measurement, numbers and operations, and general mathematics skills. Full Option Science System is a curriculum that is designed to improve student science achievement in kindergarten through Grade 8. Project-Based Inquiry Science is a curriculum that is designed to improve student science achievement in grades 6 to 8. No eligible studies of the latter 2 programs met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of either program.
Introducing Version 4.1: New versions of the WWC Standards Handbook and Procedures Handbook available! (March 9, 2020)
Learn more about the changes between Version 4.0 and Version 4.1 and register for a webinar discussing the new standards.
Guide and Checklists for a School Leader's Walkthrough during Literacy Instruction in Grades 4-12 (March 9, 2020)
A new tool from REL Southeast can help school leaders identify evidence-based practices while observing classroom literacy instruction. The tool consists of a Pre-Walkthrough Meeting Guide, a set of eight walkthrough checklists, and a Post-Walkthrough Meeting Guide.
SLDS Announces Awards to 28 states for FY2019 (March 6, 2020)
We are pleased to announce 28 new Statewide Longitudinal Data System (SLDS) Grant Program grantees awarded under the FY19 competition! Alabama, Colorado, Commonwealth of Northern Mariana Islands, Connecticut, Guam, Hawaii, Indiana, Iowa, Kansas, Kentucky, Maine, Massachusetts, Montana, Nebraska, Nevada, New Hampshire, New Jersey, North Dakota, Ohio, Pennsylvania, Rhode Island, South Carolina, Tennessee, Texas, Virginia, Washington, Wisconsin, and Wyoming
From the IES Director: The Importance of Scaling (March 3, 2020)
Director Mark Schneider talks about the importance of getting effective, evidence-based interventions in front of more learners.
Historically Black Colleges and Universities (February 26, 2020)
This updated Fast Fact examines historically Black colleges and universities in the United States and provides new data on topics such as enrollment, degrees conferred, and finance.
Revenues and expenditures increased in public K-12 education for the fourth consecutive school year in 2016–17 (Fiscal Year 2017) (February 26, 2020)
Current expenditures per pupil were $12,258 at the national level in FY 17, which represents an increase of 1.6 percent from FY 16, following an increase of 2.8 percent from FY 15, after adjusting for inflation.
At the state level, current expenditures per pupil ranged from $7,206 in Utah to $22,861 in New York. In addition to New York, current expenditures per pupil were among the five highest in the District of Columbia ($22,561), Connecticut ($19,929), New Jersey ($19,585), and Vermont ($19,480). In addition to Utah, current expenditures per pupil were among the five lowest in Idaho ($7,554), Oklahoma ($7,921), Arizona ($8,053), and Mississippi ($8,755).
A New Method for Analyzing Large-Scale Assessment Data at the Topic Level (February 25, 2020)
A new report uses data from the TIMSS fourth-grade mathematics assessment to validate a novel method for estimating student scores at the topic level. Obtaining topic-level scores from large-scale assessments, such as TIMSS, allows for the identification of specific areas of strength and weakness in student performance and how those may be related to curricula.
Start time for public high schools (February 11, 2020)
This report describes the average start time for public high schools in the United States during the 2017-18 school year by school characteristics and state.
Applications Invited for the 2020 Summer Research Training Institute on Cluster-Randomized Trials (February 6, 2020)
Northwestern University, with a grant from the National Center for Education Research at IES, is providing support for the 2020 Summer Research Training Institute on Cluster-Randomized Trials.
From the IES Director: Research-Practice Partnerships, Redux (February 4, 2020)
Director Mark Schneider sets the record straight on his support for partnerships between education researchers and practitioners.
Characteristics of public schools where students attend classes fewer than 5 days per week (February 4, 2020)
This NCES Data Point examines the characteristics of public schools where students attend classes fewer than 5 days per week. Public schools were asked how many days were in a typical school week for students in grades 1–12. Nationally, about 1.9 percent of public schools have fewer than 5 days per school week, but this varies depending on the state where a school is located, school size, and other school characteristics.
WWC Summarizes the Research on Carnegie Mellon University's Open Learning Initiative for College Students (January 31, 2020)
Carnegie Mellon University's Open Learning Initiative is designed to provide online courses and learning materials to instructors and learners at low or no cost that can be presented in blended or purely online formats. The WWC reviewed the research and found that Open Learning Initiative may increase credit accumulation and persistence, and has inconsistent effects on academic achievement for four-year college students.
A New Year's Update from the Director of IES (January 22, 2020)
Over the next few months, IES will begin rolling out a new logo and visual identity, an undertaking that has been in the works for about a year. Full implementation will take some time, but don't be surprised when you see a new look on our publications and social media.
While we're excited about the new visual identity, this post is not about the new logo, the color scheme, or the symbolism behind the design choices. Rather, I'd like to discuss what this change signifies for IES.
High School Longitudinal Study of 2009 (HSLS:09): A First Look at the Postsecondary Transcripts and Student Financial Aid Records of Fall 2009 Ninth-Graders (January 21, 2020)
This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PETS-SR data collection was conducted between spring 2017 and fall 2018, approximately 4 years after high school graduation for most of the cohort. These data allow researchers to examine postsecondary coursetaking experiences and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education after high school.
Request for Proposals in 2020: SBIR Phase I (January 17, 2020)
The ED/IES Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology products.
Trends in High School Dropout and Completion Rates (January 14, 2020)
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report describes trends in the data over time and examines how dropout and completion rates vary by demographic characteristics.
A New Year's Update from the Director of IES (January 8, 2020)
Today at the IES Principal Investigators Meeting, Director Mark Schneider outlined how far IES has come and where the Institute will go in the future. His new blog is based on this discussion and is intended on providing the IES community with a sense of our progress and challenges.
Read the full blog.
Introducing Version 4.1: New versions of the WWC Standards Handbook and Procedures available! (January 6, 2020)
Learn more about the changes between Version 4.0 and Version 4.1 and register for a webinar discussing the new standards.
A Kindergarten Teacher's Guide to Supporting Family Involvement in Foundational Reading Skills (January 6, 2020)
REL Southeast has developed a Teacher's Guide, as a companion to a What Works Clearinghouse practice guide, that provides step-by-step guidance for kindergarten teachers to support families in practicing foundational reading skills at home.
REL Northeast & Islands Report Examines Universal PreK Enrollment Patterns in Vermont (January 2, 2020)
The study examined enrollment in the first year of implementation of Vermont's state-funded, universal preK program, finding that higher proportions of higher-needs students enrolled in public school programs.
Price of College for Full-Time Undergraduates in U.S. Postsecondary Institutions in 2015-16. (December 31, 2019)
A new report from NCES highlights various measures of the price of college for full-time undergraduates enrolled in U.S. postsecondary institutions in 2015-16. This report uses data from the 2015-16 National Postsecondary Student Aid Study (NPSAS:16).
Latest edition of statistical compendium provides new and historical data on all aspects of education (December 24, 2019)
The Digest of Education Statistics 2018 is a comprehensive statistical reference for all levels of education. 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, federal funds for education, libraries, and international comparisons.
A Closer Look at U.S. Performance in 2015 TIMSS Advanced Mathematics and Physics (December 24, 2019)
A new report that uses data from TIMSS Advanced 2015 shows that U.S. 12th-graders'' performance in advanced mathematics and physics varied based on the specific courses taken. In addition to performance data, "U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look" examines the characteristics of this subset of students, their coursetaking patterns, and their courses'' curricular coverage of the assessed content.
Tables on Relationship Between Participation in High School Career and Technical Education (CTE) and Transition to College and Work (December 23, 2019)
A new set of web tables looks at 2013 public high school graduates’ education and employment outcomes three years after graduation, focusing on students who had different levels of participation in career and technical education during high school.
Homeschooling Experiences in the U.S. (December 19, 2019)
NCES released a new set of tables and figures about homeschooling, using data from the 2012 and 2016 Parent and Family Involvement in Education survey of the National Household Education Surveys Program. Topics include homeschooling rates, reasons homeschooled, providers of homeschool instruction (including virtual instruction and schools), teaching style and curriculum sources, subject areas, and homeschool activities.
New Restricted-Use Data Released on Bachelor’s Degree Recipients (December 16, 2019)
Recently released restricted-use data describe outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. These data include information about student demographics, undergraduate enrollment experiences, and postbaccalaureate enrollment and employment outcomes for approximately 19,500 respondents. Data are part of the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17) and individual level data are available to researchers with a restricted-use data license.
Release of the PIAAC U.S. 2012/2014/2017 restricted use file (December 13, 2019)
Restricted-use data from the combined 2012/2014/2017 sample of U.S. Program for the International Assessment of Adult Competencies (PIAAC) is now available to the public through restricted-use data license.
New Data Released on Bachelor’s Degree Recipients (December 10, 2019)
Recently released data describe outcomes of 2015-16 bachelor's degree recipients 1 year after graduation. These data include information about student demographics, undergraduate enrollment experiences, and postbaccalaureate enrollment and employment outcomes for approximately 19,500 respondents. Data are part of the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17) and publicly available for analysis in DataLab.
REL Report Examines Barriers Limited Certificated Teachers Face and the Supports They Need to Become Fully Certificated (December 9, 2019)
REL Northwest's new report has important implications for addressing both teacher shortages and efforts to increase the diversity of the teacher workforce in Washington state.
How U.S. 15-year-old Students Performance in Reading, Mathematics, and Science Literacy Compares Internationally (December 3, 2019)
A new web report highlights key comparative performance information about 15-year-old students in the United States and 77 other education systems that participated in the Program for International Student Assessment (PISA) 2018.
A Look at Graduation Rates and Other Postsecondary Data (November 26, 2019)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) winter data collection, including data on graduation rates for selected cohorts, outcome measures, student financial aid, and admissions.
A Look at Enrollment and Other Postsecondary Data (November 26, 2019)
This provisional set of web tables presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) spring data collection, including data on enrollment, finance and academic libraries.
IES Releases Paper on Adaptive Interventions and SMART Designs (November 25, 2019)
NCSER and NCEE commissioned a paper from leading experts that introduces adaptive interventions and the SMART design, a methodology that can be used to build high-quality adaptive interventions.
WWC Summarizes the Research on Passport Reading Journeys for Adolescent Readers (November 21, 2019)
Passport Reading JourneysTM is designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. The WWC reviewed the research and found that Passport Reading Journeys has inconsistent effects on comprehension and little or no effect on general literacy achievement for struggling adolescent readers.
Release of the PIAAC U.S. 2017 restricted-use file (November 20, 2019)
Restricted-use data from the most recent round (2017) of U.S. Program for the International Assessment of Adult Competencies (PIAAC) is now available to the public through restricted-use data license.
Release of the PIAAC U.S. 2017 public-use file (November 20, 2019)
Data from the most recent round of U.S. Program for the International Assessment of Adult Competencies (PIAAC) is now available to the public.
PIAAC International Highlights Web Report (November 20, 2019)
This web-based highlights report provides overall results for all three PIAAC domains, as well as results for the following key variables: educational attainment, current employment status, nativity, and self-reported health status.
A Look at Student Perceptions of School Discipline (November 19, 2019)
This data point report investigates the relationship between students' perceptions of school discipline, their own behavior (i.e., skipping class, being in a physical fight, bringing a weapon to school), and unfavorable school conditions (i.e., gangs at school, seeing another student with a gun at school).
A Look at Students Bullied Online or by Text (November 19, 2019)
This data point report explores the relationship between students who were bullied online or by text and their demographic characteristics. It also examines the overall negative effects of being bullied online or by text, as well as avoidance behaviors, impacts on attendance, and whether victims notified an adult of the bullying.
A Look at Bullying Components (November 19, 2019)
This data point report investigates the relationship between the bullying components of repetition and power imbalance and the perceived relationship to the bullied student’s personal characteristics. It also examines the relationship between bullying components and the negative effects of bullying on student's feelings about themselves, their schoolwork, and their relationship with family and friends.
Scores for U.S. for adults with a high school education decreased in both literacy and numeracy since 2012/14. (November 15, 2019)
See the most recent results for U.S. adults according to the web-based first look report released today by the National Center for Education Statistics (NCES).
WWC Summarizes the Research on InsideTrack Coaching for College Students (November 12, 2019)
InsideTrack Coaching is designed to provide proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. The WWC reviewed the research and found that InsideTrack Coaching may increase persistence, and may result in little to no change in degree completion for four-year college students.
WWC Summarizes the Research on Accelerated Study in Associate Programs (ASAP) for Community College Students (November 5, 2019)
ASAP is designed to remove barriers to college success and completion for community college students seeking associate degrees. The WWC reviewed the research and found that ASAP will likely increase graduation, enrollment, and credit accumulation and persistence rates for community college students.
How U.S. 8th Graders Compare in Computer and Information Literacy Internationally (November 5, 2019)
A new web report shows how U.S. 8th-grade students compare with their international peers in computer and information literacy, capacity to think algorithmically, and use of computer and information technology.
Geocode Restricted-Use Data Files for 2016 National Household Education Surveys Provide Administrative and Survey Data (November 4, 2019)
NCES released supplementary restricted-use geocode data files that include geographic information for the three 2016 National Household Education Surveys Program (NHES:2016) surveys: the Early Childhood Program Participation Survey, the Parent and Family Involvement in Education Survey, and the Adult Training and Education Survey. The files provide data on access to early care, school choice options, transportation, local labor markets, job training, and more.
The Effects of a Principal Professional Development Program Focused on Instructional Leadership (October 30, 2019)
A new report found that an intensive approach to helping principals improve their leadership practices did not change principal practices as intended or improve students' achievement.
2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts (October 30, 2019)
Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.
Statewide Longitudinal Data Systems (SLDS) Capacity: 2017 SLDS Survey Analysis and Descriptive Statistics (October 29, 2019)
The Statewide Longitudinal Data Systems (SLDS) Survey was first administered in 2017, and asks all states and territories to provide information about the types of data that are included in their SLDSs, how they use SLDS data to inform policy, and the capacity of their SLDSs for automated linking of K–12, teacher, postsecondary, workforce, Perkins career and technical education, and early childhood data.
REL Midwest Study Examines the Results from Illinois' Kindergarten Individual Development Survey (October 28, 2019)
The study examines the reliability and validity of the survey, variation across subgroups from the first statewide administration in fall 2017, and barriers faced in administering the survey.
NCSER Announces the 2020 Research Training Workshop: Getting SMART about Adaptive Interventions in Education (October 22, 2019)
NCSER, in conjunction with the Institute for Social Research at the University of Michigan, announces a research training workshop on adaptive interventions with a focus on sequential multiple assignment randomized trials (SMARTs).
Implementation of the Expository Reading and Writing Curriculum in California (October 22, 2019)
REL West analyzed which schools in California have adopted the Expository Reading and Writing Curriculum, the characteristics of students enrolled in the course, and the teacher workloads for the course.
National Evaluation of the Comprehensive Technical Assistance Centers Program (October 21, 2019)
The report describes how the federal Comprehensive Centers designed and implemented their work, what challenges they encountered, and what outcomes they achieved.
REL Northeast & Islands Resource Identifies Instruments that Measure Secondary School Students' Social and Emotional Learning Skills (October 16, 2019)
The resource can help state and local education agencies identify and select valid and reliable instruments that measure collaboration, perseverance, and self-regulated learning among secondary school students.
REL Central Study Explores Associations between Qualifications of Middle School Algebra I Teachers and Student Math Achievement in Missouri (October 15, 2019)
The report examines which teacher qualifications—such as certifications to teach mathematics, educational background, and performance on certification exams—were most associated with student achievement.
Profile of Very Low and Low-Income Undergraduates in U.S. Postsecondary Institutions in 2015–16. (October 1, 2019)
A new report from NCES profiles demographic and enrollment characteristics, financial aid, and price of attendance of very low- and low-income undergraduates enrolled in U.S. postsecondary institutions in 2015–16. This report uses data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
Teacher Preparation Experiences and Early Teaching Effectiveness (September 30, 2019)
A new report finds both differences in how teachers prepare for certification in the field and that certain experiences are related to improving student test scores in the classroom. The findings provide a detailed look into current teacher preparation practices and identify potential avenues for improving them.
Evaluation of Support for Using Student Data to Inform Teachers' Instruction (September 30, 2019)
A new report found that an intensive approach to providing support for using student data to inform teachers' instruction did not improve students' achievement, perhaps because the approach did not change teachers' use of data or their reported classroom practices.
A Look at Trends in Pell Grant Receipt and the Characteristics of Pell Grant Recipients, 2003–04 Through 2015–16 (September 26, 2019)
These tables present the percentage of undergraduates who received a Pell Grant and the average amount received, by selected student characteristics. They also present the average percentage ratio of Pell Grant amount to total price of attendance among Pell Grant recipients, the percentage of Pell Grant recipients with student loans, and the average ratios of grant aid and total aid to the total price of attendance among Pell Grant recipients.
New Report Looks at School Choice in the United States. (September 25, 2019)
School Choice in the United States: 2019 uses recent data from multiple NCES surveys to describe the landscape of school choice in the United States. The report discusses the changes over time in enrollment in elementary and secondary traditional public, public charter, and private schools, as well as changes in the number of students who were homeschooled. It includes information on the characteristics and achievement of students enrolled in public and private schools, as well as characteristics of students who were homeschooled.
A Look at Student Victimization in U.S. Schools (September 24, 2019)
This statistics in brief examines student reports of criminal victimization at school, and in the areas surrounding schools. The nature of the victimization is explored by the type of victimization, school conditions, reports of bullying victimization and other indicators of school disorder, school security measures, student avoidance behavior, and student characteristics.
A Look at CTE Coursetaking in City, Suburban, Town, and Rural Areas (September 10, 2019)
This Data Point examines coursetaking in career and technical education (CTE) among public high school graduates in city, suburban, town, and rural areas. Graduates in towns and rural areas were found to earn more CTE credits than graduates in cities and suburbs; this pattern was also found in the two CTE subject areas of agriculture and natural resources and construction.
REL Midwest Report Examines the Postsecondary Education and Employment Pathways of Minnesota Public High School Graduates (September 9, 2019)
The study examined differences in the postsecondary pathways of Minnesota public high school graduates one year after graduation and their college certificate and degree attainment and employment outcomes six years after graduation.
Director's Biennial Report to Congress (FY2017-18) (September 9, 2019)
The Institute of Education Sciences (IES) has released our Director's Biennial Report to Congress for Fiscal Years 2017-18.
IES is focusing on its mission as an applied research agency. IES has invested—and will continue to invest—in basic research, but as a science and statistical agency housed in the U.S. Department of Education, the Institute's work focuses on improving the outcomes of learners throughout the life cycle. This means an emphasis on translating research for widespread use.
A Look at Trends in Graduate Student Financing, 2003–04 Through 2015–16 (September 6, 2019)
These tables present 12-year trends in graduate student enrollment, average price of attendance, amount and types of financial aid received, and amounts borrowed in student loans.
Total Price of College Attendance Covered by Pell Grants (August 28, 2019)
A new report from NCES examines trends in the total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who receive federal student loans. A smaller percentage of Pell Grant recipients at public 2-year institutions received federal student loans compared to all other institutions in all selected academic years between 2003–04 and 2015–16. This report draws on data from the National Postsecondary Student Aid Study.
New U.S. Data Available from the Progress in International Reading Literacy Study (PIRLS) 2016 (August 27, 2019)
New data are available from the Progress in International Reading Literacy Study (PIRLS). This release includes the most recent U.S. public-use and restricted-use datasets from the 2016 PIRLS administration and includes data from ePIRLS.
REL Midwest report examines trends in teacher supply and demand in Michigan (August 26, 2019)
The report examines past trends between 2013/14 and 2017/18 and projects shortages and surpluses between 2018/19 and 2022/23. Trends are examined by subject area, region of the state, district locale, and district average teacher salary.
A look at public and private K-12 school principals in the U.S. (August 22, 2019)
The 2017-18 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public and Private School Principal Data Files of NTPS and represents the results of the second collection of NTPS.
Comparisons of 2017 States' Standards Set for Grades 4 and 8 in Reading and Mathematics Using the National Assessment of Educational Progress (August 21, 2019)
The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016–17 school year and the 2017 NAEP assessments for public schools.
A Look at Undergraduate Borrowing Rates and Loan Amounts by Student Age: 1995–96 Through 2015–16 (August 20, 2019)
The average cumulative amount borrowed by undergraduates increased for all age groups between 1995–96 and 2015–16. The borrowing rate for undergraduates age 50 or older increased by 45 percentage points over two decades.
REL Central Report Describes Factors Related to Teacher Mobility and Attrition in Colorado, Missouri, and South Dakota (August 19, 2019)
The report describes teacher and school characteristics that are related to the likelihood of teachers moving to different positions or leaving state public school systems.
A Look at Trends in Undergraduate Nonfederal Grant and Scholarship Aid, 2003–04 Through 2015–16 (August 14, 2019)
These tables present the percentage of undergraduates who received nonfederal grant and scholarship aid and the average amounts received, by aid type (need- or merit-based), source (state, institution, or employer), and selected student and institutional characteristics.
We Need Your Feedback on Research Topics: Who Gets Voted Off the Island? (August 13, 2019)
I know that many of you are busy responding to the current crop of RFAs. But I thought I would bring you up to date on some things in the works at IES that may affect future research support. IES needs feedback from the field on these issues relatively quickly if-as we intend-your advice affects how we frame next year's grants.
A look at public and private K–12 schools in the U.S. (August 13, 2019)
The 2017–18 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K–12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public and Private School Data Files of NTPS and represents the results of the second collection of NTPS data.
Math Course Sequences in Grades 6–11 and Math Achievement in Mississippi (August 9, 2019)
REL Southeast examined the extent to which students’ mathematics sequences, prior math achievement, and demographic characteristics relate to college-ready performance in math on the ACT.
Is Collecting School-Level Finance Data Feasible? An Evaluation of Data from the Pilot School-Level Finance Survey (SLFS) (August 7, 2019)
Many states participating in the SLFS are able to report complete personnel and/or nonpersonnel expenditure data for a reasonably high percentage of their schools.
Apply Now: October Training to Use PIAAC Data (August 6, 2019)
The final session of an NCER training grant, Training Researchers to Use PIAAC to Further Multidisciplinary Research, is taking applications for its October training Chicago, IL. Submit your application materials online.
Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013 (August 1, 2019)
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. These tables use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09).
2015 Survey Questionnaires Results: Classroom Instructions for Mathematics, Reading, and Science (July 30, 2019)
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students' learning both in and outside of the classroom and to allow for meaningful student group comparisons. As part of the 2015 NAEP assessments, teachers of fourth- and eighth-graders answered survey questions about the content, activities, and skills they emphasized in their classrooms, and twelfth-graders answered questions about their classroom activities or coursework in mathematics, reading, and science. This special report takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
New Data On Crime, Violence, Discipline, and Safety in U.S. Public Schools. (July 25, 2019)
Data from the 2017–18 School Survey on Crime and Safety show an estimated 962,300 violent incidents and 476,100 nonviolent incidents occurred in U.S. public schools nationwide.
IES Posts Additional FY 2020 Research Funding Webinars (July 23, 2019)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) posted a series of on-demand webinars related to FY 2020 research funding opportunities.
A new taxonomy for organizing high school transcript courses into subject fields (July 23, 2019)
This Technical Report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript data that have been coded using the School Codes for the Exchange of Data. The SSCT organizes courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education.
A Look at Bullying in U.S. Schools. (July 16, 2019)
These new web tables examine student reports of bullying at school and in the areas surrounding schools. The nature of the bullying is explored by the type of bullying, frequency, and components of bullying and by student and school characteristics.
IES Awards $164 Million in Grants for Education and Special Education Research (July 12, 2019)
The Institute of Education Sciences has awarded new Education and Special Education Research grants through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER).
ECLS-K:2011 Public-Use Kindergarten-Fifth Grade Data File and Electronic Codebook (July 12, 2019)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study that followed a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students were in fifth grade. This public-use data file (NCES 2019-050) includes information from all nine data collections of the study, conducted from the fall of 2010 through the spring of 2016.
IES Announces $10.2 Million in Funding for Education Technology (July 11, 2019)
Funding from the ED/IES Small Business Innovation Research program has been awarded to 23 organizations for the development and testing of education technology products for students, teachers, and administrators in education and special education, and for the development of tools for postsecondary education.
A Look at Outcomes of 2015–16 Bachelor's Degree Recipients in the United States. (July 10, 2019)
A recently released First Look 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. The report is based on data from the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17).
Total Price of College Attendance Covered by Pell Grants (July 9, 2019)
A new report from NCES examines trends in the total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who receive federal student loans. A smaller percentage of Pell Grant recipients at public 2-year institutions received federal student loans compared to all other institutions in all selected academic years between 2003–04 and 2015–16. This report draws on data from the National Postsecondary Student Aid Study.
New Research Network on Multi-Tiered Systems of Support (July 2, 2019)
NCSER recently awarded four new FY 2019 Research Network grants that, together with one FY 2018 grant, form the MTSS Research Network. More info
If the U.S. population was a basketball team, one player on the court would be functionally illiterate. (July 2, 2019)
One in five U.S. adults possesses low English literacy skills, 2/3 of whom are U.S.-born according to the most recent results of PIAAC released today by the National Center for Education Statistics (NCES).
The Costs of Childcare: Results From the 2016 Early Childhood Program Participation Survey (ECPP-NHES:2016) (June 26, 2019)
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.
Characteristics of Private Schools in 2017–18 (June 25, 2019)
There were more than 32,000 private schools in the United States in the fall of 2017, serving nearly 5 million students, according to new results from the 2017–18 Private School Universe Survey. Other data include school size, religious orientation, geographic region, community type, and program emphasis.
REL Midwest Report Examines Use of Instructional Technology in Iowa High Schools and School Supports for Technology Use (June 24, 2019)
The study examined the extent to which teachers in Iowa high schools have integrated technology with instruction in ways that support the development of 21st century skills among students, and how teachers perceive school support for technology use in instruction.
IES Announces FY 2020 Education and Special Education Research (June 24, 2019)
NCER and NCSER released funding announcements for FY 2020 grant competitions.
Some Thoughts on the New IES RFAs (June 19, 2019)
IES is in the process of releasing this year's RFAs. I thought I would share our perspective on a few themes in this year's grant competitions.
How U.S. Teachers and Principals in Grades 7, 8, and 9 Compare Internationally (June 19, 2019)
A new web report shows how teachers' and principals' backgrounds, work environments, professional development, and beliefs and attitudes about teaching compare with their peers across the world in lower secondary education
Characteristics of English Learner Students and the Schools they Attend in Cleveland Metropolitan School District (June 11, 2019)
REL Midwest examined the characteristics of English learner students in grades 3-8 in Cleveland Metropolitan School District and the characteristics of the schools they attend, and investigated the association of student and school characteristics with English learner student performance on statewide assessments.
Professional Learning Community Facilitator's Guide: Improving Mathematical Problem Solving for Students in Grades 4 Through 8 (June 10, 2019)
This facilitator's guide is designed to provide teachers in a PLC setting with step-by-step guidance on how to implement some of the evidence-based recommendations in the What Works Clearinghouse practice guide, Improving Mathematical Problem Solving in Grades 4 Through 8.
Algebra I Coursetaking and Postsecondary Enrollment (June 6, 2019)
The High School Longitudinal Study of 2009 (HSLS:09) is a nationally representative, longitudinal study of over 23,000 9th-graders in 2009. This study follows students throughout their secondary and postsecondary years assessing student trajectories, major fields of study, and career paths. The Base Year collection occurred in 2009, with a First Follow-up in 2012 and a Second Follow-up in 2016. The 2016 survey included questions about when students last took Algebra I and whether they had ever enrolled in postsecondary education by the end of February 2016.
A look at the percentage of undergraduates who already held a bachelor's or higher degree and the fields they were studying (May 23, 2019)
Six percent of undergraduates in 2015–16 already held a bachelor’s or higher degree. Health was the most common field of study among these undergraduates.
The Condition of Education 2019 (May 22, 2019)
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data.
Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years (May 15, 2019)
A new report found that the DC Opportunity Scholarship Program (OSP) — the only federally-funded private school voucher program in the United States — had no effect on achievement after three years but positively affected students' satisfaction with their schools and perceptions of school safety.
New Report Shows Revenues and Expenditures Per Pupil for Public School Districts Increased Between School Year 2014-15 and 2015-16 (May 9, 2019)
National Median of Total Revenues and Expenditures Per Pupil Increased in School Year 2015-16.
The national median of total revenues per pupil across all LEAs was $12,953 in FY 16, which represents an increase of 3.2 percent from FY 15, after adjusting for inflation. The national median of current expenditures per pupil among all LEAs was $10,881 in FY 16. This is an increase of 2.4 percent from FY 15, after adjusting for inflation. A new report from the National Center for Education Statistics (NCES) provides information about revenues and expenditures in the nation''s public school districts for school year 2015-16.
New WWC Practice Guide on Using Technology to Support Postsecondary Student Learning (May 8, 2019)
The What Works Clearinghouse has released a new practice guide that focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. Using Technology to Support Postsecondary Student Learning will help higher education instructors, instructional designers, and administrators support learning through the effective use of technology.
Compiled by a panel of national experts and practitioners, the practice guide offers five evidence-based recommendations. Each recommendation includes research-based strategies and examples for implementing these recommendations in postsecondary settings.
New report examines Title I funding formulas (May 8, 2019)
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to show how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
The National Indian Education Study 2015: A Closer Look (May 7, 2019)
The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States.
WWC Intervention Report Finds Rigorous Evidence for Take Stock in Children's--TSIC's) FLIGHT program (April 30, 2019)
The intervention report focuses on research that examined the impact of Take Stock in Children's (TSIC's) FLIGHT program on high schools students' college access and enrollment, general achievement, and attendance. FLIGHT is designed to provide students with wrap-around case-management services including college preparation assistance, academic monitoring, and behavioral monitoring. Eligible students are connected with volunteer mentors, student advocates, and provided a two-year scholarship to college. FLIGHT also provides students and parents with workshops that cover a range of topics such as goal setting, study skills, and college preparation and applications. FLIGHT students also have access to college transition and retention services in their first three semesters of college.
The Nation's Report Card: Highlighted Results for the 2018 Technology and Engineering Literacy (TEL) Assessment at Grade 8 (April 30, 2019)
The NAEP Technology and Engineering Literacy (TEL) assessment uses interactive scenario-based tasks to measure whether students are able to apply technology and engineering skills to real-life situations. The 2018 TEL highlights report includes results on the performance of eighth-grade students.
New Information on States' Quality Rating Systems for Early Learning Programs (April 29, 2019)
Three new evaluation publications describe states' progress in implementing rating systems to document and improve early learning program quality. The publications identify areas of progress and challenges in implementation of valid rating systems.
First Year Accomplishments (April 23, 2019)
Message from IES Director Mark Schneider: I am celebrating the end of my first year as Director of IES. I thought I would report on some of the things we have been working on over the last year. I originally intended to write a single update, but realized that it would be too long. Instead, I plan to write a few shorter pieces over the next few weeks, as time allows.
New Report on Crime and Safety in Schools and College Campuses (April 17, 2019)
Indicators of School Crime and Safety, 2018 covers topics such as victimization, school conditions, school environment, safety and security measures at school, and criminal incidents at postsecondary institutions. This year''s report also includes indicators on youth opioid use, perceptions of bullying, and active shooter incidents in educational settings.
List of Proposed Interventions for the Systematic Replication RFA (April 15, 2019)
IES Director provides list of interventions that have strong evidence of impact. The systematic replication RFA will be released sometime later this spring and these interventions are those that IES will support for replication.
Join us for an ERIC Webinar for Policymakers (April 3, 2019)
Are you looking for education research to help inform education policy? Find out how ERIC can help you at our April 16th webinar
Do Charter Middle Schools Improve Students' College Outcomes? (April 2, 2019)
A study from the National Center for Education Evaluation and Regional Assistance (NCEE) obtained college enrollment and completion data for students who — more than a decade ago — entered lotteries to be admitted to 31 charter middle schools across the United States. College outcomes were compared for 1,723 students randomly selected by lottery to be admitted to charter middle schools and 1,150 students that applied but were not admitted. The study found that being admitted to a charter middle school did not affect college outcomes. Also, there was not a consistent relationship between a charter school's impact on middle school achievement and the school's impact on college outcomes.
A look at how educational attainment relates to various measures of labor underutilization (April 2, 2019)
This Data Point examines the relationship between educational attainment and the rates at which adults are unemployed or underemployed (working involuntarily part time or involuntarily in a temporary job). Educational attainment was negatively related to unemployment and to working involuntarily part time. And adults who had not completed high school had higher rates of involuntary temporary work, compared to adults with higher levels of educational attainment.
A Look at High School Career and Technical Education (CTE) Coursetaking as of 2013 (March 20, 2019)
A new set of web tables looks at public high school graduates' participation in career and technical education (CTE) as of 2013, and from 1992 to 2013. The tables document the average number of credits students earn in CTE versus other curriculum areas, and in various CTE areas (such as health care), and document the percentage of students who earn various types and combinations of CTE credits.
Persistence, Retention, and Degree Attainment Among 2011–12 First-Time Beginning Postsecondary Students as of Spring 2017. (March 12, 2019)
A new First Look report from NCES examines 2011–12 first-time beginning postsecondary students’ persistence, retention, and attainment in postsecondary education 6 years after their initial enrollment. This report uses data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17), a nationally representative longitudinal sample survey that followed 2011–12 first-time beginning postsecondary students through 2016–17.
Teacher retention, mobility, and attrition in Colorado, Missouri, Nebraska, and South Dakota (March 11, 2019)
This report from REL Central provides a snapshot of teacher movement in four states with high proportions of rural schools and districts during the 2015/16 and 2016/17 academic years.
REL Southwest Webinar: Trauma-Responsive Education Practices (March 8, 2019)
Join REL Southwest on March 28 to learn about the research evidence supporting trauma-responsive practices and how to create a trauma-sensitive classroom.
REL Northeast & Islands Webinar: Financing Early Educator Preparation, Support, and Compensation (March 8, 2019)
Join REL Northeast & Islands on March 27 for a webinar that will discuss actionable steps states can take to support the education, skills, and credentials of their early education workforce.
REL Central Webinar: Diversifying and Widening the Teacher Pipeline with Grow Your Own Programs (March 8, 2019)
Join REL Central on March 19 to learn about Grow Your Own programs that help address educator shortages, retention, and diversity, and hear about how two evidence-based programs are being implemented.
New Report Provides Projections of Education Statistics to 2027 (February 27, 2019)
The new report shows that elementary and secondary school enrollment is expected to increase by 4 percent between 2015 and 2027.
The NCES Ed Tech Equity Initiative: Data Collection Priorities! (February 26, 2019)
NCES launched the Ed Tech Equity Initiative to better inform the condition of American education by giving greater attention to ed tech equity in the context of K–12 education.
This fact sheet is a part of a suite of resources that highlight this exciting new work!
The NCES Ed Tech Equity Initiative: Framework! (February 26, 2019)
NCES launched the Ed Tech Equity Initiative to better inform the condition of American education by giving greater attention to ed tech equity in the context of K–12 education.
This fact sheet is a part of a suite of resources that highlight this exciting new work!
Advancing the NCES Ed Tech Equity Initiative! (February 26, 2019)
NCES launched the Ed Tech Equity Initiative to better inform the condition of American education by giving greater attention to ed tech equity in the context of K–12 education.
This infographic is a part of a suite of resources that highlight this exciting new work!
Technology and K-12 Education: The NCES Ed Tech Equity Initiative! (February 26, 2019)
NCES launched the Ed Tech Equity Initiative to better inform the condition of American education by giving greater attention to ed tech equity in the context of K-12 education.
This interactive brochure is a part of a suite of resources that highlight this exciting new work!
Mark Schneider: PISA Is a Unique Resource for Testing Educational Attainment of 15-Year-Olds in 78 Countries. Adding 40 More Would Be a Mistake (February 25, 2019)
In a recent commentary in Ed Week, I discussed two emerging problems in PISA, the Program for International Student Assessment, administered by the Organization for Economic Cooperation and Development (OECD). I identified OECD's insufficient attention to research and development (driven in part by its pursuit of "innovative" topics) and the too-short three-year testing cycle (which is outdated by new assessment technologies). Here I want to focus on yet another emerging problem: OECD's global ambitions for PISA.
Does ERIC Make Changes to Existing Records? (February 20, 2019)
Have you ever asked ERIC to make a correction or other change to an existing ERIC record? ERIC recently released a new video that addresses our working policy for making changes to records, and the kinds of changes ERIC will and will not make.
New report examines educational progress and challenges for students by race/ethnicity (February 20, 2019)
NCES released a new report that provides details on the educational progress and challenges students face in the United States by race and ethnicity. The report presents 36 indicators for students in prekindergarten through postsecondary education, as well as adults in the labor force.
Request for Proposals: SBIR Phase I Special Topic in Postsecondary Education (February 19, 2019)
A Special Topic of the ED/IES Small Business Innovation Research (SBIR) program will provide funding for the development and evaluation of "ROI tools" to measure the costs versus benefits (the return on investment) of different postsecondary education and training programs to help students make well-informed choices about options to pursue after they complete high school.
New First Findings Report from the Early Childhood Longitudinal Studies (ECLS) Program (February 19, 2019)
This report provides a look at the overall fifth-grade reading, math, and science achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fifth grade in the spring of 2016 using new data from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Child assessment scores are shown by selected child, family, and school characteristics.
IES Awards $25 Million to Establish Three R&D Centers (February 6, 2019)
Two centers will focus on improving rural education, and a third center will focus on secondary student writing.
Dual Enrollment: Participation and Characteristics (February 5, 2019)
This report is based on data from the High School Longitudinal Study of 2009 (HSLS:09), a nationally representative, longitudinal study of more than 23,000 ninth-graders in 2009. Follow-up surveys were administered to the cohort in 2012, 2013, and 2016. The study also obtained data from students'' high school transcripts, generally covering the fall 2009 term through the summer 2013 term. Students in HSLS:09 were asked questions about courses they took for college credit during their high school tenures. This arrangement is commonly known as "dual" or "concurrent" enrollment and is promoted as a means to help students prepare and demonstrate their readiness for the rigors of college coursework, as well as potentially save on the costs of college.
Request for Proposals: SBIR Phase I (February 1, 2019)
The ED/IES Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology products.
REL Northeast & Islands Webinar: Preparing High School Students for College-level Math (February 1, 2019)
Join REL Northeast & Islands on February 14 to learn about research on efforts to reduce rates of student placement in college remedial mathematics and one state's experience implementing a math readiness program.
REL Central Webinar: Examining the Reliability and Validity of Teacher Candidate Evaluation Instruments (February 1, 2019)
Join REL Central on February 13 for a webinar on how to examine and ensure the reliability and validity of teacher candidate evaluation instruments.
Digest of Education Statistics 2017 (January 30, 2019)
The Digest is a compilation of statistical information covering prekindergarten through graduate school. The Digest contains data on the number of schools and colleges, teachers, enrollments, and graduates, in addition to education assessments and attainment, finances, and federal funds for education, libraries, and international comparisons.
Cyberbullying and Cell Phone Policy in U.S. Primary and Secondary Schools (January 29, 2019)
This report describes principals' reports of the frequency with which cyberbullying occurred among U.S. students in 2010 and 2016. Additionally, this report examines schools with more frequent reports of cyberbullying and compares groups of schools with varying racial/ethnic compositions and rules prohibiting cell phone use during school hours.
NCSER Announces the 2019 Summer Research Training Institute: Single-Case Intervention Research Design and Analysis (January 28, 2019)
NCSER, in conjunction with the University of Oregon, announces a Summer Research Training Institute on Single-Case Intervention Research Design and Analysis, to increase the national capacity of education researchers to conduct methodologically rigorous single-case intervention studies.
National Graduation Rate Increases in School Year 2016-17 for U.S. Students (January 24, 2019)
In 2016-17, the national graduation rate for all U.S. students increased by 0.5 percentage points. Nearly all racial, ethnic, and other demographic subgroups increased between 0.3 and 1.6 percentage points. English learners were the only subgroup to see a decrease in graduation rate at the national level (0.4 percentage points).
New report on mental health staff (counselors, psychologists, and social workers) in public schools (January 24, 2019)
This report describes the level of mental health staffing in majority-minority schools (more than half of the students are racial or ethnic minorities) and other schools (at least half of students are White and non-Hispanic).
A Look at Barriers to Parent-School Involvement for Early Elementary Students (January 23, 2019)
A new report examines the level of parents' involvement in activities in their children's schools, describes the types of barriers to participation that parents face, and shows how the barriers to involvement that parents report differ across child, family, and school characteristics.
Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Provisional Data) (January 22, 2019)
This First Look is a revised version of the preliminary report released on November 6, 2018. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2018 collection, which included four survey components: Enrollment for fall 2017; Finance for fiscal year 2017; data on employees in postsecondary education for Fall 2017; and data for Academic Libraries for fiscal year 2017.
NCES Releases Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS), NCES 2019-031). (January 18, 2019)
On January 18, the National Center for Education Statistics will release Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS).
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions.
The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected.
ERIC in 2018: Bringing Education Research to Users, Wherever They Search (January 16, 2019)
In 2018 ERIC worked to continue to bring high quality education research to users. See the new infographic to learn more.
Public School Data Files for School Year 2016-17 released (January 16, 2019)
These files are the product of the Common Core of Data data collection for the 2016-17 school year. Data are reported at state, district and schools levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity and sex. Also included are school-level counts of students eligible for free and reduced-price lunches.
REL Program Webinar: Promoting Kindergarten Readiness for Dual Language Learners (January 10, 2019)
Join us on January 30 to learn about research-based language models and transition strategies that can help young dual language learners succeed in pre-kindergarten and elementary school.
New and updated training modules available online. (January 8, 2019)
The Distance Learning Dataset Training (DLDT) online training system has been updated. These new and updated modules are designed to introduce users to many NCES datasets, their design, and special considerations for analysis to facilitate effective use.
A Look at Parent and Student Expectations of Highest Education Level (January 8, 2019)
Parents and their high schoolers' educational expectations are discussed in this Data Point using data from NCES's most recent secondary longitudinal cohort study (HSLS:09).
Why Didn't Students Complete a Free Application for Federal Student Aid (FAFSA)? A Detailed Look (December 19, 2018)
This Statistics in Brief builds on prior NCES publications to provide an updated and detailed look at why students, or their parents, reported that they did not complete the FAFSA.
A Look at 3-Year Postsecondary Persistence and Attainment (December 18, 2018)
This Data Point looks at the 3-year persistence and attainment rate among different groups of postsecondary students. The rate was lower for students seeking a subbaccalaureate credential (a credential below the bachelor''s level) than for students seeking a bachelor''s degree, but rates were not measurably different between subbaccalaureate students majoring in academic and occupational fields. Rates for each student group did not increase from the 2003-04 cohort to the 2011-12 cohort.
Trends in High School Dropout and Completion Rates (December 12, 2018)
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report describes trends in the data over time and examines how dropout and completion rates vary by demographic characteristics.
New WWC Webinar: How Administrators Can Communicate the Need for Evidence-Based Decision Making (December 6, 2018)
On December 12, 2018 the WWC will host a free webinar on how What Works Clearinghouse resources can support use of high-quality research evidence in decision making.
Revenues and Expenditures for Public K-12 Education Increase for Third Consecutive Year (December 6, 2018)
Revenues and expenditures increased in public K-12 education for the third consecutive school year in 2015–16 (Fiscal Year 2016). Spending increases over the past three years reverse four consecutive years of expenditure declines from FY 09 to FY 13, after adjusting for inflation.
Nationally, per pupil expenditures rose to $11,841 in FY 16, an increase of 2.8 percent from FY 15, after adjusting for inflation.
Current expenditures per pupil increased by 3 percent or more in 9 states and by 1 to less than 3 percent in 27 states between FY 15 and FY 16. These increases were highest in California for the second consecutive year (8.6 percent), Washington (6.8 percent), New York (6.5 percent), Hawaii (6.2 percent), and Pennsylvania (4.6 percent).
Graduation Rates for Selected Cohorts, 2009-14; Outcome Measures for Cohort Year 2009-10; Student Financial Aid, Academic Year 2016-17; and Admissions in Postsecondary Institutions, Fall 2017. (December 4, 2018)
This First Look includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2017-18 data collection, which included four survey components: Graduation Rates for selected cohorts 2009-2014, Outcome Measures for cohort year 2009-10, Student Financial Aid data for the academic year 2016-17, as well as Admissions for Fall 2017.
REL Pacific Webinar: Early Reading Outcomes in the Pacific Region: A Focus on English Learners (November 29, 2018)
Join us on December 12 to learn about evidence-based strategies and interventions for teaching academic content and literacy to English learners in elementary school.
IES Announces New Companion Guidelines on Replication and Reproducibility in Education Research (November 29, 2018)
The Institute for Education Sciences, in collaboration with the National Science Foundation, has released the Companion Guidelines on Replication and Reproducibility in Education Research (2018)
How to Make Education Research Relevant to Teachers (November 14, 2018)
Research shows that good teachers are the most important ingredient that schools can provide to help students succeed. This is especially true for struggling schools. Now here's something we're realizing about our current education research: Too few educators feel that the research that the US government supports has a tangible impact on their work in the classroom. That's something that has to change.
A Look at the Factors that Influence Students' College Choice (November 14, 2018)
Factors that high school students reported as influences on their college choice are discussed in this Data Point using data from NCES's most recent secondary longitudinal cohort study (HSLS:09).
A Look at Reasons for Change of Educational Setting in High School (November 13, 2018)
Reasons that high school students reported for transferring high schools or becoming homeschooled are discussed in this Data Point using data from NCES's most recent secondary longitudinal cohort study (HSLS:09).
REL Northeast & Islands Webinar: Family and Community Partnerships in Social and Emotional Learning Programs (November 12, 2018)
Join us on December 7 for evidence-based information on family and community partnerships in school-based social and emotional learning programs.
Military Service and Education Attainment Among 2002 High School Sophomores 8 Years After High School Graduation. (November 8, 2018)
A new report from NCES examines high school students' entrance into military service up to 8 years after most graduated from high school, examining the timing of military service, the demographic and academic characteristics of those who served in the military, and the postsecondary experiences and outcomes of students with and without military service. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002).
IES Announces New Career and Technical Education Research Network Lead (November 8, 2018)
The Institute of Education Sciences (IES), with funding from the Office of Career, Technical, and Adult Education (OCTAE), has awarded a 5-year grant to the American Institutes for Research (AIR) to lead a Career and Technical Education (CTE) Network: Expanding the Evidence Base for Career and Technical Education.
REL Midwest Event: Screening of "Making It: Latino Students' Pathways to College" (November 8, 2018)
On November 14, REL Midwest will host a screening of a documentary on evidence-based practices to support Latino students on their pathway to a postsecondary education.
Enrollment and Employees in Postsecondary Institutions, Fall 2017; and Financial Statistics and Academic Libraries, Fiscal Year 2017: First Look (Preliminary Data) (November 6, 2018)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2018 collection, which included four survey components: Enrollment for fall 2017; Finance for fiscal year 2017; data on employees in postsecondary education for Fall 2017; and data for Academic Libraries for fiscal year 2017.
Postsecondary Institutions and Cost of Attendance in 2017-18; Degrees and Other Awards Conferred: 2016-17; and 12-Month Enrollment: 2016-17: First Look (Provisional Data) (November 6, 2018)
This First Look is a revised version of the preliminary report released on June 5, 2018. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2017 collection, which included three survey components: Institutional Characteristics for the 2017-18 academic year, Completions covering the period July 1, 2016, through June 30, 2017, and data on 12-Month Enrollment for the 2016-17 academic year.
Presenting School Choice Information to Parents: An Evidence-Based Guide (October 30, 2018)
Presenting School Choice Information to Parents: An Evidence-Based Guide, from the National Center for Education Evaluation and Regional Assistance (NCEE), found parents generally preferred looking at school information displays that had graphs as well as numbers, more rather than less data, and a list of choices ordered by each school's distance from home. But showing schools ordered by their academic performance made parents more likely to pick a higher performing school for their child. The guide is based on an online experiment conducted with 3,500 low-income parents. Each parent viewed one of 72 different web pages displaying information about schools in a hypothetical district. They study examined how variations in the displays affected parents' understanding of the information; perceived ease of use and satisfaction; and which schools they would choose given what was sho
Measuring School Climate Using the 2015 School Crime Supplement: Technical Report (October 30, 2018)
This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to develop school climate measures and identify differences in scores for various student demographics including students experiencing or not experiencing criminal victimization and bullying.
REL Mid-Atlantic Webinar: Regional Approaches to Addressing Teacher Shortages (October 22, 2018)
Join us on October 29 for a webinar on how to address teacher shortages via district-university partnerships.
Study of Enhanced College Advising in Upward Bound: Impacts on Steps Toward College (October 18, 2018)
A new report finds that certain kinds of advising can help disadvantaged students take steps towards enrolling in a more selective college.
The U.S. Department of Education tested a set of promising, low-cost advising strategies, called Find the Fit, designed to help low-income and "first generation" students enrolled in the Department's Upward Bound program choose more selective colleges and stay until they complete a degree. About 200 Upward Bound projects with 4,500 seniors agreed to participate. The projects were randomly assigned to receive Find the Fit to supplement their regular college advising (treatment group) or to offer their regular advising (control group). This first of three reports looks at Find the Fit's effects on students' steps toward enrolling in a more selective college.
REL Mid-Atlantic Webinar: What Research Tells Us About Reducing Student Chronic Absenteeism (October 18, 2018)
Join us on October 25 for a webinar on why chronic absenteeism matters, what the research says about the state of chronic absenteeism, and evidence about approaches to reducing chronic absenteeism.
REL Central Webinar: Using Digital Tools and Social Media to Engage Families in School Improvement Initiatives (October 15, 2018)
Join us on October 23 for a webinar presenting actionable strategies to increase family engagement.
An update on the IES version of LEED standards (October 10, 2018)
IES was working on developing research quality standards inspired by the famous LEED building standards. Our goal in developing these standards is to identify the domains and the core questions that, from the IES perspective, constitute the most important dimensions of high quality education research.
What High Schoolers and Their Parents Know About Public 4-Year Tuition and Fees in Their State (October 10, 2018)
This Statistics in Brief describes high school student perceptions of the cost of college using data from the High School Longitudinal Study of 2009 (HSLS:09). The analyses examine the accuracy of students' and parents' estimates of public 4-year college tuition and mandatory fees in their states by comparing their estimates with actual tuition and fee amounts obtained from the Integrated Postsecondary Education Data System (IPEDS). The report also examines students' perceptions about college affordability and their plans to enroll in college.
RELs to Hold Two Sessions on Rural Education Needs at the National Rural Education Association convention (October 8, 2018)
Five RELs will join together on October 12 to discuss their research and tools that address pressing concerns in rural education at the National Rural Education Association's annual convention.
REL Appalachia Webinar: Algebra for All: Focus on Visual Representations (October 5, 2018)
Join us on October 17 for a webinar on research-based strategies that support all learners in preparing for algebra I, including English learner students and students who are struggling. Register now.
32 percent of regular, full-time public school teachers hold summer jobs outside of their teaching positions (October 2, 2018)
This Data Point describes regular, full-time public school teachers' jobs during the summer.
REL Northeast & Islands Webinar: Micro-credentialing and Teacher Professional Learning (October 1, 2018)
This webinar on October 17 will provide evidence-based information on micro-credentials and how best to use them to support teacher learning. The webinar also will present lessons learned from early adopters about the design and implementation of these programs. Register now.
REL Southwest Webinar: The Special Education Enrollment Gap in Louisiana: Charter Versus Traditional Schools (September 28, 2018)
This webinar on October 12 will share the findings and implications of REL Southwest's report, Special Education Enrollment and Classification in Louisiana Charter Schools and Traditional Schools. Participants will hear a researcher's perspective on the applications of the report's findings outside of Louisiana, a practitioner’s reflection on applying the findings in a charter school setting, engage in a facilitated panel discussion, and take part in a question-and-answer session. Register now.
REL Midwest Webinar: Conducting Relevant Research through Networked Improvement Communities (September 25, 2018)
This webinar on October 9 will addresses how researchers and practitioners can form networked improvement communities (NICs) to study high-priority questions about education practice. Register now.
2015 Survey Questionnaires Results: Students' Computer Access and Use (September 17, 2018)
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students' learning both in and outside of the classroom and to allow for meaningful student group comparisons. For the 2015 NAEP mathematics and reading assessments, nationally representative samples of students answered a survey question about their access to computers at home, and their teachers answered a survey question about the availability of computers for them and their students in school. Additionally, students and teachers answered questions about their use of computers for classroom learning and instruction.
REL West Webinar: Using Learning Huddles to Improve Teaching and Learning (September 12, 2018)
This webinar on September 25 will introduce the learning huddle: an innovative update to traditional teacher-inquiry protocols centered on continuous-improvement cycles known as "Plan-Do-Study-Act". The session will feature the work of the REL West K-6 Literacy Improvement Partnership. Register now.
NCSER Awards Grant to Improve the Registry of Efficacy and Effectiveness Studies (September 6, 2018)
NCSER Awarded a Grant to Improve the Registry of Efficacy and Effectiveness Studies. More info
IES Announces 12 Additional FY 2018 Awards Across 4 Competitions (September 5, 2018)
NCSER and NCER recently awarded additional grants across multiple competitions. Twelve additional grants have been added to all the FY 2018 awards.
Changes Are Coming to Research Competitions (September 5, 2018)
Director Mark Schneider announces changes he is considering for the Institute's Fiscal Year 2020 Requests for Applications (RFAs). The RFAs outline the requirements and priorities for the research and research training competitions hosted by the Institute's two research centers, the National Center for Education Research and the National Center for Special Education Research.
Mobile Digest of Education Statistics. 2017 (August 28, 2018)
This publication is a mobile compilation of key statistical information covering education from kindergarten through graduate school.
Back to School with the WWC! (August 27, 2018)
The What Works Clearinghouse provides educators with helpful resources to start off the school year. We review the research to find what works in education
A look at how U.S. men and women compare on literacy and numeracy (August 1, 2018)
This new Data Point from NCES examines the literacy and numeracy skills of U.S. men and women ages 16-65. Men and women did not have different literacy scores, but men had higher numeracy scores overall, as well as in each age group and educational attainment level examined.
Principal attrition and mobility in public schools, data from the 2016–17 Principal Follow-up Survey. (July 31, 2018)
This report presents selected findings from the Public School Principal Status Data File of the 2016–17 Principal Follow-up Survey (PFS). The PFS is a nationally representative sample survey of public K–12 schools in the 50 states and District of Columbia and was initiated to inform discussions and decisions regarding principal attrition and mobility among policymakers, researchers, and parents.
IES Posts FY 2019 Research Funding Webinar: IES Application Process (July 25, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) are posting an on-demand webinar called "IES Application Process" related to FY 2019 research funding opportunities.
IES Awards $160 Million in Grants for Education and Special Education Research (July 17, 2018)
The Institute of Education Sciences has awarded new Education Research grants offered through the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER).
Children's Participation in Instructional Programs Designed to Teach English Language Skills (July 17, 2018)
NCES releases a new report that examines differences in the student and school characteristics of kindergartners who participated in instructional programs designed to teach English language skills and students who did not participate in such programs in the kindergarten class of 2010–11.
IES Announces FY 2018 Education Research and Development Center Grant (July 16, 2018)
The Institute of Education Sciences (IES) announces a new Education Research and Development Center: The National Center for Research on Education Access and Choice.
IES Posts FY 2019 Research Funding Webinars (July 12, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) posted three new on-demand webinars related to FY 2019 research funding opportunities.
IES Announces New FY 2018 Research Training in Special Education Program Grants (July 9, 2018)
NCSER recently awarded seven new training grants under the Research Training in Special Education Program (CFDA 84.324B), totaling $3.9 million.
New Report Examines Public 2-year Students Working Before, During, and After Beginning at a Public 2-Year Institution (July 9, 2018)
Some 44 percent of beginning public 2-year students worked while enrolled in their first year of postsecondary education. This Statistics in Brief report describes public 2-year students' employment before they enrolled in postsecondary education for the first time, as well as while they were enrolled in their first year. The report also examines how employment is related to these students' postsecondary experiences and employment outcomes after exiting postsecondary education.
IES Posts FY 2019 Research Funding Webinars (July 5, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) are posting a series of on-demand webinars related to FY 2019 research funding opportunities.
IES Awards Researcher-Practitioner Partnership Grants (June 28, 2018)
Researcher-Practitioner Partnership grants foster partnerships between researchers and practitioners to study education policies, programs and practices. More information here.
New Report Looks at Revenues and Expenditures for Public School Districts in 2014-15 (June 27, 2018)
National median of total revenues and expenditures per pupil increased during FY 14 and FY 15.
The national median of total revenues per pupil across all LEAs was $12,469 in FY 15. This represents an increase of 2.2 percent from FY 14, and builds upon an increase of 1.7 percent from FY 13 to FY14, after adjusting for inflation.
The national median of current expenditures per pupil among all LEAs was $10,556 in FY 15. This is an increase of 1.7 percent from FY 14, following an increase of 1.0 percent between FY 13 and FY 14.
Thirty-eight percent of postsecondary students are in occupational programs below the bachelor’s degree level, with health care and business/marketing fields predominating (June 26, 2018)
A new Statistics in Brief report looks at the characteristics of students enrolled in subbaccalaureate occupational education programs, examining their demographic background, fields of study, and the types of institutions in which they enroll.
New Public-use Data Available from the High School Longitudinal Study of 2009 (June 25, 2018)
This release includes the most recent data from the High School Longitudinal Study of 2009 (HSLS:09), collected as part of the Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
Dr. Matthew Soldner Named Commissioner for Education Evaluation and Regional Assistance (June 25, 2018)
IES Director Mark Schneider's Statement: I am pleased to announce that Dr. Matthew Soldner will be assuming the role of Commissioner of the National Center for Education Evaluation and Regional Assistance (NCEE) beginning on 2 July 2018.
Dr. Soldner was most recently a Principal Researcher in the Higher Education practice area at the American Institutes for Research (AIR), where his work focused on federal higher education policy and collaborative research with colleges and universities designed to improve student success outcomes while reducing equity gaps. His expertise includes the design and implementation of complex, mixed-methods evaluations; innovative practices designed to improve student outcomes; postsecondary competency-based education; federal financial aid; and federal statistical policy and practice.
New Report on Postcollegiate Outcomes of 2007–08 College Graduates (June 20, 2018)
A new report from NCES examines employment, education debt, and enrollment among college graduates. Using data from the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), this report examines rates of employment, debt burden, repayment status, and additional enrollment in postsecondary education 4 years after degree completion.
Paths Through Mathematics and Science: Patterns and Relationships in High School Coursetaking (June 19, 2018)
This report examines the sequence of courses that high school graduates take in mathematics, science, engineering and technology through their high school years using data from the 2009 NAEP High School Transcript Study.
Subbaccalaureate occupational education continues to account for almost 40 percent of all undergraduate education in the U.S. (June 19, 2018)
Trends in subbaccalaureate occupational education from 2003 to 2015 are examined in terms of the number of credentials awarded, the types of institutions that provide these credentials, and the subject-fields studied over this time period.
New Report on Postcollegiate Outcomes of 2007–08 College Graduates (June 19, 2018)
A new report from NCES examines employment, education debt, and enrollment among college graduates. Using data from the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), this report examines rates of employment, debt burden, repayment status, and additional enrollment in postsecondary education 4 years after degree completion.
18 percent of regular, full-time public school teachers hold jobs outside their school system (June 19, 2018)
This Data Point describes regular, full-time public school teachers’ jobs outside their school system.
Analyzing U.S. Young Adults' Skills by Student and Employment Status: Methodology for a New PIAAC Variable with Initial Results (NCES-2018-122) (June 19, 2018)
The Program for the International Assessment of Adult Competencies (PIAAC) is a cyclical, large-scale study of adult cognitive skills and life experiences. The study focuses on cognitive skills in three domains: literacy, numeracy, and problem solving in technology-rich environments. The purpose of this new methodology report is to provide researchers a simple and efficient way to investigate policy issues related to young adults (age 16-34) and their transition into the labor force using PIAAC data. The report introduces a student and employment status variable, explains how this variable was developed, and illustrates the use of the variable to report skills by student and employment status. The initial PIAAC 2012/2014 First Look report was released in 2016.
IES Hosts Webinars on Reading, Writing, and Language Development Grant Writing (June 18, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) at the Institute of Education Sciences (IES) invites researchers interested in reading, writing, and language development to participate in an IES Reading, Writing, and Language Development Grant Writing webinar.
Changes Are Coming to What Works Clearinghouse (June 18, 2018)
Director Mark Schneider announces improvements IES will be undertaking to ensure that the What Works Clearinghouse continues to help the nation identify what works for whom and under what conditions.
IES Hosts Live FY 2019 Research Funding Webinar: IES Basic Overview of Research Grants and Information for New Applicants (June 14, 2018)
NCSER and NCER are hosting a live webinar on June 18th covering a basic overview of IES research grants.
2015 Survey Questionnaires Results: Students' Views of Mathematics, Reading, and Science (June 13, 2018)
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students' learning both in and outside of the classroom and to allow for meaningful student group comparisons. For the 2015 NAEP mathematics, reading, and science assessments, nationally representative samples of students at grades 4, 8, and 12 answered survey questions about their views (i.e., levels of interest and enjoyment) of subject-related topics and activities. This report, the first in a series, takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
The Investing in Innovation Fund: Summary of 67 Evaluations (June 11, 2018)
A new report finds that 49 of the first 67 completed i3 grant evaluations were implemented consistent with What Works Clearinghouse (WWC) evidence standards and 12 of the evaluations found a positive impact on at least one student academic outcome.
Postsecondary Institutions and Cost of Attendance in 2017-18; Degrees and Other Awards Conferred: 2016-17; and 12-Month Enrollment: 2016-17: First Look (Preliminary Data) (June 5, 2018)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2017 collection, which included three survey components: Institutional Characteristics for the 2017-18 academic year, Completions covering the period July 1, 2016, through June 30, 2017, and data on 12-Month Enrollment for the 2016-17 academic year.
IES Announces New Research Grant Competitions (May 31, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) are inviting applications for FY 19 funding in Education Research (84.305A), Special Education Research (84.324A), Low-Cost, Short-Duration Evaluation of Education Interventions (84.305L), Low-Cost, Short-Duration Evaluation of Special Education Interventions (84.324L), and Research Networks Focused on Critical Problems of Policy and Practice in Special Education (84.324N).
Mapping State Proficiency Standards Onto the NAEP Scales: Results From the 2015 NAEP Reading and Mathematics Assessments (May 31, 2018)
See how state proficiency standards compare using NAEP as a common metric.
IES Announces $8.4 Million in Education Technology Funding (May 29, 2018)
Funding from the ED/IES Small Business Innovation Research program has been awarded to 21 organizations for the development and testing of games, apps, programs and other education technology.
Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years (May 29, 2018)
A new report found that the DC Opportunity Scholarship Program (OSP), the only federally-funded private school voucher program in the United States, had negative impacts on math achievement but positive impacts on parent and student perceptions of school safety for those participating in the program.
Teachers provide feedback on their salaries and jobs (May 29, 2018)
This Data Point describes whether teachers are satisfied with their salary and their job.
Not All Adults are Digitally Literate (May 29, 2018)
A new Statistics in Brief finds that 16 percent of U.S. adults are not digitally literate. This rate varies among different groups of adults, including by age, race/ethnicity, educational attainment, labor force status, and occupation. The rate of digital literacy in the U.S. compares favorably to that in other developed countries.
IES Announces New Research Grant Competitions (May 24, 2018)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) are inviting applications for FY 19 funding in Statistical and Research Methodology in Education (84.305D), Partnerships and Collaborations Focused on Problems of Practice or Policy (84.305H), and Research Training Programs in Special Education (84.324B).
The Condition of Education 2018 (May 23, 2018)
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data.
A Look at Children’s Summer Experiences After Kindergarten (May 22, 2018)
NCES releases a new report that examines differences in children's summer experiences after kindergarten by household poverty status and parents' highest level of education utilizing data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011). Differences in children's summer nonparental care arrangements, program attendance (e.g., at summer camps), participation in activities with family members, and places visited with family members are discussed in the report.
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education (May 15, 2018)
A new evaluation brief summarizes findings describing youth with disabilities and their activities in school, including trends over time.
Teacher spending on classroom supplies (May 15, 2018)
This Data Point describes the percentage of public school teachers who spend their own money on classroom supplies without reimbursement, and the amount of money spent by these teachers.
Education's Role in Work Experience Programs (May 8, 2018)
This Data Point shows that most work experience programs (such as internships and apprenticeships) are completed as part of a formal education program.
Principals describe their influence on school curriculum and budget (May 8, 2018)
This Data Point compares principals' perceived influence over curriculum and budget decisions by school level and community type.
NCES Releases "The Feasibility of Collecting School-Level Finance Data, School Year 2013-14" (April 24, 2018)
This Research and Development (R&D) report presents school-level finance data on expenditures by function from the pilot School-Level Finance Survey (SLFS).
Availability of services in schools to support parent involvement (April 24, 2018)
This Data Point describes the availability of parent support services by community type, school sector, and school classification.
A Look at CTE Programs in Public School Districts (April 17, 2018)
This First Look introduces data on CTE programs. The report provides information about the entities that provide CTE programs and locations the programs are offered. It also presents data about work-based learning and employer involvement, as well as barriers to the district offering CTE programs and barriers to student participation. Data are also presented about various factors influencing the districts' decisions on whether to add or phase out CTE programs.
New Report Provides Projections of Education Statistics to 2026 (April 12, 2018)
The new report shows that elementary and secondary school enrollment is expected to increase by 2 percent between 2014 and 2026. Postsecondary enrollment is expected to increase by 13 percent between 2015 and 2026.
The Nation’s Report Card: 2017 Mathematics and Reading at Grades 4 and 8 (April 10, 2018)
This online report presents the national, state, and TUDA results of fourth- and eighth-grade students who participated in the National Assessment of Educational Progress (NAEP) 2017 mathematics and reading assessments.
New Report Examines Student Access to Digital Learning Resources (April 4, 2018)
This congressionally mandated report draws upon nationally representative data sources, existing research, and relevant state and local intervention efforts to provide a comprehensive picture of student access to digital learning resources outside of the classroom.
A Look at Preparation and Supports for Early-Career Teachers in the U.S. (April 3, 2018)
NCES releases Preparation and Support for Teachers in Public Schools: Reflections on the First Year of Teaching. This Statistics in Brief investigates early-career teachers’ preparation for teaching and receipt of support during their first year. The brief explores preparation and support overall and by selected characteristics of the schools in which the teachers taught during the 2011–12 school year.
New Report on Crime and Safety in Schools and College Campuses (March 29, 2018)
Indicators of School Crime and Safety, 2017 covers topics such as victimization, school conditions, discipline problems, disciplinary actions, safety and security measures at school, and criminal incidents at postsecondary institutions. This year's report also includes topics related to security staff in public schools, teacher training on school safety and discipline, and international comparisons of the school environment.
NCES Releases New Data on Crime, Discipline, and Safety in Public Schools (March 27, 2018)
NCES releases new data on school crime and safety, including the frequency of school crime and violence at school, the presence and activities of school security staff, and policies and practices related to school crime prevention.
Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (March 27, 2018)
This brief report provides a first look at the overall fourth-grade achievement of the students who attended kindergarten for the first time in the 2010-11 school year and were in fourth grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of fourth grade are shown, both overall and by selected child and family characteristics.
ECLS-K:2011 Public-Use Kindergarten-Fourth Grade Data File and Electronic Codebook (March 27, 2018)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten; the fall and spring of the 2011-12 school year, when most of the students were in first grade; the fall and spring of the 2012-13 school year, when most of the students were in second grade; the spring of 2014, when most of the students were in third grade; and the spring of 2015, when most of the students were in fourth grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in each year of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
User’s Manual for the ECLS-K:2011 Kindergarten-Fourth Grade Data File and Electronic Codebook, Public Version (March 27, 2018)
This public version of the kindergarten-fourth grade user’s manual focuses on the fourth-grade rounds 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 2015 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the fourth-grade rounds, as well as procedures used to make the data suitable for public release.
User’s Manual for the ECLS-K:2011 Kindergarten-Third Grade Data File and Electronic Codebook, Public Version (March 27, 2018)
This public version of the kindergarten-third grade user’s manual focuses on the third-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 2014 collection. It also describes the kindergarten-fourth grade data file structure and variables created from data collected in the third-grade round, as well as procedures used to make the data suitable for public release.
A Broader Look at Work Qualifications: Moving Beyond Postsecondary Degrees (March 27, 2018)
This Data Point shows that in addition to postsecondary degrees, working adults often have other types of postsecondary credentials that could be useful in the labor market, such as postsecondary certificates, occupational licenses and occupational certifications.
An Evaluation of Data From the Teacher Compensation Survey: School Year 2007-08 through 2009- (March 27, 2018)
This Research and Development report summarizes the results of the data collected through NCES’ Teacher Compensation Survey (TCS) for the 2007-08, 2008-09 and 2009-10 school years. It provides an overview of the survey methodology; comparisons of TCS data with other data sources; a discussion of the advantages and disadvantages of TCS data; and findings and descriptive statistics from the years of data collected.
WWC Intervention Report Finds Rigorous Evidence for Summer Counseling in Preparation for College (March 27, 2018)
This WWC intervention report focuses on research that examined the impact of summer counseling on students' college enrollment and persistence. Summer counseling is designed to help college-intending high school graduates complete the steps needed to enroll in college and start their college careers. These services, delivered during the months between high school graduation and college enrollment, involve outreach by college counselors or peer mentors via text messaging campaigns, e-mail, phone, in-person meetings, instant messaging, or social media. Based on the most recent available evidence, the WWC found that summer counseling had potentially positive effects on college persistence and mixed effects on college enrollment.
Promoting Educator Effectiveness: The Effects of Two Key Strategies (March 21, 2018)
A new evaluation brief synthesizes two recently completed National Center for Education Evaluation (NCEE) impact studies.
New data on bullying and personal safety at school (March 15, 2018)
Three new data points look at trends in bullying at school over time, repetition and power imbalance as components of the uniform definition of bullying, and the relationship between students' feelings of safety in school and their perceptions about the level of crime in their home neighborhoods and school neighborhoods.
WWC Single Study Review Finds Rigorous Evidence for Mainstreaming College Students in Mathematics Courses (March 13, 2018)
The single study review focused on research that examined the impact of mainstreaming college freshmen into college-level quantitative courses. Mainstreaming refers to the practice of placing students who are in need of remedial courses into regular degree-track courses. The WWC found this study to be a well-executed randomized controlled trial. The study found, and the WWC confirmed, statistically significant and positive effects of mainstreaming on course passing rates, credits earned, and enrollment rates.
The History and Origins of Survey Items for the Integrated Postsecondary Education Data System (2016–17 Update) (March 6, 2018)
This report updates the 2011–12 Integrated Postsecondary Education Data System (IPEDS) survey components report—The History and Origins of Survey Items for the Integrated Postsecondary Education Data System—in order to reflect the 2016–17 data collection. The report was developed to document the sources of current IPEDS data items as background information for interested parties and to provide guidance when NCES, technical review panels, and others are considering potential changes to the IPEDS data collection.
IES Releases Summary of Responses to the Request for Public Comment on IES-Funded Efficacy, Replication, and Effectiveness Studies (March 1, 2018)
IES released a summary of responses received to the Request for Public Comment on IES Research Goals 3 and 4. This request asked whether these goals, as currently configured, are meeting the needs of the field or whether changes should be considered to encourage more replication and effectiveness studies. To see the summary of responses, click here.
The Impact of Providing Information to Parents About the Role of Algebra II in College Admission (March 1, 2018)
REL Southwest's randomized controlled trial examined the impact of informing parents in Texas about the role of algebra II in college admission on student completion of algebra II in grade 11.
Documenting the REL Research Alliance Experience (February 27, 2018)
This report provides a detailed account of the REL Program's experience establishing and supporting research-practice partnerships during the 2012–17 contract cycle, with the purpose of informing future research-practice partnerships.
Assessing the Effectiveness of Achieve3000 on Beginning Readers (February 27, 2018)
Achieve3000 is a supplemental online literacy program that provides nonfiction reading content to students in grades preK–12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. Based on the research, the WWC found that Achieve3000 had no discernible effects on reading fluency for beginning readers.
What Are the Impacts of Achieve3000 on Adolescent Readers? (February 27, 2018)
Achieve3000® is a supplemental online literacy program that provides nonfiction reading content to students in grades preK–12 and focuses on building phonemic awareness, phonics, fluency, reading comprehension, vocabulary, and writing skills. After reviewing the research on Achieve3000 and its impacts on adolescent readers, the WWC found the program had potentially positive effects on comprehension and general literacy achievement.
Trends in High School Dropout and Completion Rates (February 22, 2018)
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of youth who are high school dropouts (status dropout rates), and the percentage of youth who hold high school credentials (status completion rates).
Digest of Education Statistics, 2016 (February 20, 2018)
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.
More Research Is Needed on MyTeachingPartner Pre-K (February 13, 2018)
MyTeachingPartner Pre-K is a professional development program for early education teachers that incorporates a video library, interactive training, a college course, and trained coaches to provide teachers with the knowledge and skills to engage in more effective student interactions. There are no studies of MyTeachingPartner Pre-K that meet WWC group design standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program.
National Board for Professional Teaching Standards (NBPTS) Certification has Mixed Effects (February 13, 2018)
The WWC recently reviewed the research on NBPTS certification, a highly selective professional certification awarded to accomplished teachers who have completed three full years of regular teaching service and can demonstrate that their teaching practices meet the NBPTS standards. After reviewing the research, the WWC found that NBPTS-certified teachers had mixed effects on mathematics achievement and no discernible effects on English language arts achievement for students in grades 3 through 8.
Relationships Between Teacher Certification and English Learner Students' Growth in Academic Achievement and English Proficiency (February 13, 2018)
REL Southwest examined the association between teachers certified in bilingual and English as a second language education and growth of English learner students in reading, mathematics, and English proficiency.
NHES:2016 Data File User's Manual and Data Files now available. (February 9, 2018)
The 2016 National Household Education Surveys Program (NHES:2016) Data File User's Manual and data files are now available. They include data from the Early Childhood Program Participation survey, the Parent and Family Involvement in Education survey, and the Adult Training and Education Survey.
Education and Employment Outcomes Among Students Whose Parents Never Attended College (February 8, 2018)
A new report from NCES examines high school success, postsecondary enrollment, degree completion, graduate school enrollment, and employment outcomes of students whose parents had not attended college. Outcomes for these students are compared to those of their peers whose parents attended or completed college. This report uses data from the Education Longitudinal Study of 2002 (ELS:2002), the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), and the 2008/12 Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education. Volume 3. (February 7, 2018)
A new report volume from the National Longitudinal Transition Study 2012 (NLTS 2012) finds that, over the past decade (2003–2012), secondary school youth required under the Individuals with Disabilities Education Act (IDEA) to have an individualized education program (IEP) have become more engaged in school and increased their use of school supports. At the same time they are less likely than in the past to take some key steps to prepare for their transition to adult life.
REL Southwest Examines Algebra II Completion and Failure Rates After Texas Changed Its Graduation Requirements (February 6, 2018)
This study examines Algebra II completion and failure rates for students entering Texas public high schools from 2007/08 through 2014/15. This period spans the points at which Texas began implementing the 4x4 curriculum (which required Algebra II) and when the state moved to the new Foundation High School Program (which eliminated Algebra II as a requirement).
The Forum Guide to Collecting and Using Attendance Data (February 2, 2018)
The Forum Guide to Collecting and Using Attendance Data is designed to help state and local education agency staff improve their attendance data practices — the collection, reporting, and use of attendance data to improve student and school outcomes. The guide offers best practice suggestions and features real-life examples of how attendance data have been used by education agencies. The guide includes a set of voluntary attendance codes that can be used to compare attendance data across schools, districts, and states. The guide also features tip sheets for a wide range of education agency staff who work with attendance data.
High School Longitudinal Study of 2009 (HSLS:09) Second Follow-Up:A First Look at Fall 2009 Ninth-Graders in 2016 (February 1, 2018)
This publication provides descriptive findings from the High School Longitudinal Study of 2009 (HSLS:09) Second Follow-up. HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. The second follow-up was conducted from March 2016 through January 2017, approximately 3 years after high school graduation for most of the cohort. The data collected allow researchers to examine an array of young-adulthood outcomes among fall 2009 ninth-graders, including delayed high school completion, postsecondary enrollment, early postsecondary persistence and attainment, labor market experiences, family formation, and family financial support.
First Look report presents findings from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16) (January 30, 2018)
A new First Look publication released by NCES describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level. For example, in the 2015–16 academic year, 72 percent of all undergraduate students received some type of financial aid (including student loans). For those who received any aid, the total average amount was $12,300. For more findings, see the full report.
IES Technical Working Group Meeting on Career and Technical Education (CTE) (January 25, 2018)
IES has posted a summary of a recent Technical Working Group (TWG) meeting on Career and Technical Education (CTE).
National Evaluation of the State Deaf-Blind Projects (January 25, 2018)
A new report describes the work done by the 48 State Deaf-Blind Projects awarded grants in 2013 and assesses needs for the types of technical assistance and services the Projects provide among individuals who work closely with children and youth with deaf-blindness.
More Research Needed on Harlem Children's Zone (HCZ) Promise Academy Charter Schools (January 24, 2018)
HCZ Promise Academy Charter Schools is a non-profit organization designed to serve low-income children and families living in Harlem in New York City. The HCZ Promise Academy Charter Schools have a longer school day and year than traditional public schools, monitor student progress on academic outcomes, provide differentiated instruction, and educate students and families on character development, healthy lifestyles, and leadership skills. After reviewing the current research, the WWC found that no eligible studies meet WWC design standards. Therefore, more research is needed to determine the program's effectiveness.
Studies of Green Dot Public Schools Show Potentially Positive Effects on Students (January 24, 2018)
Based on a review of the research, the WWC found that Green Dot Public Schools has potentially positive effects on mathematics achievement, English language arts achievement, student progression, and school attendance for high school students. Green Dot Public Schools is a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington.
Research on Knowledge Is Power Program (KIPP) Points to Positive Impacts (January 24, 2018)
After reviewing the research on KIPP, a nonprofit network of more than 200 K-12 public charter schools, the WWC found the program to have positive effects on mathematics and English language arts achievement and potentially positive effects on science and social studies achievement for middle and high school students. KIPP shows no discernible effects on student progression for high school students.
IES Announces New Research Network Lead Competition on Career Technical Education (CTE) (January 23, 2018)
The National Center for Education Research (NCER) in the Institute of Education Sciences (IES) is inviting applications for a new award for fiscal year 2018 to fund the Lead of a Career and Technical Education (CTE) Network. The CTE Network is part of the Institute's Research Networks Focused on Critical Problems of Education Policy and Practice (Networks) program.
Impact of a Checklist on Principal–Teacher Feedback Conferences Following Classroom Observations (January 23, 2018)
REL Southwest's statewide experiment in New Mexico in 2015/16 tested whether providing principals and teachers a checklist to use in feedback conferences would improve the quality and impact of the conferences.
Initial Spanish Proficiency and English Language Development Among Spanish-Speaking English Learner Students in New Mexico (January 23, 2018)
REL Southwest examined whether differences in initial kindergarten Spanish proficiency for Spanish-speaking English learner students in New Mexico were linked to disparities in attaining English proficiency and academic achievement in reading and math by grades 4 and 5.
Special Education Enrollment and Classification in Louisiana Charter and Traditional Schools (January 23, 2018)
This REL Southwest study examines the special education enrollment gap between charter and traditional public schools in four Louisiana educational regions from 2010/11 to 2013/14 and explores possible sources of the gap.
High School Students Rely on Family and Themselves When Thinking About College and Careers (January 23, 2018)
A new Statistics in Brief report finds that high school students most often report that their main influences when making decisions about college and careers are their family and themselves. School staff (teachers and counselors) were less often rated as the main influence.
IES Announces New Research Network Lead Competition on Career Technical Education (CTE) (January 22, 2018)
The National Center for Education Research has released a new FY 2018 grant competition — Expanding the Evidence Base for Career and Technical Education Network (CTE Network) as part of the Research Networks Focused on Critical Problems of Practice or Policy.
ERIC Releases New Widget (January 11, 2018)
ERIC released a widget that provides a quick path to ERIC resources. The widget is intended to help users gain immediate access to ERIC search tools and products to help support their work and studies.
More Research Is Needed on the System of Least Prompts (January 9, 2018)
The System of Least Prompts (SLP) is a practice that involves defining and implementing a hierarchy of prompts to assist students in learning a skill. The WWC reviewed the research on SLP and its impacts on children and students with intellectual disability. There are no group design studies of SLP in the Children and Students with Intellectual Disability topic area and the evidence from single-case design studies does not reach the threshold to include single-case design evidence in the effectiveness ratings for any domains in the topic area. Based on this review, the WWC is unable to draw any conclusions about the effectiveness or ineffectiveness of SLP on children and students with intellectual disability.
National Spending for Public Schools Increases for Second Consecutive Year in School Year 2014–15 (January 9, 2018)
Revenues and expenditures increased in public K-12 education for the second consecutive school year in 2014–15 (Fiscal Year 2015).
Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred: 2015-16; and 12-Month Enrollment: 2015-16: First Look (Provisional Data) (January 9, 2018)
This First Look is a revised version of the preliminary report released on July 18, 2017. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2016 collection, which included three survey components: Institutional Characteristics for the 2016-17 academic year, Completions covering the period July 1, 2015, through June 30, 2016, and data on 12-Month Enrollment for the 2015-16 academic year.
What Factors Are Associated With Indicators of Effective Schools and Student Achievement in New Orleans Charter Schools? (January 3, 2018)
This exploratory analysis of the features of New Orleans charter schools serving grades 3–8 identifies characteristics which are potential indicators of student achievement growth in English language arts, math, and science.
Student Victimization in U.S. Schools: Results From the 2015 School Crime Supplement to the National Crime Victimization Survey (January 2, 2018)
This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs and alcohol at school, student reports of bullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
New Data on Postsecondary Enrollment, Finance, Academic Libraries, and Employees at Postsecondary Institutions. (December 29, 2017)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2017 data collection, which included four survey components: Enrollment for fall 2016; Finance for fiscal year 2016; data on employees in postsecondary education for Fall 2016; and data for Academic Libraries for fiscal year 2016.
A Look at Graduation Rates and Other Postsecondary Data (December 29, 2017)
This First Look is a revised version of the preliminary report released on October 12, 2017. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2016-17 data collection, which included four survey components: Graduation Rates for selected cohorts 2008-2013, Outcome Measures for cohort year 2008, Student Financial Aid data for the academic year 2015-16, as well as Admissions for Fall 2016.
Public School Data Set for School Year 2015-16 released (December 26, 2017)
This First Look report includes findings from the Common Core of Data school year 2015-16 data collection. Data are reported at state, district and schools levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity and sex. Also included are school-level counts of students eligible for free and reduced-price lunches.
REL Southwest Examines the Role of Noncognitive Skills and School Environments in Transitions to High School (December 19, 2017)
REL Southwest examined whether students' perceptions of their noncognitive skills and school environments were related to students' GPA, absences, and course failures in grade 9.
REL Southwest Examines Trends in Teacher Mobility in Texas (December 19, 2017)
The study found that teacher mobility in Texas public schools increased from 19 to 22 percent between 2011/12-2015/16. The study also analyzed teacher mobility's associations with teacher, student, and school characteristics.
New Findings on the Teacher Incentive Fund Program (December 19, 2017)
A new report looks at the implementation and impacts in schools who offered pay-for-performance as part of their 2010 Teacher Incentive Fund (TIF) grants. The grants support performance-based compensation systems for teachers and principals in high-need schools.
New Findings on the Implementation and Impacts of Teacher and Principal Performance Measures (December 19, 2017)
A new report looks at the implementation of a set of three performance measures for teachers and principals and the impacts of feedback based on those measures on teacher, principal, and student outcomes.
More Research is Needed on the Impacts of Accelerated Math on Secondary Students (December 19, 2017)
Accelerated Math is a software tool that customizes math assignments for students in grades K-12 and helps teachers monitor student progress in math. The WWC reviewed studies on Accelerated Math secondary mathematics content, which includes Algebra I, Geometry, and Algebra II. There are currently no studies of the Accelerated Math secondary mathematics content that meet WWC group design standards. Therefore, the WWC is unable to draw any conclusions based on research about the curriculum's impacts on the mathematics achievement of secondary students. More research is needed to determine the curriculum's effects on the mathematics achievement of secondary students.
Research on Accelerated Math Shows Mixed Effects on Mathematics Achievement for Primary Students (December 19, 2017)
Accelerated Math is a software tool that customizes math assignments for students in grades K-12 and helps teachers monitor student progress in math. After reviewing the available research, the WWC found that Accelerated Math has mixed effects on mathematics achievement for primary students.
A Look at How Principals Use Their Time (December 19, 2017)
This Statistics in Brief describes how principals in public and private schools used their time in the 2011-12 school year. The brief presents information about how they used their time overall, and it also describes the ways in which principal time use varied by different school, staffing, and principal characteristics.
Postsecondary Enrollment Rates Related to High School Career and Technical Education (December 19, 2017)
Students who concentrated their career and technical education credits in a specific area had a lower postsecondary enrollment rate than students who do not concentrate or who earned fewer CTE credits, according to a new report released today.
ERIC Releases Revised Selection Policy (December 13, 2017)
Following an extensive review, including consultation with ERIC stakeholders and opportunity for public comment, ERIC has released a revised Selection Policy.
IES Accepting Proposals for Research and Development of Education Technology (December 12, 2017)
The Small Business Innovation Research (SBIR) program provides funding for the development and evaluation of commercially viable education technology products. Proposals for Phase I projects are due January 25, 2018.
2015-16 School Survey on Crime and Safety (SSOCS) Restricted-Use Data Files and User''s Manual (NCES 2017129) (December 8, 2017)
This CD contains restricted-use data for the 2015-16 School Survey on Crime and Safety (SSOCS) in SAS and ASCII formats (NCES 2017-129). It also contains the 2015-16 SSOCS Restricted-Use Data File User''s Manual (NCES 2017-129).
Beginning College Students Who Change Their Majors (December 7, 2017)
This Data Point uses data from a nationally representative sample of 2011–12 first-time beginning college students to examine the percentage of students who change their majors within 3 years of enrolling. The report focuses on how rates of major change vary by students’ degree program and field of study.
Scientific Support for Measuring Children's Knowledge and Skills at Kindergarten Entry Using a State-Developed Tool (December 5, 2017)
REL Southwest examined the construct validity of the New Mexico Kindergarten Observation Tool, an observational measure of students' knowledge and skills completed by the kindergarten teacher at the beginning of the year.
Reading Achievement of U.S. Fourth-Grade Students in an International Context (December 5, 2017)
Results from the 2016 Progress in International Study (PIRLS) and ePIRLS assessments
New Findings Describing Development of Rating Systems To Document the Quality of Early Childhood Education Programs (November 28, 2017)
A new evaluation report describes states' progress in developing and implementing rating systems to document the quality of early childhood education programs. The report found substantial differences in implementation across states.
Factors That Predict Postsecondary STEM Success for Hispanic Students (November 21, 2017)
A new study by REL Southwest suggests that Hispanic students' completion of rigorous math and science courses in high school predicts their postsecondary success in STEM fields.
WWC Review of Research on Prentice Hall/Pearson Literature (2007-2015) Shows No Effects for Adolescent Readers (November 21, 2017)
Prentice Hall/Pearson Literature (2007-2015), which includes the 2007 and later editions Prentice Hall Literature: Penguin Edition, Prentice Hall Literature: Language and Literacy, Prentice Hall Literature: Common Core Edition, and Pearson Literature, is an English language arts curricula designed for students in grades 6-12 that focuses on building reading, vocabulary, literary analysis, and writing skills. Based on the current research, the WWC found Prentice Hall/Pearson Literature (2007-2015) to have no discernible effects on general literacy achievement and comprehension for adolescent readers.
More Research Is Needed on the Impacts of Prentice Hall Literature (1989-2005) for Adolescent Readers (November 21, 2017)
Prentice Hall Literature (1989-2005), which includes the 2005 and earlier editions Prentice Hall Literature and Prentice Hall Literature: Timeless Voices, Timeless Themes, is an English language arts curricula designed for students in grades 6-12 that focuses on building reading, vocabulary, literary analysis, and writing skills. After reviewing the research on Prentice Hall Literature (1989–2005), the WWC found no studies that meet WWC standards. Therefore, more research is needed to determine the effectiveness of the curricula for adolescent readers.
Collaborative Problem Solving Skills of U.S. 15-year-olds and Their International Peers (November 21, 2017)
Results from the Program for International Student Assessment (PISA) 2015 show that U.S. students are outperforming their international peers in Collaborative Problem Solving. This new report provides data on U.S. students and 50 other educational systems from around the world.
The Effects of Self-Regulated Strategy Development for Students with Learning Disabilities (November 14, 2017)
Self-Regulated Strategy Development (SRSD) is designed to improve students'academic skills through a six-step process that teaches specific academic strategies and self-regulation skills. The WWC reviewed the research on SRSD and found it to have potentially positive effects on writing achievement for students with a specific learning disability.
Time to Proficiency for English Learner Students in Texas (November 3, 2017)
REL Southwest examined the time required for Texas Hispanic English learner students from grade 1 to reach proficiency on state assessments and the factors that predict time to proficiency.
Advanced STEM Course Opportunities and Course Completion Across Texas (October 25, 2017)
A REL Southwest study finds that Black and Hispanic students in Texas complete fewer advanced STEM courses than white students, although they have equal or better access to such classes. The study also considers possible reasons for this outcome.
REL Southwest Examines the Texas Teacher Evaluation and Support System Rubric to Determine If It is Subject to the "Widget Effect" (October 24, 2017)
The study found that the Texas Teacher Evaluation and Support System's rubric does differentiate teachers and that school characteristics were minimally associated with rubric ratings, suggesting that ratings were not biased by demographic characteristics of the school.
New ERIC Webinar: Provide Feedback and Join a Webinar on Updating the ERIC Selection Policy (October 18, 2017)
ERIC is seeking feedback on proposed updates to the ERIC Selection Policy. Download the draft ERIC Selection Policy — 2017 Proposed Revisions and let us know what you think.
Graduation Rates for Selected Cohorts, 2008-13; Outcome Measures for Cohort Year 2008; Student Financial Aid, Academic Year 2015-16; and Admissions in Postsecondary Institutions, Fall 2016: First Look (Preliminary data) (October 12, 2017)
This First Look report includes preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2016-17 data collection, which included four survey components: Graduation Rates for selected cohorts 2008-2013, Outcome Measures for cohort year 2008, Student Financial Aid data for the academic year 2015-16, as well as Admissions for Fall 2016.
Characteristics associated with successful teacher recruitment and retention in rural Oklahoma (October 11, 2017)
REL Southwest explored ten years of data to identify teacher, district, and community characteristics in rural Oklahoma that predict which teachers are most likely to be successfully recruited and retained, and under what conditions.
Federal student loan repayment and default outcomes over 12 and 20 years (October 5, 2017)
Twenty years after beginning postsecondary education in 1995-96, approximately 38 percent of borrowers had fully paid off their loans without defaulting, and 25 percent had defaulted on at least one loan. This new NCES report includes the latest information from the Federal Student Aid Supplements to the Beginning Postsecondary Students Longitudinal Study (BPS).
New Mexico Students' Graduation Exam Performance and Course-taking as Graduation Requirements Changed (October 3, 2017)
This REL Southwest study compares graduation exam performance and Algebra II and lab science course enrollment for multiple cohorts and student subgroups from 2011-2015, as well as the relationship of these to graduation outcomes.
Advanced Course Completion Rates Following Changes in New Mexico's Graduation Requirements (October 3, 2017)
REL Southwest examined the percentage of Hispanic, American Indian, and White high school students in the first three cohorts subject to the new requirements who completed advanced coursework.
Assessing the Threat Posed By Small Inaccuracies in Evaluations That Seek to Detect Small Effects (October 3, 2017)
A new report from NCEE finds that small inaccuracies can pose a real threat in evaluations that need to detect small impacts, and recommends other strategies researchers can use to avoid or reduce these inaccuracies.
New Report Provides Projections of Education Statistics to 2025 (September 28, 2017)
The new report shows that elementary and secondary school enrollment is expected to increase by 2 percent between 2013 and 2025. Postsecondary enrollment is expected to increase by 15 percent between 2014 and 2025.
New Practice Guide: Preventing Dropout in Secondary Schools (September 26, 2017)
The What Works Clearinghouse has released a new practice guide that offers four research-based recommendations to reduce dropping out in secondary school. Preventing Dropout in Secondary School will help educators identify at-risk students and address the challenges they face. It also includes over 30 examples of how to implement the recommendations.
A Look at Parent Involvement in Education in the U.S. (September 26, 2017)
A new report provides information about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. It also provides information about homeschool students in the U.S.
The Care and Education of Young Children in the U.S. (September 26, 2017)
New data from the National Household Education Survey show that, in 2016, approximately 60 percent of children age 5 and younger (and not enrolled in kindergarten) were in a nonparental care arrangement at least once a week.
A Comparison of First-Generation and Continuing-Generation College Students (September 26, 2017)
A new report examines the background and educational characteristics, plans for college, postsecondary enrollment, and postsecondary completion patterns of first-generation college students and their peers whose parents have college degrees.
IES to Extend Funding Application Deadlines in Areas Impacted by Hurricanes (September 19, 2017)
The deadline to submit applications for two IES research programs will be extended for eligible applicants located in the counties most impacted by Hurricanes Harvey and Irma:
Education Research and Development Centers (84.305C) and
Research Networks Focused on Critical Problems of Policy and Practice in Special Education (84.324N)
Teacher Professional Development in Oklahoma Rural and Nonrural Schools (September 19, 2017)
This study from REL Southwest describes teacher professional development in Oklahoma based on a survey of elementary and secondary school principals, noting differences between rural and nonrural schools and the barriers teachers face.
WWC Summarizes the Research on Leveled Literacy Intervention (September 19, 2017)
Leveled Literacy Intervention is a short-term, small-group literacy intervention designed to help struggling readers achieve grade-level competency. The WWC reviewed the research and found that the program has positive impacts on general reading achievement, potentially positive impacts on reading fluency, and no discernible effects on alphabetics.
A Look at Adult Education and Attainment Scores Across Nations (September 19, 2017)
This new report highlights differences in the average literacy and numeracy scores for adults in 22 countries at different levels of education attainment. The brief further compares gaps in literacy and numeracy scores between adults of higher and lower education attainment across countries that participated in the first round of Program for International Assessment of Adult Competencies.
A Look at the Nondegree Credentials of U.S. Adults (September 14, 2017)
New findings from the National Household Education Surveys show that in 2016 more than one quarter of adults had a nondegree credential, including a postsecondary certificate, occupational license, or occupational certification.
Deadline Approaching to Comment on IES Research Goals (September 13, 2017)
IES is still accepting public comments on two of its research goals--Efficacy and Replication (Goal 3) and Effectiveness (Goal 4). Comments should be submitted by October 2, 2017.
A Look at College Applications for 2009 High School Freshmen (August 31, 2017)
A new report finds that nearly 80 percent of students who were high school freshmen in 2009 applied or registered for postsecondary education four years later. The report uses data from the High School Longitudinal Study of 2009.
New ERIC Webinar: Using ERIC for Systematic Evidence Reviews of Research (August 30, 2017)
Join ERIC on September 13th at 2pm EST for a webinar to learn how the tools in ERIC can help you identify relevant sources for your systematic evidence reviews of education research.
New Intervention Report on I CAN Learn® Algebra Curriculum (August 29, 2017)
I CAN Learn® Algebra is a computer-based math curriculum for students in middle school, high school, and college. The WWC reviewed the available evidence and found that I CAN Learn® Algebra has no discernible effects on Grade 8 mathematics achievement.
New Intervention Report on I CAN Learn® Pre-Algebra Curriculum (August 29, 2017)
I CAN Learn® is a computer-based math curriculum for students in middle school, high school, and college. The WWC reviewed the available evidence and found that I CAN Learn® Pre-Algebra has no discernible effects on Grade 8 mathematics achievement.
A Fresh Look at Public Schools in the U.S. (August 22, 2017)
There were an estimated 90,400 K-12 public schools in the United States in 2015-16, including 83,500 traditional public and 6,900 public charter schools. This report uses data from the National Teacher and Principal Survey, 2015-16.
New Findings Exploring Instructional Practices Related to Young Students' Language Development and Comprehension (August 16, 2017)
A new evaluation brief identifies instructional practices related to young students' growth in language skills and comprehension in listening and reading. The brief suggests directions for future evaluation.
Characteristics of Private Schools in 2015-16 (August 15, 2017)
There were more than 34,500 private schools in the United States in the fall of 2015, serving nearly 5 million students, according to new results from the 2015-16 Private School Universe Survey. Other data include school size, religious orientation, geographic region, community type, and program emphasis.
A Fresh Look at U.S. Public School Teachers (August 15, 2017)
Data from the 2015-16 National Teacher and Principal Survey provide information about the more than 3.8 million teachers that work in U.S public schools.
A Fresh Look at Public School Principals in the U.S. (August 8, 2017)
New Results from the National Teacher and Principal Survey (NTPS) provide information about the approximately 90,400 principals who are leading public K-12 schools in the United States.
IPEDS Enrollment Brochure (August 3, 2017)
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 Enrollment Brochure uses graphics and plain language to describe how enrollment data from Title IV postsecondary institutions are collected in IPEDS. It compares the enrollment counts from the Fall Enrollment and 12-month Enrollment survey components; cites key differences and advantages to each; and provides a timeline for the release of the data, along with key terms.
New report develops design-based methods to analyze data for impact evaluations with multiple research groups (August 1, 2017)
The report discusses how the design-based approach for the two-group design needs to be modified for the multi-armed design when comparing pairs of research groups to each other.
Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2015-16 (July 27, 2017)
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 2015–16 School Survey on Crime and Safety data collection.
IES Invites Public Comment on Two Research Goals (July 26, 2017)
IES is seeking input on its education and special education research programs, specifically around two of its five research goals—Efficacy and Replication (Goal 3) and Effectiveness (Goal 4).
New Resource Helps Teachers Implement Evidence-based Practices (July 25, 2017)
Based on user feedback, the What Works Clearinghouse (WWC) has launched a new resource, Instructional Tips, to help educators implement the recommendations from WWC Practice Guides.
NCEE Report Compares Impact Estimates from Design-based Methods and Model-based Methods (July 25, 2017)
The report examines how impact estimates from randomized controlled trials compare between recently-developed design-based methods and traditional model-based methods.
New Brief Describes Design-Based Methods for Analyzing Data from Impact Evaluations (July 25, 2017)
The brief aims to broaden knowledge of design-based methods by describing their key concepts and their advantages over traditional model-based methods, such as hierarchical linear modeling.
Postsecondary Institutions and Cost of Attendance in 2016-17; Degrees and Other Awards Conferred: 2015-16; and 12-Month Enrollment: 2015-16: First Look (Preliminary Data) (July 18, 2017)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2016 collection, which included three survey components: Institutional Characteristics for the 2016-17 academic year, Completions covering the period July 1, 2015, through June 30, 2016, and data on 12-Month Enrollment for the 2015-16 academic year.
New report examines educational progress and challenges for students by race/ethnicity (July 18, 2017)
NCES released a new report that provides details on the educational progress and challenges students face in the United States by race and ethnicity. The report presents 28 indicators for students in prekindergarten through postsecondary education, as well as adults in the labor force.
FY 2018 Research Funding Webinars (July 11, 2017)
IES has posted a series of pre-recorded webinars related to FY 2018 research funding opportunities. These on-demand webinars cover a variety of topics and grant programs.
IES Awards Education and Special Education Grants (July 10, 2017)
More than $187 million in grants have been awarded to nearly 90 colleges, universities, and research agencies. The grants support research on a broad array of educational issues and challenges.
IES Awards Research Partnership Grants (June 29, 2017)
Researcher-Practitioner Partnership grants and Evaluation of State and Local Education Programs and Policies grants foster partnerships between researchers and practitioners to study education policies, programs and practices. Read the IES press release for more information.
The outcomes and experiences of Early Millennials as young adults (June 29, 2017)
A new Statistical Analysis Report examines the early adulthood milestones achieved by 2002 high school sophomores, including educational attainment, family formation, and employment. Approximately 96 percent of 2002 high school sophomores had completed high school, 84 percent had made the transition to postsecondary education, and one-third had earned a bachelor’s or higher degree by 2012.
IES Awards Grants to Train and Develop Education Scientists (June 28, 2017)
IES Awards Grants to Train and Develop Education Scientists
New awards fund training programs in three areas—Early Career Development and Mentoring in Special Education, Pathways to the Education Sciences Research Training Program, and Postdoctoral Research Training Program in the Education Sciences. For more information, see the IES press release.
IES Announces Grants for New Research Methodology Tools and Training (June 27, 2017)
IES has awarded two research grants under the Methods Training and Research program and four grants under the Statistical and Research Methodology in Education program. Learn more
New WWC Review Examines a Study of the Targeted Reading Intervention (TRI) (June 27, 2017)
A study recently reviewed by the WWC examined the effects of the Targeted Reading Intervention (TRI), a professional development intervention designed to help teachers develop the skills of struggling readers. The study included students in kindergarten and first grade from schools in poor rural counties in four states. The study authors found, and the WWC confirmed, that the TRI had positive and statistically significant impacts on alphabetics and comprehension outcomes for struggling readers.
New Review Examines the Research on TNTP Teaching Fellows (June 27, 2017)
TNTP Teaching Fellows is a highly selective route to teacher certification that aims to prepare people to teach in high-need public schools. The WWC reviewed the research on TNTP Teaching Fellows teachers and found that they have no discernible effects on the mathematics achievement of middle and high school students.
IES Announces New FY 2017 Research Grants under the Low-Cost, Short-Duration Evaluation of Education Interventions Program (June 26, 2017)
IES recently awarded five new research grants under the Low-Cost, Short-Duration Evaluation of Education Interventions Program. See IES press release for further details.
Cost Analyses to Inform Decisions About Program Choices, Budgets, and Strategies (June 20, 2017)
This brief explains how cost analyses can inform decision making in education and what resources exist to help calculate the costs of education programs. It also discusses the purposes, advantages, and disadvantages for four types of cost analyses.
IES Announces FY 2018 Education Research and Development Center Grant Competition (June 8, 2017)
The Institute of Education Sciences (IES) announces the Education Research and Development Center Program (84.305C) FY 2018 grant competition.
IES Announces 2018 Special Education Research Grant Competition (May 31, 2017)
The National Center for Special Education Research released funding announcements for the following FY 2018 grant competitions—Special Education Research Grants; Research Training Programs in Special Education; Low-Cost, Short-Duration Evaluation of Special Education Interventions; and Research Networks Focused on Critical Problems of Policy and Practice in Special Education.
IES Announces 2018 Education Research Grant Competition (May 31, 2017)
The National Center for Education Research has released funding announcements for the following FY 2018 grant competitions—Education Research Grants, Partnerships and Collaborations Focused on Problems of Practice or Policy, and Low-Cost, Short-Duration Evaluation of Education Interventions. For more details, click here.
More Research is Needed on the Effectiveness of the ACT Aspire System (May 31, 2017)
The What Works Clearinghouse reviewed the research on ACT Aspire, a program that assesses and monitors students' readiness for college and career. None of the available research met WWC group design standards, meaning more research is needed to determine the program's effectiveness.
The Condition of Education 2017 (May 25, 2017)
The Condition of Education summarizes important developments and trends in education using the latest available data. The 2017 Condition of Education report presents 50 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 4 Spotlight indicators that provide more in-depth analyses on selected topics.
Financial Literacy of 15-Year-Olds: Results From PISA 2015 (May 24, 2017)
This Data Point presents results on the PISA 2015 financial literacy assessment of 15-year-old students in the United States and the 14 other education systems that participated. The Data Point discusses how U.S. 15-year-olds performed, on average, on the PISA financial literacy assessment compared to their peers in the other education systems as well as how this compares to the 2012 assessment; and the percentage of top and low performers in the United States and the other education systems.
New Primary Math Report: Saxon Math Shows Mixed Effects on Math Achievement (May 16, 2017)
The Saxon Math curriculum is based on incremental development and continual review, and focuses on limiting the amount of new math content students receive each day and incorporating daily practice of those concepts. This report includes research examined in a prior Saxon Math intervention reports (2013) as well as new studies.
Indicators of School Crime and Safety: 2016 (May 16, 2017)
This annual report covers topics such as victimization, teacher injury, bullying and cyber-bullying, school conditions, fights, weapons, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions. A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, indicators of crime and safety are compared across different population subgroups and over time.
IES Announces Nearly $8 Million in Education Technology Funding (May 4, 2017)
Funding from the ED/IES Small Business Innovation Research program has been awarded to 18 organizations for the development and testing of games, apps, programs and other education technology.
Evaluation of the DC Opportunity Scholarship Program: Impacts After One Year (April 27, 2017)
A new study found that the DC Opportunity Scholarship Program (OSP), the only federally-funded private school voucher program in the United States, had negative impacts on student achievement but positive impacts on parent perceptions of school safety for those participating in the program.
Comparing Outcomes for Students Placed in Developmental or Credit-bearing Courses at Northern Marianas College (April 26, 2017)
The study reports on the academic outcomes of first-time, full-time freshmen who enrolled in credit-bearing versus developmental English or math courses at Northern Marianas College.
REL Pacific Examines College Readiness in the Northern Mariana Islands (April 26, 2017)
The report examines the high school academic preparation and demographic characteristics of public high school graduates in the Northern Mariana Islands who placed into credit-bearing versus developmental college courses at Northern Marianas College.
Does using the Early Warning Intervention and Monitoring System improve student and school outcomes? (April 25, 2017)
A new REL Midwest report describes the impact of a comprehensive early warning system on students' attendance, course performance, and behavior.
The Nation's Report Card: 2016 Arts Assessment at Grade 8 (April 25, 2017)
This online report presents the national results of eighth-grade students who participated in the National Assessment of Educational Progress (NAEP) 2016 arts assessment.
Research Supporting the Use of Small Group and One-on-One Reading Interventions in Grades 1-3 (April 20, 2017)
REL Southeast produced a comprehensive review of the research supporting the use of reading interventions for students in grades 1-3 to help inform school investments in reading intervention programs.
NCES releases new report on student debt for 2007–08 bachelor’s degree recipients 4 years after graduation (April 20, 2017)
This Statistics in Brief examines the student loan repayment status and outstanding debt of 2007–08 bachelor's degree recipients 4 years after they completed their degree. The data used in this study are drawn from the Baccalaureate and Beyond Longitudinal Study (B&B:08/12).
School Discipline Data Indicators: A Guide for Districts and Schools (April 14, 2017)
REL Northwest has released a new tool that can help educators use data to reduce disproportionate suspension and expulsion rates for some racial or ethnic subgroups.
REL Southeast Report Examines Reading and Mathematics Achievement Trends in Three States (April 13, 2017)
The study found that reading and math proficiency increased in Florida, Mississippi, and North Carolina and achievement gaps decreased for most racial/ethnic and economic subgroups across grades and subjects. However, the achievement gaps remained large.
Educator Outcomes Associated with Mississippi's K-3 Early Literacy Professional Development Initiative (April 12, 2017)
This REL Southeast study investigates the link between professional development and changes in teacher knowledge of early literacy skills and early literacy skills instruction.
Study Identifies Puerto Rico School Characteristics Associated with Higher Graduation Rates (April 11, 2017)
The REL Northeast and Islands study suggests that efforts to increase the percentage of students who are proficient in Spanish language arts and decrease student-teacher ratios may boost graduation rates in Puerto Rico high schools.
Workshop Guide to Improve Survey Design and Administration for State and Local Education Agencies (April 11, 2017)
The guide and accompanying resources, developed by Regional Educational Laboratory Midwest, can help state and local education agencies train staff who design and conduct surveys.
A Quarter Century of Changes in the Elementary and Secondary Teaching Force: From 1987 to 2012 (April 11, 2017)
This report looks at changes in several key characteristics of the teaching force between the 1987-88 and 2011-12 school years, including the number of teachers, the level of teaching experience, and the racial/ethnic diversity of the teaching force. The report focuses on how these demographic changes varied across different types of teachers and schools.
Differences in Academic Mindsets and Behaviors across Student Groups (April 5, 2017)
A new REL West Report finds that most students in Nevada's Clark County School District reported beliefs that are consistent with a growth mindset. However, the study found that students' levels of growth mindset, performance avoidance, and academic behaviors differed by grade level, prior academic achievement, English learner status, and race/ethnicity.
Lessons learned from establishing and sustaining networked improvement communities in two states (April 4, 2017)
A new report from REL Midwest describes working with educators to establish and sustain networked improvement communities in Michigan and Minnesota and shares lessons learned from this process.
Compendium of IES-funded Education Technology Projects (March 30, 2017)
IES has released a new compendium that provides information about current and completed education technology projects funded by its two research centers--the National Center for Education Research and the National Center for Special Education Research. It includes summaries of more than 400 projects.
New guide on analyzing student-level disciplinary data (March 29, 2017)
REL Northeast and Islands has issued a new report to help districts in analyzing their student-level data to answer important questions about the use of exclusionary disciplinary actions.
Implementing extended school days in Florida's 300 lowest performing elementary schools in reading (March 28, 2017)
A new REL Southeast study examines how Florida's 300 lowest performing elementary schools in reading implemented an extended school day policy in 2014/15.
What Works Clearinghouse Releases Updated Intervention Report on Success for All (March 28, 2017)
This updated report on the Success for All (SFA) literacy program includes research examined in a 2009 report and reviews of 111 additional studies. Based on this research, the WWC found SFA to have positive effects on alphabetics, potentially positive effects on reading fluency, and mixed effects on comprehension and general reading achievement for beginning readers.
Preparing for Life after High School: The Characteristics and Experiences of Youth in Special Education (March 28, 2017)
A new multi-volume report from the National Longitudinal Transition Study 2012 (NLTS 2012) finds that secondary school youth with an individualized education program (IEP) feel positive about school, but are more likely than their peers to struggle academically and to lag behind in taking key steps towards postsecondary education and jobs.
New Guide Describes How to More Effectively Approach, Conduct, and Communicate Descriptive Analysis in Education Research (March 28, 2017)
This guide for researchers explains how to use appropriate analytical, communication, and data visualization methods to translate raw data into descriptive findings in a format that is useful for intended audiences.
The Years Before School: Children's Nonparental Care Arrangements From 2001 to 2012 (March 28, 2017)
This Statistics in Brief examines the nonparental care arrangements of children in the United States, from birth through age 5, who are not yet enrolled in kindergarten, describing children's relative, nonrelative, and center-based care arrangements from 2001 to 2012.
Latest Video Describes How to Use Improved ERIC Identifiers (March 27, 2017)
Do you search ERIC for materials related to a particular law, policy, or education assessment? ERIC's latest video and infographic describe how the ERIC identifiers can help improve your searches.
Exploring District-Level Expenditure-to-Performance Ratios (March 22, 2017)
REL Northeast and Islands demonstrates how conclusions about districts' use of resources may differ depending on the measures used to calculate expenditure-to-performance ratios.
Certification Status and Experience of U.S. Public School Teachers: Variations Across Student Subgroups (March 21, 2017)
This report provides a snapshot of the extent to which U.S. public schools students are taught by certified and experienced teachers using two available datasets.
Reflections From a Professional Learning Community for Researchers Working in Research Alliances (March 21, 2017)
REL Midwest describes how and why they used a professional learning community during the 2012-2017 REL contract to shift from a traditional research paradigm, with the researcher as an expert, to the collaborative research world, with the researcher as a partner.
REL Study Highlights Need for More Accurate and Differentiated Early Warning Indicators for Specific Populations of English Learners (March 21, 2017)
REL Northwest found that early warning indicators used by six Washington state school districts were poor predictors of dropout for all students, but particularly for English learner students.
REL Pacific examines the characteristics and achievement of students from the Freely Associated States in Guam schools (March 16, 2017)
Guam is home to the largest population of migrants from the Freely Associated States (FAS): the Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau. This study sought to better understand how the characteristics and outcomes of FAS students compare with those of other students in Guam.
REL Southeast Evaluation of a Mathematics Professional Development Program in Fractions (March 15, 2017)
A new study from REL Southeast examines the impact of Developing Mathematical Ideas, a mathematics professional development program in fractions, on grade 4 teachers' in-depth knowledge of fractions as well as their students' understanding and proficiency with fractions.
Study finds use of retired educators to mentor new teachers can be a cost effective way to improve outcomes (March 14, 2017)
The study, by REL Central, found that students of teachers collaborating with retired educator mentors demonstrated a significant improvement in math achievement equivalent to one month's worth of added instructional time.
Characteristics and career paths of North Carolina school leaders (March 10, 2017)
A new study from REL Southeast examines the demographics, educational attainment, licensures, and career paths of assistant principals and principals in North Carolina from 2001/02 through 2003/2004.
Who earns college credits in high school? (March 9, 2017)
A new REL Northwest study describes accelerated college credit options in Oregon and gaps in participation and pass rates among student groups.
REL Midwest report examines the use and outcomes of quality improvement activities among early childhood education programs (March 9, 2017)
REL Midwest describes programs' use of training, coaching, and other quality improvement activities, and examines the relationship between these activities and rating increases among programs in Iowa's Quality Rating System.
REL Midwest compares postsecondary educational expectations and attainment of rural and nonrural high school students (March 8, 2017)
REL Midwest used data from the Education Longitudinal Study of 2002 to examine whether rural high school students have different postsecondary expectations and attainment than their nonrural peers.
NCES Releases 2015 National Indian Education Study (March 7, 2017)
The National Indian Education Study (NIES) reports educational experiences and results for American Indian and Alaska Native (AI/AN) students in the United States.
REL Midwest examines impacts of Ramp-Up to Readiness™ on student outcomes (March 2, 2017)
The randomized study examined whether Ramp-Up to Readiness produced impacts on students' college readiness and college enrollment after one year of implementation.
ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook (March 1, 2017)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
English Learner Students' Algebra I Repeating Patterns: How Do Rates Vary Based on When Students are Reclassified? (February 28, 2017)
REL West examines how students' math performance in repeated Algebra I classes vary depending on students' English proficiency in a high school district in California.
REL Northwest Examines GPA as a Predictor of College Performance for Different Student Groups (February 28, 2017)
The study finds that high school GPA is a strong predictor of student performance in college math and English courses for both rural and urban recent high school graduates.
What percentage of students who enter New York City public schools as English learners in grades 5 and 6 graduate from high school? (February 28, 2017)
REL Northeast & Islands examined high school graduation rates among English learner students in New York City public schools, and how the rates varied by those who needed more than six years or less than six years to become reclassified as English proficient.
Review of research on online and blended instructional approaches that support differentiated instruction (February 28, 2017)
A new REL Central report provides a summary of research studies that examined online and blended learning instructional approaches that were used to support differentiated instruction. Characteristics of the instructional approaches are also summarized.
Research Shows that Dual Enrollment Programs Benefit High School Students in Transition to College (February 28, 2017)
A new What Works Clearinghouse intervention finds that dual enrollment classes have positive effects on degree attainment, college access and enrollment, credit accumulation, completing high school, and general academic achievement in high school.
College and Career Readiness of High School Graduates in American Samoa and the Commonwealth of the Northern Mariana Islands (February 28, 2017)
REL Pacific catalogued the availability of college and career readiness data in American Samoa and the Northern Mariana Islands, described the functionality of each jurisdiction's student data system, and constructed college and career readiness profiles of the 2012/13 and 2013/14 graduating classes.
Measuring the "I" in QRIS: A survey to document quality improvement activities used by early childhood care and education providers (February 28, 2017)
REL Midwest developed a new survey to help states collect data on the quality improvement supports used by early childhood providers participating in a quality rating and improvement system (QRIS).
Overview of state policies and supports related to competency-based education (February 28, 2017)
REL Central provides a summary and categorization of state laws, regulations, and supports that can have implications for the implementation of competency-based education initiatives.
Characteristics and college pathways of acceleration program participants in Minnesota (February 28, 2017)
REL Midwest examined student- and high school-level characteristics of students participating in acceleration programs during high school, their college pathways, and the association between program participation and early college success.
Measuring student progression and teachers' assessment of student knowledge in a competency-based education system (February 28, 2017)
REL Central describes how long students take to complete a competency-based class when they are in a class that is below, at, or above their traditional grade level, and examines the relationship between teachers' judgments of student competency and student performance on a state achievement test.
Self-assessment tool helps state education agencies and districts identify how to strengthen data quality from home language surveys (February 28, 2017)
The tool from REL Northeast and Islands describes how states and districts can adapt and administer the tool to assess data quality of home language surveys.
Formative Assessment and Elementary School Student Academic Achievement: A Review of the Evidence (February 28, 2017)
REL Central summarizes results from a systematic review of research on formative assessment at the elementary school level. The report describes a variety of strategies and summarizes the evidence of effectiveness for formative assessment on elementary school student achievement.
The relative effectiveness of two approaches to early literacy intervention in grades K-2 (February 28, 2017)
The REL Southeast examined whether using a stand-alone intervention outside the core curriculum leads to better outcomes than using the embedded curriculum for small group intervention in grades K-2.
Graduation Rates for Selected Cohorts, 2007-12; Outcome Measures for Cohort Year 2007; Student Financial Aid, Academic Year 2014-15; and Admissions in Postsecondary Institutions, Fall 2015: First Look (Provisional Data) (February 28, 2017)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2015-16 data collection, which included three survey components: Graduation Rates for selected cohorts 2007-2012, Student Financial Aid data for the academic year 2014-15, as well as Admissions for Fall 2015.
A Profile of the Enrollment Patterns and Demographic Characteristics of Undergraduates at For-Profit Institutions (February 28, 2017)
This Statistics in Brief profiles the demographic, background, and enrollment characteristics of undergraduates attending for-profit postsecondary institutions in 2012. Based on data from the National Postsecondary Student Aid Study (NPSAS), the report examines the change in for-profit enrollment over time and the degree programs and fields in which students at for-profit institutions were enrolled in 2012, as well as students’ demographic, socioeconomic, family, and background characteristics. The report includes comparisons among levels of for-profit institutions (i.e., less-than-2-year, 2-year, and 4-year) and comparisons of students enrolled in for-profit institutions with students enrolled in public and nonprofit institutions.
REL Mid-Atlantic report series on implementing social and emotional learning programs in early childhood (February 23, 2017)
This REL Mid-Atlantic report series summarizes the research literature on social and emotional learning (SEL) and provides practical information for educators and policymakers who want to implement SEL programs.
Review of Study Examining How Technology Access Impacts Student Achievement (February 22, 2017)
The What Works Clearinghouse (WWC) reviewed the design and details of a study that found that students who were permitted to use Internet-enabled devices in class scored lower on final exams than those in classes that prohibited such devices. The impact estimate for the combined multiple choice and short answer portion of the final exam meets WWC group design standards without reservations. The impact estimate for the essay portion does not meet WWC standards.
New Report Looks at Revenues and Expenditures for Public School Districts in 2013-14 (February 15, 2017)
A new report from the National Center for Education Statistics (NCES) provides information about revenues and expenditures in the nation's public school districts in Fiscal Year (FY) 2014.
WWC Review on Study Comparing Online and Traditional Credit Recovery Programs (February 14, 2017)
The What Works Clearinghouse (WWC) reviewed the design and technical details of a study comparing the academic performance of students enrolled in online credit recovery courses to students enrolled in traditional face-to-face credit recovery courses. The study reported that students in the online courses were less likely to recover credits and scored lower than students in the traditional credit recovery courses. The research meets WWC group design standards without reservations.
Schools That Beat the Odds in Mississippi (February 14, 2017)
REL Southeast identified which schools in Mississippi performed better than expected in mathematics and English given their demographic and socioeconomic characteristics. The report covers outcomes for the 2013-14 school year.
Guide shows states and districts how to use publicly available data to create district expenditure-to-performance ratios (February 14, 2017)
A report from REL Northeast and Islands shows states and districts how to create and compare six different district expenditure-to-performance ratios.
Updated Intervention Report on Connected Mathematics Project (CMP) (February 14, 2017)
Connected Mathematics Project (CMP) is a curriculum for students in grades 6–8 that uses interactive problems and everyday situations to explore math concepts and foster an inquiry-based learning environment. This updated report includes the research examined in the 2010 CMP report and reviews of 40 additional studies. Based on this research, the WWC found CMP to have no discernible effects on the mathematics achievement of students in grades 6–8.
Enrollment and Employees in Postsecondary Institutions, Fall 2015; and Financial Statistics and Academic Libraries, Fiscal Year 2015: First Look (Provisional Data) (February 14, 2017)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2016 data collection, which included four survey components: Enrollment for fall 2015; Finance for fiscal year 2015; data on employees in postsecondary education for Fall 2015; and data for Academic Libraries for fiscal year 2015.
Follow-up study examines changes in financial aid and student enrollment at HBCUs (February 9, 2017)
This follow-up study looks at changes in financial aid and enrollment after the summer of 2013, when the Department of Education changed the appeals process for families denied Parent Loans for Undergraduate Students (PLUS).
College outcomes for Metro Nashville's high school class of 2007 after six years (February 8, 2017)
REL Appalachia and Metro Nashville Public Schools partnered to analyze district, state, and national data for the public high school class of 2007.
College outcomes for Tennessee's high school class of 2007 after six years (February 8, 2017)
REL Appalachia and the Tennessee Higher Education Commission analyzed state and national data on Tennessee's public high school class of 2007.
A Randomized Experiment Using Postcards to "Nudge" Attendance (February 7, 2017)
The School District of Philadelphia and REL Mid-Atlantic examined if different types of messages—delivered via postcards sent to students' homes—are effective in increasing attendance. A single postcard encouraging guardians to improve their student's attendance reduced absences by roughly 2.4 percentage points.
Odyssey Math Has Potentially Positive Effects on Math Achievement (February 7, 2017)
The web-based curriculum, Odyssey Math, is designed for K–8 math instruction and incorporates formative assessments designed to support differentiated and data-driven instruction. This report includes research previously examined by the WWC, as well as six new studies.
Instructional Time for Third- and Eighth-Graders in Public and Private Schools: School Year 2011–12 (February 7, 2017)
This Statistics in Brief examines the amount of time that students in grades 3 and 8 spent on different activities in 2011–12 and compares how, if at all, this time varied by activity, school sector, and grade.
REL Southeast examines charter schools that beat the odds in South Carolina (February 1, 2017)
REL Southeast identified which charter schools in South Carolina beat the odds, or performed better than statistically predicted, in mathematics and English language arts for the 2013/14 school year.
Impact of Student Listening Circles on School Climate Perceptions and Competencies (February 1, 2017)
REL West examined the impact of Student Listening Circles on student participants' connectedness to school, quality of relationships to school staff, and perceptions of school climate and personal competencies.
Examining the Relationship Between Middle School Climate and Academic Performance (January 31, 2017)
REL West examines the relationship between school climate and academic performance in two ways: by comparing the academic performance of different schools with different levels of school climate, and by examining how changes in school climate were associated with changes in academic achievement.
Implementation of Title I and Title II-A Program Initiatives (January 19, 2017)
A new report from the National Center for Education Evaluation and Regional Assistance describes state-, district-, school-, and teacher-level implementation of program initiatives promoted through Title I and Title II-A of the Elementary and Secondary Education Act during the 2013-14 school year.
School Improvement Grants: Implementation and Effectiveness (January 18, 2017)
New evaluation report finds that SIG schools used more of the practices promoted by the program, but there was no evidence of a significant impact on student outcomes.
Strategies to Support Adult Learners' Transitions to Postsecondary Opportunities (January 12, 2017)
REL Midwest surveyed the literature and interviewed state administrators of adult education to inventory strategies used in Midwest states to support adult learners' transition to postsecondary opportunities.
Best Practices for Determining Subgroup Size in Accountability Systems While Protecting Personally Identifiable Student Information (January 12, 2017)
This report was produced to assist states as they develop accountability systems that (1) comply with ESSA; (2) incorporate sound statistical practices and protections; and (3) meet the information needs of state accountability reporting, while still protecting the privacy of individual students.
Rubric for evaluating K-5 reading/language arts instructional materials for (January 11, 2017)
Practitioners can use this rubric, developed by REL Southeast, to rate reading/language arts instructional materials for grades K–5 based on rigorous research and state standards.
New Report: Functional Behavioral Assessment-based Interventions Lead to Potentially Positive Outcomes for Children Identified With or at Risk for an Emotional Disturbance (January 10, 2017)
Functional behavioral assessment (FBA) is an individualized problem solving process for addressing student problem behavior. An assessment is conducted to identify and implement individualized interventions aimed at reducing problem behaviors and increasing positive behaviors. The WWC reviewed the research and found that FBA-based interventions have potentially positive effects on school engagement and problem behavior for children identified with or at risk for an emotional disturbance.
Pivotal Response Training Has No Discernible Effects on Communication/Language Competencies for Children with an Autism Spectrum Disorder (January 10, 2017)
A new report from the WWC summarizes the research on pivotal response training (PRT), an intervention that focuses on improving pivotal (core) areas affected by autism, such as communication and responding to environmental stimuli. Based on the research, PRT was found to have no discernible effects on communication/language competencies for children and students with an autism spectrum disorder.
Study Reveals Differences in Advanced Coursetaking Among Language Minority Students (January 10, 2017)
A REL Northwest study highlights the importance of academic preparation to improve advanced course enrollment and success for Spanish-speaking students.
ERIC Releases New Database Fields (January 9, 2017)
ERIC just released new fields that were specifically designed to help researchers easily find relevant studies and additional information for their research. Join us for a webinar on January 18th to learn more about these latest enhancements.
Participation in transition courses: REL Appalachia updates earlier studies with new data (January 4, 2017)
REL Appalachia examined how many schools and students used college preparatory transition courses in grade 12 during the 2014/15 school year as a way to increase college readiness in Kentucky.
New Regional Educational Laboratories Announced (December 23, 2016)
The new RELs will work in partnership with states and school districts to bridge research, policy, and practice in education. The nine REL contracts begin on January 3, 2017.
Split-Half Administration of the 2015 School Crime Supplement to the National Crime Victimization Survey (December 20, 2016)
The 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) administration contained an embedded, randomized split-half experiment to compare two versions of an updated series of questions on bullying. This report outlines the development, methodology, and results of the split-half experiment.
Student Reports of Bullying: Results From the 2015 School Crime Supplement to the National Crime Victimization Survey (December 20, 2016)
These Web Tables use data from the 2015 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, and alcohol at school; select security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school.
Digest of Education Statistics, 2015 (December 8, 2016)
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.
Performance of U.S. 15-Year-Old Students in Science, Reading, and Mathematics Literacy in an International Context: First Look at PISA 2015 (December 6, 2016)
This report provides international comparisons of student performance in science, reading, and mathematics literacy from the PISA 2015 assessment. In 2015, 70 education systems, including the United States, participated in PISA. In addition, Massachusetts, North Carolina, and Puerto Rico participated in PISA separately from the nation.
A Comparison of Two Approaches to Identify Beating-the-Odds High Schools in Puerto Rico (December 6, 2016)
REL Northeast and Islands used data from Puerto Rico to demonstrate how two methods to identify beating-the-odds high schools led to the identification of different sets of schools.
Strategies for Analyzing Student and Teacher Data to Estimate Teacher Supply and Demand (December 1, 2016)
This report summarizes the four-step process that REL Midwest and the Minnesota Department of Education used to redesign how Minnesota studies teacher supply and demand.
Updated WWC Review of READ 180 for Adolescent Readers (December 1, 2016)
This updated report on READ 180 incorporates reviews of 71 new studies and assesses all studies against current What Works Clearinghouse standards. The WWC found READ 180 to have positive effects on comprehension and general literacy achievement, potentially positive effects on reading fluency, and no discernible effects on alphabetics for adolescent readers.
How Do English Learner Students Differ From Native English Speakers in High School Graduation Rate? (November 30, 2016)
REL West examined four-year high school graduation rates among native English speakers and four English learner subgroups in Arizona.
New Practice Guide: Strategies for Postsecondary Students in Developmental Education (November 29, 2016)
A new What Works Clearinghouse Educator's Practice Guide has six evidence-based recommendations for improving outcomes for postsecondary students who may be academically unprepared for college. The recommendations were developed by a panel of experts based on a review of more than 100 studies.
Measuring the Implementation of the Response to Intervention (RTI) Framework (November 29, 2016)
A REL Midwest study examined the implementation of RTI in 68 Milwaukee elementary schools. The findings can help schools develop their own implementation monitoring systems for RTI or other interventions.
New TIMSS and TIMSS Advanced Results Compare U.S. Students with their Peers Around the World (November 29, 2016)
This report compares the performance of U.S. fourth- and eighth-grade students in mathematics and science to the performance of their peers in more than 60 countries and other education systems across six continents. The report also includes results from TIMSS Advanced, which was administered to advanced students in the last year of secondary school in nine countries.
New NCES Report Highlights Characteristics of New American Undergraduates (November 29, 2016)
The National Center for Education Statistics, in the Institute of Education Sciences released a new Statistics in Brief report, entitled New American Undergraduates: Enrollment Trends and Age at Arrival of Immigrant and Second-Generation Students. The report describes the demographic and enrollment characteristics of New Americans, defined as immigrants and children of immigrants. The report also examines immigrant students' age at arrival in the United States and its association with their academic preparation and enrollment.
NCES releases new NPSAS report on private loan use in 2003-04, 2007-08, and 2011-12 (November 29, 2016)
The National Center for Education Statistics, in the Institute of Education Sciences, released a new Statistics in Brief report entitled Use of Private Loans by Postsecondary Students: Selected Years 2003–04 through 2011-12. The report examines the use of private education loans by both undergraduate and graduate students over time
An Overview of Executive Function Research (November 28, 2016)
A new paper, sponsored by NCER and NCSER, provides a selective overview of recent research on executive function and explores its implications on education practice and research.
IES Announces New FY 2016 Unsolicited Grants (November 22, 2016)
The Institute of Education Sciences and the National Center for Education Research awarded two new research grants under the Unsolicited and Other Awards program(CFDA 83.305U).
Comparing the characteristics and outcomes of American Indian secondary students in NC to their peers (November 17, 2016)
REL Southeast compared demographics, school characteristics, and outcomes of American Indian students to their non-American Indian peers in the same school and across the state. The study found that American Indian students score lower on standardized tests and are less likely to take advanced classes and graduate on time.
An updated look at program practices for Upward Bound (November 17, 2016)
A new study on Upward Bound implementation examines the approaches used to provide core program services for the flagship federal college access program. The study finds that Upward Bound projects report similarities in how they focus and deliver only some of seven core services prescribed by legislation and finds variation across projects, based on the type and location of hosting institutions.
Educator mobility in Iowa, Minnesota, and Wisconsin (November 15, 2016)
REL Midwest examined teacher and administrator mobility within and among Iowa, Minnesota, and Wisconsin and its relationships between educator and school characteristics.
Postsecondary Institutions and Price of Attendance in 2015-16; Degrees and Other Awards Conferred: 2014-15; and 12-Month Enrollment: 2014-15: First Look (Provisional Data) (November 15, 2016)
This First Look is a revised version of the preliminary report released on July 14, 2016. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2015 collection, which included three survey components: Institutional Characteristics for the 2015–16 academic year, Completions covering the period July 1, 2014, through June 30, 2015, and data on 12-Month Enrollment for the 2014–15 academic year.
Changes in America’s Public School Facilities: From School Year 1998–99 to School Year 2012–13 (November 15, 2016)
This Statistics in Brief summarizes the changes from the 1998–99 to the 2012–13 school years in the average age of public schools, ratings of satisfaction of the environmental quality of school facilities, the cost to put school buildings in good overall condition, and short-range plans to improve school facilities.
Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Public Use Data Files-Prison (November 15, 2016)
The 2014 PIAAC U.S. Prison Study Public Use File (PUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the Prison Study PUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036).
Highlights from the U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training (November 15, 2016)
The U.S. PIAAC Survey of Incarcerated Adults was designed to provide policymakers, administrators, educators, and researchers with information to improve educational and training opportunities for incarcerated adults and foster skills they need in order to return to, and work successfully in, society upon release from prison.
Graduation outcomes of Utah students who dropped out and returned to high school (November 10, 2016)
REL West's new report documents the dropout and graduation rates of students who dropped out but returned to school at four and six years after they first started high school.
A Study of an Intervention to Increase Community College Student Completion of Academic Plans (November 9, 2016)
A randomized controlled trial conducted by REL West tests the impact of guaranteed access to counseling and targeted "nudging" to encourage students to participate in group counseling workshops or one-on-one counseling on attending the counseling session and completing an academic plan.
REL Southeast examines characteristics and practices of charter school leaders (November 8, 2016)
REL Southeast examined characteristics of charter school leaders in South Carolina, how they spend their work hours, the challenges to their work, and who influences their school policies.
What characteristics of evaluation feedback matter to teachers? (November 3, 2016)
Regional Educational Laboratory Central examined teacher perception of feedback that they receive as part of their evaluation to determine what characteristics result in the use of the feedback to improve evaluation systems and the feedback provided to teachers.
Employment and Enrollment Status of Baccalaureate Degree Recipients 1 Year After Graduation: 1994, 2001, and 2009 (November 3, 2016)
These Web Tables present information on the employment and enrollment status of first-time bachelor's degree recipients one year after graduation. The analysis uses data collected in the first follow-up surveys of three administrations of the Baccalaureate and Beyond Longitudinal Study (B&B). The first follow-up studies, conducted in 1994, 2001, and 2009, respectively, collected data on graduates' undergraduate education experiences and their early postbaccalaureate employment and enrollment.
New Findings on the Implementation of Teacher and Principal Performance Measures (November 2, 2016)
A new report looks at the implementation of a set of three performance measures for teachers and principals. The report provides descriptive information on what teachers and principals experienced during the first year of implementation and how well the measures differentiated performance.
Does Content-Focused Teacher Professional Development Work? Findings from Three Institute of Education Sciences Studies (November 2, 2016)
This evaluation brief summarizes the lessons learned from three recent impact studies of content-focused teacher professional development in reading and math.
REL Northwest Study Links Advanced Coursetaking Disparities for Current and Former English Learners to Academic Preparation and Schools They Attend (November 2, 2016)
The study found that where students attend school and their academic preparation account for much of the difference in advanced coursetaking among English learner students and their never-English learner peers.
Which teacher observation instruments should a state or school district select? (November 1, 2016)
To inform decisions about the selection and use of teacher observation instruments, REL Mid-Atlantic analyzed the content of five widely-used instruments, examined the relationships between specific elements of instruction and student achievement growth, and assessed whether observation ratings were affected by student characteristics.
New Practice Guide: Teaching Secondary Students to Write Effectively (November 1, 2016)
Effective writing is a vital component of students' literacy achievement and a life-long skill that plays a key role in postsecondary success. A new What Works Clearinghouse (WWC) practice guide provides evidence-based recommendations to help students in grades 6-12 develop effective writing skills. Teaching Secondary Students to Write Effectively provides tips and strategies to help students plan and think critically in their writing, and includes examples to use in the classroom, including sample writing strategies and prompts, and activities that incorporate writing and reading.
A Look at Homeschooling in the U.S. (November 1, 2016)
The number of homeschooled students in the United States more than doubled between 1999 and 2012, according to a new NCES report. More than 90 percent of parents who homeschooled their children in 2012 said they were concerned about the environment at the school their child would attend. Data comes from the National Household Education Surveys Program.
NAEP Science 2015 State Snapshot Reports (October 27, 2016)
Each state and jurisdiction that participated in the NAEP 2015 Science assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series provide bulleted text describing overall student results, bar charts showing NAEP achievement levels for selected years in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps by gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2015 to other states/jurisdictions is also displayed.
New brief guides school and district leaders in interpreting study results that find a program to have "no effects" (October 27, 2016)
This brief discusses factors that may contribute to a finding of no effects and provides questions a reader can ask to help them make sense of such findings.
New report examines low-income students' access to effective teachers in 26 districts (October 27, 2016)
A new report looks at whether low-income students are taught by less effective teachers than high-income students in 26 districts. It also describes how the hiring of teachers and their subsequent movement into and out of schools could affect low-income students' access to effective teachers.
Race to the Top: Implementation and Relationship to Student Outcomes (October 26, 2016)
This evaluation report examines how Race to the Top was implemented and its relationship to student achievement.
Student Outcomes Following Developmental Education Reform in Florida (October 26, 2016)
REL Southeast compared enrollments and passing rates in first semester college courses at Florida community colleges before and after developmental education became optional.
Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students (October 25, 2016)
REL Southeast compared short- and longer-term academic outcomes for students who failed a course and then either re-took the course online or in a traditional, in-person setting.
Trends in High School Dropout and Completion Rates in the United States: 2013 (October 25, 2016)
This report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates.
WWC Reviews Study on Impacts of Charter High Schools on Graduation, College Enrollment, and Earnings (October 20, 2016)
The What Works Clearinghouse reviewed a recent study that found that students who attended a charter high school were more likely to graduate, enroll and persist in college, and have higher annual earnings. The study met WWC review standards with reservations for the analyses of several of these outcomes.
Teacher workforce retirements by 2024 across California's 58 counties (October 19, 2016)
Higher proportions of teachers are projected to retire in the state's more rural northern and eastern counties than in and around the metropolitan areas of San Francisco, Sacramento, Orange County/Los Angeles, and Fresno.
Patterns in Teacher Evaluation Ratings by Race, Age, and Gender (October 18, 2016)
This descriptive study from REL Northeast & Islands focused on a large, urban district and found meaningful differences in teacher evaluation ratings by age, race, and gender.
Education Management Information Systems in the Federated States of Micronesia (October 18, 2016)
REL Pacific has released four studies that examined the quality of the education management information systems in the states of Chuuk, Kosrae, Pohnpei, and Yap, Federated States of Micronesia.
ECLS-K:2011 Restricted-Use Kindergarten-Third Grade Data File and Electronic Codebook (October 17, 2016)
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall spring second-grade, and spring third-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user's manual developed for use with this data file, which focuses on the third-grade round of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook, the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook, and the manual released with the Kindergarten-Second Grade Restricted-Use Data File and Electronic Codebook.
Relationship between students' English language proficiency assessment scores and performance on academic content tests (October 13, 2016)
This REL West study provides initial evidence on the likely level of English proficiency needed to pass subsequent math and English language arts academic content tests in Arizona and Nevada and how these levels differ by grade.
How long do English learner students in New York City public schools take to reach English proficiency? (October 13, 2016)
REL Northeast and Islands examined how long English learner students in New York City public schools take to become reclassified as English proficient and whether time to reclassification was longer or shorter based on student characteristics.
Kindergarten entry assessments are used by public schools of all types for a range of goals (October 12, 2016)
REL Northeast and Islands examined the proportion of public schools nationwide that used kindergarten entry assessments for different purposes and the relationship between assessment use and students' early learning outcomes.
Sources of Newly Hired Teachers in the United States: Results from the Schools and Staffing Survey, 1987-88 to 2011-12 (October 12, 2016)
This Statistical Analysis Report examines changes in the sources of newly hired teachers at public and private schools between 1987-88 and 2011-12. The study is based on data from four administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States.
Study Examines Whether Early Childhood Classrooms Can be Classified into Quality Groups Based on Multiple Measures of Quality (October 11, 2016)
A REL Northeast & Islands study of Head Start and center-based early childhood classroom data finds that it is possible to use multiple dimensions of the classroom experience to identify classroom quality patterns; identifying classroom quality patterns will likely require independent observers; and an individual classroom may not be perfectly characterized by its classroom quality group.
Programs and Services for High School English Learners in Public School Districts: 2015–16 (October 11, 2016)
The 2015–16 survey Programs and Services for High School English Learners provides the first nationally representative data on this topic. This report is based on that survey and presents data on programs and services for high school English learners (ELs), including instructional approaches, newcomer programs, online or computer-based programs, and programs or services (e.g., tutoring) designed specifically for high school ELs. The report provides findings on the use of native language(s) for content instruction, instructional support, materials, and services. Data are presented about the information that districts provide about educational programs or services to ELs ages 18 to 21 seeking to newly enroll in the district, as well as the factors districts consider when providing information about these programs and services to ELs in this group.
Revenues and Expenditures Increase in Public K-12 Education (October 5, 2016)
The amount of money spent, per pupil, in U.S. public elementary and secondary schools rose to $11,066 in Fiscal Year (FY) 2014. That is a 1.2 percent increase over the previous year (FY 2013), after adjusting for inflation. In FY 2014, total revenues per pupil averaged $12,460 nationally, an increase of 1.1 percent from FY 2013. At the state level, current expenditures per pupil ranged from $6,546 in Utah to $20,577 in the District of Columbia.
Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014-15 (October 4, 2016)
This First Look report introduces new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2014-15.
A Look at How Public School Principals Spend Their Time (October 4, 2016)
REL Northeast and Islands analyzed data from a national sample survey of public school principals to see how they allocated their time across various job-related tasks and professional development.
ACT and SAT Test Prep and Coaching Programs Have Positive Effects on High School Students (October 4, 2016)
The WWC reviewed the research on ACT and SAT test preparation and coaching programs. Based upon the research reviewed, the WWC found that these programs have positive effects on general academic achievement for high school students.
Projections of Education Statistics to 2024 (September 29, 2016)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions.
Assessing the accuracy of evaluating principals using student test scores (September 29, 2016)
A new report examines the accuracy of four test-based measures of principal performance and finds little evidence that test-based performance systems accurately predict principals' future contributions to student achievement.
Reaching the Limit: Undergraduates Who Borrow the Maximum Amount in Federal Direct Loans: 2011–12 (September 29, 2016)
This Statistics in Brief examines students who took out their individual maximum amount in Stafford loans in 2011-12 compared with those who did so in 2007-08, by dependency status, income level, institution type, and attendance status. The report also investigates whether students borrowed their eligible maximum before turning to other sources of funds such as Parent PLUS or private loans.
Examining patterns and results of teacher certification exams in Palau (September 28, 2016)
REL Pacific examined Palau teachers' performance on a practice version of a test commonly used in the United States to determine whether candidates should become certified to teach.
Focusing on Mathematical Knowledge: The Impact of Content-Intensive Teacher Professional Development (September 28, 2016)
This evaluation report examines the impact of providing elementary school teachers with content-focused math professional development on their knowledge, instruction, and students' achievement.
WWC Reviews Study of Tennessee Voluntary Prekindergarten Program (September 27, 2016)
The study, which met WWC standards with reservations, found that the program had positive impacts for students in some areas by the start of kindergarten, including cognition, mathematics, reading comprehension and work-related skills. However, the study also reported negative impacts on some math outcomes at the end of second and third grade.
Self-study guides for schools implementing academic interventions in elementary and secondary schools (September 22, 2016)
Three self-study guides from REL Southeast are designed to help schools and districts improve their implementation of interventions for struggling students. The guides cover literacy interventions for students in grades K–2 and 3–8, and literacy and math interventions for grades 9–12.
Using a reading screening assessment to identify students at risk in mathematics (September 21, 2016)
REL Southeast used student performance on a reading screening assessment in in grades 3 through 8 to identify students who are not likely to meet expectations on end-of-year mathematics outcomes. The findings could help districts save money and reduce testing time.
Changes in Pell Grant Participation and Median Income of Recipients (September 20, 2016)
This Data Point is based on data from four iterations of the National Postsecondary Student Aid Study (NPSAS), a large, nationally representative sample survey of students that includes data on the application for and receipt of financial aid. The report describes the proportion of undergraduates who received a Pell Grant by dependency status. The report also presents the median family income of Pell Grant recipients in 4 academic years.
Guide on Facilitating PLCs to Support Foundational Reading Skills in K-3 (September 20, 2016)
REL Southeast's new guide provides materials to assist literacy leaders in guiding professional learning communities in applying the recommendations from the What Works Clearinghouse's newest practice guide on K-3 foundational reading skills.
WWC Reviews Study of Early College High Schools on Student Outcomes (September 20, 2016)
A study of Early College High Schools (ECHS) has found the program to have positive impacts on high school attendance, college readiness, staying in and completing school, general academic achievement, and college degree attainment. ECHS promotes college readiness, offers a college preparatory high school curriculum as well as college-level courses, and provides students with transferable college credit upon graduation from high school. The study is a randomized controlled trial with low attrition, and the research meets WWC group design standards without reservations.
Toolkit for engaging diverse families and communities in education (September 20, 2016)
This four-part toolkit includes a variety of activities to assist educators in building effective relationships with families and communities. The toolkit was developed by REL Pacific and focuses on increasing family and community engagement to support the success of students.
Just Released: Education at a Glance 2016 (September 15, 2016)
"Education at a Glance", an annual publication produced by the Organisation for Economic Co-operation and Development (OECD), provides data on the structure, finances and progress of education systems in the 35 OECD countries, including the U.S., as well as a number of partner countries. Check out our latest blog for highlights from the release and links to the report.
Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Restricted Use Data Files-Household (September 15, 2016)
The PIAAC 2012/14 U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-667), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2016-036).
Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household (September 15, 2016)
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2016-036).
U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: Main Study and National Supplement Technical Report (September 15, 2016)
U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014:Main Study and National Supplement Technical Report (NCES-2016-036) is a technical manual that describes how the data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on meeting PIAAC consortium requirements, sample design, listing materials and procedures, data collection, reducing the risk of data disclosure, the need for conducting a nonresponse bias analysis, weighting and variance estimation, data preparation and processing, as well as data quality, IRT analyses, and population modeling. The appendices of the Technical Report include basic analysis tables, extended analysis tables; PIAAC 2012/2014 weighted item response rates, NRBA technical notes, and data user guidance.
New WWC Report on Teach For America Teachers Points to Some Positive Impacts (September 14, 2016)
The What Works Clearinghouse reviewed research on Teach For America (TFA) teachers on the academic achievement of students and found positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on social studies and English language arts achievement.
Check Out the New What Works Clearinghouse (September 13, 2016)
The new site makes it easier for educators and policymakers to find programs and practices that scientific evidence shows have had a positive impact on student outcomes.
School Survey of Practices Associated with High Performance (September 8, 2016)
A new survey tool, developed by REL Midwest, is designed to measure the degree to which schools are engaging in practices associated with high performance. States and school districts can use survey results to identify school practices associated with high performance, compare practices across school subgroups, target schools for specific interventions, and design interventions.
A guide to developing and evaluating a college readiness screener (September 7, 2016)
REL Southeast developed a guide to assist colleges in developing and evaluating a college readiness screener to place students in developmental education or college credit courses.
What 20 Years of Research Tells Us About Adolescent Literacy Efforts (September 6, 2016)
A literature summary from REL Southeast provides findings from a comprehensive review of over 7,000 articles on adolescent literacy programs and instructional practices. The summary describes the 12 programs and practices that have positive or potentially positive effects and demonstrates the commonalities between them.
NCES Releases Report on Remedial Coursetaking among Students at Public 2- and 4-year Institutions (September 6, 2016)
This Statistical Analysis Report provides a descriptive analysis of beginning postsecondary students' coursetaking spanning the 6 year period between 2003 and 2009, documenting the scope, intensity, timing, and completion of remedial coursetaking and its association with various postsecondary outcomes among students who began at public 2 and 4 year institutions.
Instruments for Measuring the Performance of Professional Learning Communities (August 31, 2016)
This guide, from REL Mid-Atlantic, features an annotated bibliography that identifies valid and reliable measures of teacher/principal, PLC team, and student-level indicators that can be used to assess professional learning communities.
Examining the accuracy of the measures used to evaluate principals in New Jersey (August 30, 2016)
This report from Regional Educational Laboratory (REL) Mid-Atlantic examined the measures New Jersey used to evaluate principals in 2013-14, the first year of statewide implementation of the evaluation system. It examined variation in the evaluation measures across principals, year-to-year stability, associations between evaluation measures and schoolwide student characteristics, and associations among measures.
New Report on Postsecondary Military Students Before and After the Post 9/11 GI Bill (August 30, 2016)
This Statistics in Brief examines military service members' and veterans' enrollment in undergraduate and graduate education and their use of Veterans' education benefits before and after the Post-9/11 GI Bill was implemented (2007–08 and 2011–12). The report also compares military students and their nonmilitary counterparts' enrollment patterns, demographics, disability status, and participation in online education.
REL West report examines the cumulative progress of three grade-level cohorts of English language learner students in Utah (August 25, 2016)
This study describes the progress of cohorts of English learner students in the English language proficiency test and English language arts and math content assessments over five- and six-year periods, respectively, and also on specific student characteristics.
REL West report examines the cumulative progress of three grade-level cohorts of English language learner students in Nevada (August 25, 2016)
This study describes the progress of cohorts of English learner students in the English language proficiency test and reading and math content assessments over five- and six-year periods, respectively, and also on specific student characteristics.
New survey tool for collecting data about student experiences with competency-based learning (August 24, 2016)
A new guide from REL Northeast & Islands will allow schools to survey student understanding of and exposure to competency-based learning. The new tool provides and overview of how to use the survey and how to adapt and administer it.
New Findings on the Teacher Incentive Fund Program (August 24, 2016)
A new report looks at the implementation and impacts in schools who offered pay-for-performance as part of their 2010 Teacher Incentive Fund (TIF) grants. The grants support performance-based compensation systems for teachers and principals in high-need schools.
Self-study Guide for Implementing High School Academic Interventions (August 23, 2016)
This guide provides a template for data collection and guiding questions for discussion to promote reflection about district and school strengths and challenges in planning for implementation of academic interventions, spark conversations among staff, and identify areas for improvement.
New Report Looks at Teacher and Administrator Turnover in West Virginia School Districts (August 23, 2016)
A new study by REL Appalachia examines the retention, attrition, and mobility rates of teachers and administrators in West Virginia public school districts between 2008–09 and 2012–13. About 90 percent of teachers and administrators in West Virginia stayed in their districts from one year to the next, but retention rates varied by district location, student population, and other characteristics.
Status and Trends in the Education of Racial and Ethnic Groups 2016 (August 11, 2016)
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
Double-dosing in mathematics in North Carolina (August 3, 2016)
REL Southeast examined the prevalence double-dosing in mathematics along how it is used in North Carolina's public schools. Most high schools engage in double-dosing for some students and there are a variety of purposes for double-dosing, from remediation to enrichment.
Guides for Educators on Developing, Administering, and Analyzing Surveys (August 2, 2016)
Three new guides from REL Northeast and Islands provide an overview of survey methods for educators. The guides cover survey development, sampling, and administration, as well as analysis and reporting of survey data.
Comparing DC Public Schools to Private Schools in the Opportunity Scholarship Program (August 2, 2016)
A new evaluation brief compares features of DC public schools and private schools participating in the federally funded DC Opportunity Scholarship Program (OSP). The brief finds that public school principals view their schools less favorably in areas such as academic climate, teachers' instructional skills, and school safety. However, public school principals reported that students received more math and reading instruction than OSP schools.
NCES Releases Data Point Report Examining Undergraduates Who Didn’t Apply for Financial Aid (August 2, 2016)
This Data Point is based on data from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), a large, nationally representative sample survey of postsecondary students that includes data on the application for and receipt of financial aid. The report shows the percentage of undergraduates who did not apply for financial aid by institutional sector. The report also shows undergraduates' reasons for not applying for financial aid.
Trends in Reports of Bullying, Use of Hate-Related Words, and Other Unfavorable Conditions in the Nation’s Schools (July 28, 2016)
These three Data Points look at trends in bullying at school over time, both overall and by student gender, trends in student exposure to hate-related words at school over time, and reports of bullying at school and other unfavorable conditions at school.
Low-cost, Short-duration Grants to Study Local Interventions (July 28, 2016)
IES has awarded the first four grants in a new research program designed to help states and school districts evaluate the effectiveness of programs, practices or policies being used in their schools. The grants are funded by NCER and NCSER.
A Synthesis of IES-funded Research on Math Teaching and Learning (July 26, 2016)
IES has released a synthesis of research it has funded on mathematics teaching and learning. The publication identifies 28 specific contributions that IES-funded research has made in mathematics teaching and learning for elementary and secondary schools.
Persistence and Attainment among Postsecondary Subbaccalaureate Students (July 21, 2016)
This Data Points looks at the 2004-to-2009 rate of persistence and attainment of postsecondary students who were seeking subbaccalaureate credentials in occupational fields of study.
Career and Technical Education Coursetaking and Postsecondary Enrollment and Attainment: High School Classes of 1992 and 2004 (July 21, 2016)
This Data Points looks at two cohorts of public high school graduates, comparing their 8-year postsecondary enrollment and attainment rates, overall and based on the number of occupational CTE credits graduates had earned in high school.
First Year Experience Courses Have Potentially Positive Effects on College Freshman (July 19, 2016)
The WWC reviewed the research on first year experience courses, also known as college success courses or freshman seminars, and how they affect the postsecondary outcomes of first-year college students. After reviewing the research, the WWC found that first year experience courses have potentially positive effects on academic achievement, degree attainment, and credit accumulation for postsecondary students.
Summer Bridge Programs Have Potentially Positive Impacts on Incoming College Students (July 19, 2016)
The WWC examined the research on summer bridge programs and how they impact the postsecondary outcomes of incoming college students. Based on the research reviewed, the WWC found that summer bridge programs have potentially positive effects on attainment for postsecondary students.
IES Awards More Than $100 Million in Research Grants (July 18, 2016)
More than $100 million in grants have been awarded to fund education research across a wide array of subjects and topics. The 57 grants for Fiscal Year (FY) 2016 are funded through IES' National Center for Education Research (NCER) and were awarded to more than three dozen universities and research institutions.
Postsecondary Institutions and Price of Attendance in 2015-16; Degrees and Other Awards Conferred: 2014-15; and 12-Month Enrollment: 2014-15: First Look (Preliminary Data) (July 14, 2016)
This First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2015 collection,, which included three survey components: Institutional Characteristics for the 2015-16 academic year, Completions covering the period July 1, 2014, through June 30, 2015, and data on 12-Month Enrollment for the 2014-15 academic year.
New Data Point Available about High School Students' Changing Self-Perceptions of Math and Science Ability (July 14, 2016)
This Data Point uses data from the High School Longitudinal Study of 2009, collected in 2009 when students were high school freshmen, and in 2012, when most students were in their junior year of high school. The study has an overarching STEM focus, and included student self-assessment of confidence in math and science and information indicating their self and others’ assessment of their math abilities.
At two points in high school, students were asked about their confidence in their ability to do math and science coursework, and about their perceptions of themselves as a “math person” or a “science person.” Results are presented by sex.
America's Children: Key National Indicators of Well-Being (July 12, 2016)
The Federal Interagency Forum on Child and Family Statistics (the Forum) is a working group of 23 agencies that fosters coordination, collaboration, and integration of Federal efforts to collect, analyze, and report data on conditions and trends related to child and family well-being. This new report provides the most recent statistics covering a range of topics, including education, family and social environment, economic circumstances, health care, physical environment and safety, behavior, and health.
STATS-DC Data Conference (July 12, 2016)
NCES is hosting the STATS-DC Data Conference, from July 12-14, 2016, at The Mayflower Hotel.
WWC Review of a Recent Study on the Impact of In-Class Computer Usage on Academic Performance (July 7, 2016)
This study investigated the impact of access to Internet-enabled technology on student academic performance in a postsecondary course. Through a cluster randomized controlled trial, the study authors randomly assigned introductory economics courses at one institution to one of three conditions in class: 1) no laptops or tablets; 2) restricted use of tables; 3) full access to Internet-enabled laptops and tablets. The study authors reported that students allowed both unrestricted and restricted use of Internet-enabled devices had lower final exam scores than students who did not have access to these devices during class. This study meets WWC group design standards without reservations.
REL Midwest report helps districts determine the best data elements to include in their early warning systems (July 6, 2016)
REL Midwest analyzed longitudinal data from three Ohio school districts to identify the 8th and 9th grade data elements that most accurately predicted student' failure to graduate from high school on time in each district.
REL Central describes the field experiences of teachers who completed traditional teacher preparation programs in Missouri (July 6, 2016)
A new report from REL Central finds that teachers who completed traditional Missouri teacher preparation programs had varied field experiences and that experiences differed by teaching certificate type.
Student engagement patterns in online courses and their associations with course outcomes (July 6, 2016)
A new study from REL Midwest examines whether patterns of student engagement in online courses (defined as the amount of time students logged in to their courses each week) were associated with the percentage of online course activities students completed and the percentage of points earned.
New Practice Guide: Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (July 5, 2016)
Young learners need strong foundational reading skills to achieve literacy success. Help them develop the skills they need to read words and connected text with accuracy and fluency and discuss those words and text using academic language. Our new practice guide, Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade, can show you how. The guide offers recommendations that educators can use to improve literacy skills in the early grades. Discover ideas to improve instruction in alphabetics, fluency, and oral language skills, including academic vocabulary, and find out how an integrated approach to instruction can help improve early reading achievement.
IES Announces New FY 2016 Special Education Research Grants (July 1, 2016)
NCSER recently awarded 36 new research grants under the Special Education Research Grants Program (CFDA 84.324A), totaling $70.3 million. For more information click here.
IES Announces New FY 2016 Research Training in Special Education Program Grants (July 1, 2016)
NCSER recently awarded seven new training grants under the Research Training in Special Education Program (CFDA 84.324B), totaling $3.6 million. For more information click here .
NCES Releases Tables on Military Students (July 1, 2016)
These Web Tables provide key statistics on military students enrolled as undergraduates, focusing on military students enrolled after the enactment of the Post-9/11 GI Bill. The tables detail military students' demographic and enrollment characteristics and examine their use of Veterans' education benefits and other student aid.
IES Announces Grants for Statistical and Research Methodology in Education (June 30, 2016)
IES recently made new research grant awards for applications considered under the August 2015 deadline. A list of these awards follows.
IES Announces Grants for Collaboration Between Researchers and Practitioners (June 30, 2016)
IES Announces FY 2016 Research Grants under the Partnerships and Collaborations Focused on Problems of Practice or Policy Program
IES recently made new research grant awards for applications considered under the August 2015 deadline. A list of these awards follows.
Primary Early Care and Education Arrangements and Achievement at Kindergarten Entry (June 30, 2016)
The report explores the relationship between children's primary early care and education (ECE) arrangements the year before kindergarten and their academic skills and learning behaviors at kindergarten entry, after accounting for child and family background characteristics.
Instructional Staff Salary and Benefits Spending: 1991–2011 (June 30, 2016)
This Data Point uses expenditure data from the Common Core of Data (CCD) "National Public Education Financial Survey (NPEFS)" for fiscal years 1991 to 2011 and instructional staff data from the CCD "State Nonfiscal Survey of Public Elementary/Secondary Education" for school years 1990-91 to 2010-11. This study includes information about expenditures on elementary and secondary education, expenditures on instructional staff salaries, and instructional staff benefits.
Teacher Job Satisfaction (June 30, 2016)
This Data Point uses Schools and Staffing Survey (SASS) data from 2003-04, 2007-08, and 2011-12 to examine job satisfaction among teachers in both public and private schools. This study describes job satisfaction overall and also for teachers who had varying perceptions of administrative support.
Updated WWC Report on enVisionMATH Highlights the Need for Additional Research (June 28, 2016)
An updated What Works Clearinghouse report on enVisionMATH incorporates re-reviews of studies using current WWC standards and reviews of five new studies published since the original 2013 report. Based on the updated review of the research, the WWC found that no studies of enVisionMATH meet WWC group design standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the curriculum on the mathematics achievement of primary students in grades K-6.
REL Central report describes how states can intervene in their lowest-performing schools (June 28, 2016)
A new report from Regional Educational Laboratory Central provides a summary of current policies in all 50 states related to state interventions with chronically low-performing schools. The report describes laws and regulations related to six broad categories of interventions: school improvement plans, staffing, closing a school, financial incentives or interventions, the day-to-day operation of the school, and the entity that governs or operates a school.
Who Takes Online Credit Recovery Courses and How Well Do They Do? (June 28, 2016)
A REL Northwest analysis of online credit recovery students in Montana shows slightly less than 60 percent receive a passing grade, with passing rates in math the lowest.
REL Midwest examines whether Minnesota high schools are able to implement Ramp-Up to Readiness (June 28, 2016)
REL Midwest examined whether the Ramp-Up to Readiness differs from other college-readiness supports that schools offer and whether schools implementing the program are able to do so with adequate fidelity.
Computer-adaptive assessments used to monitor literacy growth in English learner students (June 28, 2016)
A new study from REL Southeast examines how teachers and school staff in three schools individually administered computer-adaptive assessments of literacy to English learner students in grades 3-5, and how they used the assessments to monitor students' growth.
Research on Music Training's Effect on Auditory and Literacy Skills Does Not Meet WWC Standards (June 28, 2016)
In this quasi-experimental study, researchers examined the effects of music training on the auditory and literacy skills of high school students. The study compared auditory and literacy outcomes of students in a music training program with those in a Junior Reserve Officers Training Corps program in the same schools. These groups had differences in the auditory and literacy skills at the beginning of the study, and, because statistical adjustments were not made for these differences, the study does not meet WWC group design standards.
WWC Review of a Recent Study on the Impacts of Sleep for Success (June 22, 2016)
The What Works Clearinghouse (WWC) reviewed a study that examined whether a school-based supplementary sleep education program improved sleep in elementary school students. The study assigned two schools to receive the Sleep for Success program and one school to a comparison group. The study authors reported that students assigned to receive Sleep for Success improved more in terms of both sleep and grades than the comparison group. The WWC reviewed this study and determined it does not meet group design standards because the comparison group included only one school, so the difference in outcomes between the intervention and comparison groups cannot be attributed solely to the intervention.
How many college credits do Kentucky high schoolers earn through dual enrollment programs before graduation? (June 22, 2016)
A new REL Appalachia study found that nearly one-fifth of Kentucky 11th and 12th graders attempted a dual enrollment course earning, on average, almost 8 college credits before high school graduation.
How do nonurban schools implement dual credit programs? (June 22, 2016)
REL Appalachia examined dual credit programs in six nonurban school districts in Kentucky. The report describes dual credit program policies and practices, student participation, partner postsecondary institutions, course offerings, course location and scheduling, instructors and credentialing, student supports, quality assurance, program costs and funding, and successes and challenges.
Examining the Research on Individual Cognitive Tutor Courses and Their Effectiveness (June 21, 2016)
The Cognitive Tutor secondary mathematics curriculum offers a variety of courses designed to improve mathematics achievement. The WWC found that Cognitive Tutor Algebra I has mixed effects on algebra achievement and no discernible effects on general mathematics achievement for secondary students. In addition, the WWC found that Cognitive Tutor Geometry has potentially negative effects on geometry achievement for secondary students. No studies that examine Cognitive Tutor Algebra II or Cognitive Tutor Integrated Math I, II, and III meet WWC group design standards; therefore, more research is needed to determine their effectiveness.
School reading performance and implementation of extended school days (June 16, 2016)
A new REL Southeast study examines school reading performance and how schools extended the school day in Florida's 100 lowest-performing elementary schools.
RCT-YES Software to Expand Program Evaluation in Education (June 14, 2016)
IES has launched a new tool that can make it easier and more cost-effective for states and school districts to evaluate the impact of their programs. RCT-YES™ is free, user-friendly software that supports sophisticated analysis and reporting of results from randomized controlled trials (RCTs) and other types of evaluation designs.
WWC Reviews Study of Reading Partners on Struggling Readers (June 14, 2016)
A study of the supplementary program Reading Partners, which provides struggling elementary readers with individualized tutoring, has found the program to have positive impacts on reading comprehension, reading fluency, and sight word efficiency for a sample of over 1,200 students in 19 elementary schools in California, New York, and Washington, DC. The study is a randomized controlled trial with low attrition, and the research meets WWC group design standards without reservations.
Reference Guides Support Schools in Registering Students with Non-English Names (June 14, 2016)
REL Northwest's naming conventions reference guides provide districts with guidance for accurately and consistently entering non-English students' names in school, district, and state databases.
Updated WWC Review of Accelerated Reader Includes the Latest Research (June 14, 2016)
This report on Accelerated Reader incorporates re-reviews of studies using current WWC standards and reviews of 25 new studies. Accelerated Reader is a computerized supplementary reading program that provides guided reading instruction to students in grades K-12. This review of the program focuses on studies that examine outcomes for beginning readers (students in grades K-3). Based on the updated review of the research, the WWC found Accelerated Reader to have mixed effects on comprehension and no discernible effects on reading fluency for beginning readers.
Research on School Closure and Academic Achievement Does Not Meet WWC Standards (June 14, 2016)
In this quasi-experimental study, researchers examined the impacts of public elementary and middle school closures on more than 22,700 displaced students in Ohio. To measure impacts, researchers compared test scores of displaced students and comparison students. However, these groups had differences in test scores in the year prior to the school closures, and the equivalence of the two groups prior to the closures could not be established. Therefore, the research does not meet WWC group design standards.
IES Funds Center to Improve Virtual Learning (June 13, 2016)
The Institute of Education Sciences (IES) has awarded an $8.9 million grant to the University of Florida for a new Research and Development (R & D) Center that will focus on personalizing and improving virtual learning.
WWC Reviews a Recent Study on How Learning About Scientists' Struggles Affects Students' Grades (June 7, 2016)
This study examined whether students who read stories about the personal or intellectual struggles of famous scientists had higher science grades than students who read only about the scientists' achievements. The study authors randomly assigned students in four New York City high schools to three groups within the same science classrooms. One group of students was assigned to read about the personal struggles of Albert Einstein, Marie Curie, and Michael Faraday, while another read about their intellectual struggles. A third group was assigned to read about their achievements without mention of their struggles. The study authors reported that students who read stories about the scientists' personal or intellectual struggles had higher science grades than students who read about their achievements only. This study meets WWC group design standards with reservations.
Improving and Diversifying Education Research (June 7, 2016)
The Institute of Education Sciences (IES) is awarding more than $4.2 million in grants to four universities to develop training programs that will help improve and diversify the education research field. More info
See How ERIC Selects New Sources (June 2, 2016)
A new video provides the answer to how ERIC selects new sources, including education-focused journals, grey literature reports, and conference papers. Watch this video if you want to learn about the types of resources ERIC will and will not index, the source selection process, and how to recommend a new resource.
Implementation of Quality Rating Improvement Systems (June 1, 2016)
REL Midwest examined the use of quality rating improvement systems (QRISs) across the Midwest Region to describe the approaches that states use in developing and implementing a QRIS.
Validity Study of Principals' Observation-Based Ratings for Teacher Evaluation (May 31, 2016)
REL West examined the validity of teacher evaluation scores that are derived from an observation tool adapted from Danielson's Framework for Teaching.
The Condition of Education 2016 (May 26, 2016)
The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
New Math Report: University of Chicago School Mathematics Project Courses Have Potentially Positive Effects for Secondary Students (May 24, 2016)
The WWC reviewed the research on UCSMP's secondary courses and found that UCSMP Algebra I has potentially positive effects on both general mathematics achievement and algebra for secondary students. In addition, the cumulative effect of multiple UCSMP courses was found to have potentially positive effects on general mathematics achievement for secondary students.
New Math Report: Saxon Algebra I Has No Discernible Effects on Algebra Achievement for Secondary Students (May 24, 2016)
The WWC reviewed the research on Saxon Math’s secondary courses and found that Saxon Algebra I has no discernible effects on algebra achievement for secondary students.
Trends in U.S. Subbaccalaureate Certificate Seekers: 2003–04 to 2011–12 (May 23, 2016)
This DataPoint publication uses data from the 2004, 2008, and 2012 National Postsecondary Student Aid Study (NPSAS) to present recent trends in undergraduate enrollment in subbaccalaureate certificate programs in the U.S. postsecondary education system.
IES Hosts Webinar on Funding Opportunities for Minority Serving Institutions (May 19, 2016)
IES staff will conduct a webinar to provide in-depth information about the Pathways to the Education Sciences Research Training Program (84.305B) grant competition, which will establish research training programs at Minority Serving Institutions (or their partners) that prepare upper-level undergraduate, post-baccalaureate, and/or masters students to pursue doctoral study in the education sciences.
Making decisions based on teacher evaluation data: A look at five Arizona districts (May 19, 2016)
A new REL West report examines how evaluation data shape professional development and teacher leadership and assignment in five Arizona districts.
Rural Schools Implementing School Improvement Grants (May 18, 2016)
REL Northwest conducted a national survey to inform the local strategies of Northwest Region stakeholders implementing School Improvement Grants (SIGs) in rural settings.
IES Releases Research Funding Webinars Schedule (May 17, 2016)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences will host a series of webinars related to research funding opportunities in May, June and July of 2016.
Shy Students May Benefit Academically from the INSIGHTS Program, According to a Well-Executed Study (May 17, 2016)
The results of a recent study show that INSIGHTS into Children's Temperament, a program designed to enhance the development of students at risk for academic and behavioral difficulties in elementary school, improved academic outcomes for shy students. The program aims to improve the fit between the classroom environment and students' individual temperaments. The study is a well-executed randomized controlled trial with low attrition that meets WWC group design standards without reservations.
REL Northwest Study Looks at College Readiness at the University of Alaska (May 17, 2016)
REL Northwest finds that high school GPA is a strong predictor of student performance in college math and English courses.
The Nation's Report Card: Technology and Engineering Literacy (May 17, 2016)
Results from NAEP's Technology and Engineering Literacy (TEL) assessment--measuring whether students are able to apply technology and engineering skills to real-life situations--are here!
Findings From the Third-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (May 12, 2016)
This brief report provides a first look at the overall third-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in third grade in the 2013-14 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the spring of third grade are shown, both overall and by selected child and family characteristics.
WWC Review of a Recent Study of Immediate vs Delayed College Enrollment (May 9, 2016)
This longitudinal study investigated the impact of immediate vs delayed college enrollment on freshman year retention, and on the likelihood of either earning a degree or still being enrolled in college 6 years after high school graduation. The WWC reviewed the study and determined that it does not meet WWC group design standards.
New SBIR Awards Fund Next Generation of Education Technology (May 5, 2016)
The Institute of Education Sciences (IES) announced today (May 5, 2016) the recipients of more than $5.75million in contract awards for the development and testing of new education technology.
Indicators of School Crime and Safety: 2015 (May 4, 2016)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
IES Announces Reading, Writing, and Language Development Grant Writing Webinars for New and Early Stage Investigators (May 3, 2016)
The Institute of Education Sciences (IES) will host a four-session webinar series for new grant applicants and early career researchers interested in reading, writing, and language development. For more information on the Grant Writing Seminar Series and the application process, visit the IES webinar series webpage.
REL Northeast & Islands report examines the relationship between school professional climate and teachers’ satisfaction with their evaluations (May 3, 2016)
The study finds that teachers' perceptions of their principal's leadership is positively related to satisfaction with their evaluation process.
IES Launches Major Website Redesign (May 2, 2016)
The Institution of Education Sciences (IES) has launched the first phase of a major website redesign project, featuring a contemporary, mobile-friendly design. The first phase of the redesign updates the five top-level pages of the IES website—the home page and the landing pages for the four IES centers: the National Center for Education Research (NCER), the National Center for Education Statistics (NCES), the National Center for Education Evaluation and Regional Assistance (NCEE); and the National Center for Special Education Research (NCSER). Additional pages will be moved into the new design in the coming weeks and months.
Digest of Education Statistics, 2014 (April 28, 2016)
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.
REL Central describes research on state interventions with their lowest-performing schools (April 27, 2016)
REL Central summarizes research on state interventions with chronically low-performing schools. Researchers identified 25 studies that explored the relationship between these interventions and student outcomes.
The Nation's Report Card: 2015 Mathematics and Reading at Grade 12 (April 27, 2016)
This online report presents national results from the NAEP 2015 mathematics and reading assessments at grade 12. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: Basic, Proficient, and Advanced. In addition to overall scores, results are reported by racial/ethnic groups, by gender, and by type of school. The national average mathematics score in 2015 for grade 12 was lower compared to the last assessment in 2013.The average reading score for twelfth-grade students in 2015 was not significantly different in comparison to 2013. In 2015, the average mathematics score was higher compared to the initial grade 12 assessment in 2005, whereas the average reading score in 2015 was lower compared to the initial grade 12 assessment in 1992.
WWC Revises Review of a Study of Boston Charter Schools (April 26, 2016)
The WWC has revised its review of a 2014 study measuring the effects of attending Boston charter high schools. An independent quality review and additional information from study authors showed that the study had low attrition and meets WWC group design standards without reservations. The research examined the effect of Boston charter high school enrollment on student achievement, high school completion, college enrollment, and college persistence.
REL Central outlines considerations for identifying rural districts that are closing achievement gaps (April 26, 2016)
REL Central outlines key decision points and considerations for developing a local process to identify rural districts in which achievement gaps have decreased, illustrated by experiences in Colorado and Nebraska.
REL Southeast examines skill-based predictors of college readiness benchmarks (April 19, 2016)
REL Southeast used student performance on measures of reading comprehension, decoding, and language in grade 9 to predict grade 10 college-ready performance on the PSAT/NMSQT and the ACT Plan.
A review of research on K–12 indicators of STEM success, specifically for Hispanic students (April 19, 2016)
REL Southwest conducted a literature review to determine what K–12 predictors of postsecondary STEM success have been identified in peer-reviewed studies with a focus on predictors for Hispanic students.
Projections of Education Statistics to 2023 (April 14, 2016)
This publication provides projections for key education statistics, including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2023. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2023. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Case Studies of Schools Receiving School Improvement Grants: Final Report (April 14, 2016)
This evaluation report tracks the implementation of School Improvement Grants (SIG) by examining the actions and reactions of 25 SIG schools as they attempt to turn around a history of low performance.
Applying to the DC Opportunity Scholarship Program: How Do Parents Rate Their Children's Current Schools at Time of Application and What Do They Want in New Schools? (April 13, 2016)
A new evaluation brief from the National Center for Education Evaluation and Regional Assistance provides insights about school-related reasons parents may have had for applying to the District of Columbia Opportunity Scholarship Program (OSP) and what they were looking for in new schools. The OSP, established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States.
Take a Closer Look at the WWC Review Process and Key Resources (April 8, 2016)
The WWC has a reputation as a trusted source for informed decision making, thanks to our rigorous standards for identifying the highest-quality research. We invite you to learn more about the WWC review process, and to explore our suite of tools to assist in designing and conducting high-quality research. Take a closer look now!
Trends in Public and Private School Principal Demographics and Qualifications: 1987-88 to 2011-12 (April 7, 2016)
This Statistics in Brief examines the trends in principal demographics and other characteristics. The study is based on data from seven administrations of the Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States from 1987-88 until 2011-12.
REL Central releases report on school district policies to mentor new teachers (April 6, 2016)
In partnership with the Educator Effectiveness Research Alliance, REL Central developed and administered a survey to district leaders in five states to examine school district policies for mentoring new teachers. The report reviews their responses and provides next steps to consider.
Self-study guide to assist schools in effective implementation of early literacy interventions (April 5, 2016)
REL Southeast has developed a self-study guide to help schools and districts develop and improve their implementation of early literacy interventions. It includes a template for data collection and guiding questions for discussion.
NCER Grant Competitions Seek to Increase Researcher-Practitioner Partnerships and Diversify the Research Profession (April 1, 2016)
The National Center for Education Research in the Institute of Education Sciences has released funding announcements for four of its Fiscal Year (FY 2017) research grant competitions, which support a wide range of research and training to identify and understand challenges in education, develop and test solutions, and provide opportunities that strengthen and diversify the education research field.
IES Releases FY 2017 Funding Announcements for Grant Competitions in Special Education Research and Training (March 31, 2016)
IES' National Center for Special Education Research has released FY 2017 funding announcements for grant competitions in special education research and training; the Request for Applications for each competition is available http://ies.ed.gov/funding/.
WWC Reviews Study of Full-Day Versus Part-Day Preschool (March 29, 2016)
Researchers measured the impacts of full-day versus part-day preschool on the school readiness and attendance of nearly 1,000 students in 11 Chicago schools. Although the researchers adjusted for demographic and achievement differences, children in the groups differed in age. Because this difference could affect outcomes, the study does not meet WWC group design standards.
A Well-Executed Study of Carnegie Mellon’s Accelerated-Learning Program Finds Positive Results- A WWC Review (March 29, 2016)
The Open Learning Initiative is a Carnegie Mellon University accelerated-learning program. The program facilitates accelerated instruction through an online portal with fast and frequent feedback on student progress and weekly face-to-face sessions with an instructor. Researchers examined the program’s impacts on students taking an introductory statistics course at the university and found that those in the accelerated class had higher test scores than the comparison group. WWC reviewers determined that the study has low attrition, and the research meets WWC group design standards without reservations.
Research Grant Competitions Announced (March 28, 2016)
New Topic Areas include Arts, Career Technical Education, and Student Mobility
IES has released FY2017 funding announcements for Education Research Grants (84.305A) and Statistical and Research Methodology in Education (84.305D)
Technical Working Group Summary Now Available: Researching the Influence of School Leaders on Student Outcomes IES Technical Working Group Meeting Summary (March 28, 2016)
The National Center for Education Research (NCER) held a Technical Working Group (TWG) meeting to discuss how to strengthen NCER's portfolio of research on the influence of school leaders on student outcomes. More information
How Long Does It Take English Learner Students To Gain English Proficiency? (March 23, 2016)
REL Northwest looked at the time it takes students to be reclassified as former English learners and how that varied according to gender, home language, and initial proficiency in English.
REL Northwest Study Maps Alaska Students’ Pathways After High School (March 22, 2016)
A new REL Northwest study follows 40,000 Alaskan students in their first six years after high school and finds students took 3,000 unique pathways in pursuing postsecondary education and careers.
NCSER Grantees Receive the Presidential Early Career Award for Scientists and Engineers (PECASE) (March 11, 2016)
The White House has named two NCSER-supported researchers, Christopher Lemons and Cynthia Puranik, to be recipients of the PECASE, the highest honor given by the U.S. government to outstanding scientists and engineers at the early stages of their independent careers.
National Household Education Surveys Program (NHES): 2012 Restricted-Use Data Files (March 10, 2016)
The National Household Education Surveys Program (NHES): 2012 restricted-use files include the Early Childhood Program Participation (ECPP) file and the Parent and Family Involvement in Education (PFI) file. The ECPP file contains data about children from birth to age 6 but not yet enrolled in kindergarten in 2012. The PFI file contains data about students enrolled or homeschooled for grades kindergarten through 12 in 2012.
Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First Look (March 10, 2016)
The purpose of this report is to present updated and additional results from the U.S. PIAAC household data collection, based on data collected in 2012 and 2014. PIAAC is an international large-scale study of adult skills and life experience focusing on education and employment that was developed and organized by the Organization for Economic Cooperation and Development (OECD). PIAAC was first conducted in 2011−2012 in the United States and 23 other countries. In the United States, PIAAC was administered to a nationally representative sample of 5,000 adults between the ages of 16 and 65. Similar nationally representative samples of adults were surveyed in each of the 23 other participating countries. In 2013-14, NCES conducted a second round of data collection in the United States to enhance the U.S. PIAAC dataset. Specifically, the second round of data collection added (a) 3,600 adults from three key subgroups of policy interest and (b) 1,200 incarcerated adults in federal and state prisons. The three key subgroups of adults “living in households” that were oversampled were: unemployed adults, young adults (ages 16-34), and older adults (ages 66-74). The expanded national household sample (8,600 adults, combining the first and second rounds) supports more accurate and reliable national estimates of unemployed and young adults and makes possible analyses of older adults.
2015 NAEP Trial Urban District Assessment (TUDA) Results (March 8, 2016)
View trends and comparisons from 21 large urban school districts that obtain NAEP results at the district level.
Quasi-Experimental Research Design and Analysis (March 4, 2016)
The National Center for Education Research, in Conjunction with the Institute for Policy Research (IPR) at Northwestern University, Announces a New Two-Week Training Workshop on Quasi-Experimental Research Design and Analysis. For more information, click here.
Summer Research Training Institute on Cluster-Randomized Trials (March 4, 2016)
The National Center for Education Research (NCER) is accepting applications for its tenth Summer Research Training Institute on Cluster-Randomized Trials (CRT). For more information, click here.
REL NEI Study Examines Alignment of Teacher Evaluation and Professional Learning in a Large Urban District (March 1, 2016)
REL Northeast & Islands analyzed data from a large urban district to examine the alignment between teacher evaluation and professional learning, including whether teachers participated in the professional activities their evaluators recommended.
NAEP Technical Documentation on the Web (February 25, 2016)
View NAEP Technical Documentation on the Web (TDW) containing information about technical procedures and methods and organized by topic and subtopics, including information specific to particular NAEP assessments.
REL Pacific report examines education management information system in Yap (February 19, 2016)
REL Pacific interviewed data specialists to provide information on the current quality of the education management information system (EMIS) in Yap, Federated States of Micronesia, so that data specialists, administrators, and policy makers might identify areas for improvement.
Do First Year Experience Courses Benefit Developmental Education Students? (February 9, 2016)
First year experience courses for students in developmental education are designed to ease the transition to college by introducing students to campus resources, providing training in time management and study skills, and addressing student development issues. The WWC reviewed the research on this practice and found that it has no discernible effects on academic achievement, progress through developmental education, and credit accumulation and persistence for postsecondary students.
Competition for Regional Educational Laboratories Opens (February 8, 2016)
The Institute of Education Sciences (IES) aims to bridge research and practice in education. In addition to collecting education statistics and funding a wide range of research, IES also makes major investments in building capacity among states, districts, and others to use objective, scientific evidence to improve education outcomes. The Regional Educational Laboratory (REL) program is one of IES's largest programs supporting the use of scientific evidence in education.
ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File (February 3, 2016)
Hearing evaluations were conducted on a subsample of study children in the fall second-grade round of data collection. The ECLS-K:2011 second-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the fall 2012 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing2nd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-second grade restricted-use data file (NCES 2015-050).
WWC Review of a Study of Tennessee's Public Prekindergarten Program (January 27, 2016)
The study authors used a quasi-experimental design to compare children who had attended the Tennessee voluntary public prekindergarten program (TN-VPK) for 20 or more days to children who did not attend TN-VPK or attended fewer than 20 days. The study authors reported that children who participated for 20 days or more had higher math and reading achievement test scores after prekindergarten, lower math and reading achievement scores after second grade, and lower math achievement scores after third grade, compared to children who did not participate in TN-VPK or participated in TN-VPK for fewer than 20 days. The authors must demonstrate baseline equivalence for the children used in their analysis for the study to be able to meet WWC group design standards with reservations.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2012-13 (Fiscal Year 2013) presents findings on public education revenues and expenditures at the local education agency (LEA)/district level from the School District Finance Survey (January 27, 2016)
This First Look report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2013.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2012–13 (Fiscal Year 2013) presents national and state level data on revenues by source, and expenditures by function for public elementary and secondary education. (January 27, 2016)
This First Look report introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year 2013 (FY 13).
Study of the California Acceleration Project Does Not Meet WWC Standards (January 26, 2016)
Researchers examined the effect of the California Acceleration Project on the successful completion of college-level math and English courses for approximately 24,000 developmental math students in California community colleges. None of the analyses presented in this research meet WWC group design standards because the intervention and comparison groups were not shown to be equivalent at the start of the study.
Bolstering Social Belonging and Reducing Perceptions of Social Isolation Can Improve Academic Achievement for Minorities (January 26, 2016)
This study of 92 undergraduate students found that bolstering their sense of social belonging and reducing student perceptions of social isolation led to improvements in academic achievement. The study is a well-executed randomized controlled trial with low attrition and therefore, it meets WWC group design standards without reservations.
Shaping Theories of Intelligence to Reduce the Threat of Stereotypes Can Positively Impact Academic Achievement (January 26, 2016)
This study of 109 Stanford University graduate students found that shaping theories of intelligence to reduce the threat of stereotypes led to improved academic achievement for Black students. The study is a well-executed randomized controlled trial with low attrition and therefore, it meets WWC group design standards without reservations.
Pennsylvania’s tool for evaluating school leaders: Final findings from a pilot (January 21, 2016)
REL Mid-Atlantic released a new report showing that Pennsylvania's Framework for Leadership is the first tool for evaluating school principals that has been found to be related to principals' effects on student achievement.
IES Launches Research Network to Improve Early Childhood Education (January 19, 2016)
The Early Learning Network is funded through the Research Networks Focused on Critical Problems of Education Policy and Practice grant program (CFDA 83.305N). For FY 2016, seven Network Research Teams are receiving five-year grants: For more information, see the full press release or the Early Learning Network website.
IES Announces College Completion Network Awards (January 19, 2016)
The grants have been awarded as part of the Scalable Strategies to Support College Completion Network (College Completion Network). For FY 2016, two Network Research Teams are receiving five-year grants. For more information, click here.
New REL West study examined whether a popular teacher-effectiveness measure based on student learning is stable enough for use in high-stakes decisions (January 19, 2016)
Researchers found that at least half of the variability in teachers' annual growth scores from the Student Growth Percentile model was due to random or other unpredictable sources that could not predict future performance.
Single-Case Research (January 14, 2016)
"The Role of Between-Case Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research," a paper supported by NCER and NCSER, highlights the use of statistical analysis (standardized effect sizes) to render single-case design research more accessible and better able to contribute to our knowledge of evidence-based practices.
Persistence and Attainment of 2011–12 First-Time Postsecondary Students After 3 Years (BPS:12/14) (January 12, 2016)
This publication provides descriptive findings from the 2012/14 Beginning Postsecondary Students Longitudinal Study (BPS:12/14) focusing on attainment, persistence, and retention in postsecondary education. BPS:12/14 is a nationally representative longitudinal sample survey of students who began postsecondary education for the first time during the 2012–13 academic year; this first follow-up represents students’ experiences about 3 years after their initial enrollment.
IES Research Centers Release Paper on the Role of Effect Size in Single-Case Research (January 7, 2016)
NCER and NCSER supported a paper, "The Role of Between-Case Effect Size in Conducting, Interpreting, and Summarizing Single-Case Research," to explain how the use of between-case effect sizes in single-case design (SCD) research can enhance our knowledge of evidence-based practices.
Educator's Guide to Questionnaire Development from REL Central (January 7, 2016)
This guide outlines steps educators can use when creating a questionnaire to gather information on opinions, perceptions, or facts to support decisions about education policy or practice.
REL Central report examines school proximity to different concentrations of Native North American language speakers (January 6, 2016)
This report provides descriptive information about different community contexts and school uses of Native North American languages for Bureau of Indian Education and high-density American Indian schools in the seven-state REL Central Region.
REL Appalachia reports on Kentucky teacher mobility, attrition, and retention: A context for improving student outcomes by lowering turnover (January 5, 2016)
This report describes rates at which Kentucky teachers change schools ("movers"), leave the system ("leavers"”), or don't ("stayers") from year to year, varying by particular teacher and school characteristics.
Center for Benefit-Cost Studies of Education Training Program (January 4, 2016)
The Institute of Education Sciences announces the third training workshop on applying cost-effectiveness and benefit-cost analysis to education programs and policies. The free workshop will be run by the Center for Benefit-Cost Studies of Education (CBCSE) at Teachers College, Columbia University.
The What Works Clearinghouse Year in Review (January 4, 2016)
2015 was an exciting year for the What Works Clearinghouse! We continued to publish a range of products to help educators make evidence-based decisions. This year saw an expansion in open data efforts by providing findings-level information on hundreds of studies that meet WWC standards. We also developed new resources to explain our procedures and standards and ramped up outreach to teachers, administrators, and researchers. Take a look back at the year by the numbers in the What Works Clearinghouse Year in Review.
Graduation Rates for Selected Cohorts, 2006-11; Student Financial Aid in Postsecondary Institutions, Academic Year 2013-14; and Admissions in Postsecondary Institutions, Fall 2014: First Look (Provisional Data) (January 4, 2016)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2014-15 data collection, which included three survey components: Graduation Rates for selected cohorts 2006-2011, Student Financial Aid data for the academic year 2013-14, as well as Admissions for Fall 2014.
Comparative Indicators of Education in the United States and Other G-20 Countries: 2015 (December 31, 2015)
Comparative Indicators of Education in the United States and Other G-20 Countries draws on the information about education from the International Indicators of Education Systems (INES) project at the Organization for Economic Cooperation and Development (OECD), as well as international assessments ranging across the lifespan from grade 4 through adulthood. Topics covered include population and school enrollment, academic performance, contexts for learning, expenditure for education, and educational attainment and income. The G-20 countries, which are among the most economically developed, represent 85 percent of the world’s economy and two-thirds of its population, and are some of the United States’ largest economic partners. This report is the latest in a series that has been published since 2002. Previous reports focused on the G-8 countries. This is the first to focus on the G-20 countries.
WWC Review of a Recent Study on the Impacts of an iPad App on Mathematics Achievement (December 30, 2015)
The study authors examined whether including math passages in an interactive iPad app improved math test scores for students in grade 1. The app aims to increase discussion of math topics for parents and students. The authors randomly assigned 40 classrooms to an intervention or a comparison group. Students in the intervention group received iPads with an app that provided math passages. Students in the comparison group received iPads with an app that provided similar reading passages but without math concepts. The authors hypothesized that parents with high levels of anxiety about math would have the least math talk with students before the intervention, so these students might have the greatest impacts. They reported that students in the intervention group had higher math scores than students in the comparison group, but only for students of parents with high math anxiety.
WWC Review of a Recent Study on Public School-Based Pre-Kindergarten and Center-Based Care (December 29, 2015)
This study described outcomes of low-income Latino children who enrolled in early childhood programs at age 4 in Miami–Dade County, Florida. The children were enrolled in public school-based half-day pre-kindergarten programs or in licensed center-based full-day care programs that accepted child care subsidies. The authors examined pre-academic and social-behavioral skills at the end of pre-kindergarten and reading achievement at the end of grade 3. The authors reported that children who attended public school-based pre-kindergarten scored higher on pre-academic and social-behavioral skills than those in center-based care. The authors characterized their study as descriptive and not an effectiveness study. While cited in the media as evidence of impacts, the study is ineligible for review by the WWC because it does not present estimates of the effectiveness of an intervention.
Updated WWC Review of Singapore Math Includes the Latest Research (December 22, 2015)
This report on Singapore Math updates the 2009 WWC review of the curriculum to include seven new studies. Despite the additional research, no studies meet WWC design standards and therefore, no conclusions can be made about the effectiveness of Singapore Math.
Webinar Series: How to Successfully Evaluate a Professional Development Program (December 22, 2015)
Join research experts from the Regional Educational Laboratory (REL) Southeast for a free webinar series on developing a strong evaluation design for professional development programs.
ED/IES SBIR FISCAL YEAR 2016 PROGRAM SOLICITATION IS NOW OPEN (December 8, 2015)
On December 7, 2015, ED/IES SBIR released its Fiscal Year 2016 solicitation focused on the research and development of education technology products.
REL systematic review reveals relationships between principal characteristics and student achievement (December 8, 2015)
A REL Southeast review of 52 studies indicates that current research demonstrates some evidence for the relationship between principal characteristics and student achievement.
Public School Teacher Autonomy in the Classroom Across School Years 2003–04, 2007–08, and 2011–12 (December 3, 2015)
This Statistics in Brief examines a construct of teacher autonomy based on teachers’ responses to six questions regarding perceptions of influence over classroom instruction and classroom management. The brief focuses on how teachers’ perceptions of autonomy have changed over these three school years, as well as how levels of teacher autonomy vary across selected teacher and school characteristics.
Enrollment and Employees in Postsecondary Institutions, Fall 2014; and Financial Statistics and Academic Libraries, Fiscal Year 2014: First Look (Provisional Data) (November 25, 2015)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2015 data collection, which included four survey components: Enrollment for fall 2014; Finance for fiscal year 2014; data on employees in postsecondary education for Fall 2014; and data for Academic Libraries for fiscal year 2014.
Variation in student learning objectives: Evidence from two pilot implementations (November 24, 2015)
REL West examined the types of SLO goals and assessments used by participating Arizona and Utah pilot teachers, their perceptions of the process, and the variation in end-of-year scores.
REL Midwest report describes the training and challenges of online teachers (November 24, 2015)
REL Midwest analyzed a survey administered to Wisconsin Virtual School teachers about the training they received, the challenges they encounter, and the type of training that would help address those challenges.
Tools of the Mind Study Does Not Meet WWC Standards (November 24, 2015)
A study of Tools of the Mind examined its impacts on cognitive and academic outcomes for 759 kindergarteners from 29 schools. Students joined the study after random assignment and study authors did not show that the analytic groups of students were similar at the start of the study. Therefore, the study does not meet WWC group design standards.
Math Video Games Show Positive Effects on Fractions Knowledge (November 24, 2015)
Researchers examined the effectiveness of math video games on the fractions knowledge of 1,468 sixth-grade students in 23 schools. Using a researcher-designed assessment, study authors found the games to have positive effects on students' knowledge of fractions concepts. This study meets WWC group design standards without reservations.
Teaching Vacancies and Difficult-to-Staff Teaching Positions in Public Schools (November 19, 2015)
This Statistics in Brief describes the percentages of public schools that reported that they had teaching vacancies and subject areas with difficult-to-staff teaching positions in the 1999–2000, 2003–04, 2007–08, and 2011–12 school years.
Updated SuccessMaker® Report Incorporates the Latest Research (November 17, 2015)
SuccessMaker® is a set of computer-based courses designed to supplement regular K–8 reading instruction. This updated WWC review includes the latest research on SuccessMaker®, which shows no discernible effects on comprehension and reading fluency for adolescent readers.
ERIC Releases a New Thesaurus Update (November 12, 2015)
ERIC recently updated its Thesaurus. The Thesaurus is the main tool that ERIC uses for indexing and it is the primary driver of our search engine.
REL Central’s Examining Evaluator Feedback Survey (November 12, 2015)
REL Central has developed a survey tool designed to help district or state administrators systematically collect teacher perceptions on five key aspects of evaluation feedback.
Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Provisional Data) (November 12, 2015)
This First Look is a revised version of the preliminary report released on July 23, 2015. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.
Updated WWC Report: Lindamood Phonemic Sequencing (November 10, 2015)
This updated report includes the most recent available evidence of the impact of Lindamood Phonemic Sequencing on K-3 student learning. Based on this research, the WWC found the program to have potentially positive effects on comprehension and mixed effects on alphabetics for early readers.
REL West report examines the likelihood of completing advanced courses in Clark County School District high schools (November 10, 2015)
REL West examined the relationship between having attended a magnet or comprehensive high school and the likelihood of graduates having completed an advanced course after accounting for students' prior achievement.
Updated Everyday Mathematics Report Now Available (November 10, 2015)
The Everyday Mathematics curriculum provides opportunities to learn math concepts and practice skills to students in prekindergarten through grade 6. This updated WWC review of Everyday Mathematics includes 30 studies that were not included in the 2010 report. None of these new studies meet WWC design standards and therefore, the rating remains unchanged: the program was found to have potentially positive effects on math achievement for elementary students.
Revised WWC Intervention Report on My Teaching Partner-Secondary (November 3, 2015)
The What Works Clearinghouse (WWC) has released a revised intervention report on MyTeachingPartner–Secondary (MTP-S). The revised report incorporates an additional finding into the overall effectiveness rating for the intervention. As a result of this change, the effectiveness rating for MTP-S based on the existing studies is potentially positive effects, rather than no discernible effects.
New Report Describes Response to Intervention Practices for Elementary School Reading (November 3, 2015)
Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying instructional intensity. This study examines the implementation of RtI in early elementary reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced in using RtI. The study reports the impacts of interventions on spring reading scores for students just below school-determined benchmarks on the previous fall's screening tests. The full report is available here.
IES Announces New FY 2015 Grants in the Evaluation of State Education Programs and Policies (October 30, 2015)
The Institute of Education Sciences and the National Center for Education Research awarded three new research grants under the Evaluation of State Education Programs and Policies program (CFDA 83.305E). This year’s competition focused on three topics: 1) college- and career-ready standards and assessments, 2) identification and improvement of the lowest performing schools, and 3) teacher and principal evaluation and support systems. The evaluations will be carried out by partnerships between research institutions and State Education Agencies over a five-year period. Total spending for these three awards over five years is approximately $15 million.
The Nation's Report Card: 2015 Mathematics and Reading Assessments (October 28, 2015)
This online report presents results from the NAEP 2015 mathematics and reading assessments. The report includes national and state results on the performance of fourth- and eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: Basic, Proficient, and Advanced. In addition to overall scores, results are reported by racial/ethnic groups, by gender, and by type of school. The 2015 trend in national average mathematics scores show a decline at both grades since the last assessment in 2013. Average scores for reading in 2015 declined at grade 8; there was no significant change in the reading score for fourth-grade students. Over the long term, however, scores were higher in 2015 in both subject and grades compared to the initial assessments in the early 1990s. In addition to national and state results, the report includes highlights from the Trial Urban District Assessment (TUDA).
A Systematic Review of Evaluation Findings funded by the Striving Readers Program for Struggling Adolescent Readers (October 27, 2015)
NCEE has released a summary of the evidence generated by the 16 Striving Readers grants awarded in 2006 and 2009 on the effectiveness of interventions for struggling adolescent readers.
NCSER Releases New Research Summaries of Funded Projects (October 9, 2015)
The National Center for Special Education Research (NCSER) released three new research summaries documenting ongoing and completed research the Center has funded in the following topic areas: Autism Spectrum Disorders, Professional Development, and Reading. Along with the Math and Science topic, four comprehensive summaries of funded research are now available.
Career Paths of Beginning Public School Teachers Results From the First Through Fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study (October 1, 2015)
This report presents 5-year longitudinal data on attrition and mobility for public school teachers (e.g., percentages teaching all years, teaching in the same school, returning or expected to return to teaching), by selected teacher characteristics using data from the first through fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study.
NCSER Holds a Low-Cost Evaluation Grant Program Competition for FY 2016 (September 30, 2015)
IES is requesting applications for its new Low-Cost, Short-Duration Evaluation of Special Education Interventions (84.324L) grant program. The program is designed to support rigorous evaluations of special education interventions that state or local education agencies expect to produce meaningful improvements in student education outcomes within a single academic year. The evaluations will be conducted by research institutions and education agencies working in partnership over a 2-year period using administrative data or other sources of secondary data. The competition is on an accelerated schedule with applications due January 12, 2016 and awards to be made by July 1, 2016. See the program announcement for the Request for Application.
NCER Holds a Low-Cost Evaluation Grant Program Competition for FY 2016 (September 30, 2015)
IES is requesting applications for its new Low-Cost, Short Duration Evaluation of Education Interventions (84.305L) grant program. The program is designed to support rigorous evaluations of education/special education interventions that state or local education agencies expect to produce meaningful improvements in student education outcomes within a single academic year. The evaluations will be conducted by research institutions and education agencies working in partnership over a 2-year period using administrative data or other sources of secondary data. The competition is on an accelerated schedule with applications due January 12, 2016 and awards to be made by July 1, 2016. See the program announcement for the Requests for Application.
NCER and NCSER Hold Low-Cost Evaluation Grant Program Competitions for FY 2016 (September 30, 2015)
IES is requesting applications for its new Low-Cost, Short Duration Evaluation of Education Interventions (84.305L) and Special Education Interventions (84.324L) grant programs. The programs are designed to support rigorous evaluations of education/special education interventions that state or local education agencies expect to produce meaningful improvements in student education outcomes within a single academic year. The evaluations will be conducted by research institutions and education agencies working in partnership over a 2-year period using administrative data or other sources of secondary data. These two competitions are on an accelerated schedule with applications due January 12, 2016 and awards to be made by July 1, 2016. See the program announcements below for the Requests for Application.
State and Local Level Implementation of Recovery Act Reforms (September 30, 2015)
A new report from the National Center for Education Evaluation and Regional Assistance summarizes state, and local-level implementation of key education reform strategies promoted by the Recovery Act. Findings showed variation in the prevalence and progress of reform activities across the areas of reform assessed and by state, district, or school level.
Usage of Policies and Practices Promoted by Race to the Top and School Improvement Grants (September 29, 2015)
This evaluation report documents state and school use of policies and practices promoted by Race to the Top and School Improvement Grants, and whether grantees were more likely to use these policies and practices than non-grantees.
Fall NBES meeting moving to November (September 28, 2015)
The meeting of the National Board for Education Sciences has been postponed from October 2, 2015 to November 2015. A new date will be announced.
New Findings on the Teacher Incentive Fund Program (September 24, 2015)
NCEE has released a new report on the implementation and impacts of Pay-for-Performance after two years for the 2010 Teacher Incentive Fund grants which provide support for performance-based compensation systems for teachers and principals in high-need schools.
School Composition and the Black-White Achievement Gap (September 24, 2015)
This NCES study, the first of its kind, used the 2011 NAEP grade 8 mathematics assessment data. Black students at the national level, on average, scored 30 points lower than their White peers in 2011. Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category (i.e., schools that composed of at least 60 percent Black students) or the lowest density category (i.e., schools that composed of less than or equal to 20 percent Black students). When accounting for factors such as student socioeconomic status and other student, teacher, and school characteristics, Black students, and Black male students in particular, scored lower in the highest- rather than the lowest density schools. Further, the portion of the Black-White achievement gap attributed to within-school differences (e.g., how schools internally distribute resources and treat students) is larger than the portion attributed to between-school differences (e.g., how schools vary in technology, updated textbooks, and qualified teachers).
Updated WWC report on Career Academies (September 22, 2015)
Career Academies is a dropout prevention strategy for youth considered most at risk of dropping out of high school. The program integrates rigorous academic curricula with career themes, including health care, finance, technology, communications, and public service and includes work experience through partnerships with local employers. Based on the research, the WWC found Career Academies to have potentially positive effects on completing school and no discernible effects on staying in school or progressing in school for high-school aged youth.
Study of the Achievement Progress of English Learner Students in Arizona (September 22, 2015)
REL West examined the percentage of English learner students who passed the state tests in English language proficiency, English language arts, and math during a six-year study period.
Comparing Predicted Chances of Success for Credit Recovery in Online and Face-to-Face Courses in Florida (September 15, 2015)
REL Southeast compared the likelihood of students earning a C or better in online courses compared to face-to-face courses with a focus on students retaking courses they previously failed.
Join us for a Webinar: The ERIC Thesaurus – A Key to Finding Education Resources (September 11, 2015)
Hear about the behind-the-scenes activities to maintain this large controlled vocabulary, and how the Thesaurus supports ERIC users in their search for education resources.
Trends in Undergraduate Nonfederal Grant and Scholarship Aid by Demographic and Enrollment Characteristics, Selected Years: 1999–2000 to 2011–12 (September 9, 2015)
These Web Tables describe trends in the proportion of undergraduates who receive grants and scholarships from states, institutions, employers, and private organizations and the average amount they received.
Trends in Pell Grant Receipt and the Characteristics of Pell Grant Recipients: Selected Years, 1999–2000 to 2011–12 (September 9, 2015)
These Web Tables describe trends in the proportion of undergraduate students who receive Pell Grants, their average awards, and their demographic and enrollment characteristics.
Demographic and Enrollment Characteristics of Nontraditional Undergraduates: 2011-12 (September 9, 2015)
These Web Tables describe the proportions and characteristics of undergraduate students who are independent for financial aid purposes, who have dependents, who do not have a high school diploma, who delayed enrollment in postsecondary education, who attend part time, or who are employed full time.
Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013-14 (August 27, 2015)
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2013-14.
WWC Review of a Recent Study on the Impacts of School Closure (August 26, 2015)
This study examines the impacts of school closures in Ohio on displaced students, defined as those who attended the schools in their final operating year. The study included students in grades 3–8 at traditional public schools and charter schools that closed from 2006–12. The authors assessed impacts by comparing standardized test scores of displaced students and students who never attended a school that closed from 2006–12. The authors report that closing traditional public schools increased students’ math and reading test scores one, two, and three years after the closure. Closing charter schools increased students’ math test scores one, two, and three years after the closure, and reading test scores one and two years after the closure. The study does not meet WWC group design standards because the WWC cannot determine whether the study demonstrates baseline equivalence.
WWC Reviews Study of FITKids (August 25, 2015)
Researchers measured the effects of the afterschool program Fitness Improves Thinking in Kids (FITKids) on the executive control and physical fitness of 221 preadolescent students. The program is designed to increase physical fitness through a variety of activities. The study meets WWC group design standards without reservations.
WWC Review of a Recent Study on the Reading Partners Tutoring Program (August 19, 2015)
This study examined whether participation in Reading Partners, a program that provides eligible elementary school students with tutoring from volunteers, had an impact on reading achievement. The program has six core components: (1) one-on-one tutoring; (2) dedicated school space for the tutoring program and use of resource materials; (3) a curriculum that tutors use with students; (4) regularly timed assessments; (5) training for tutors; and (6) instructional supervision and support for tutors. The study authors reported that the Reading Partners program led to improvements in reading fluency, reading comprehension, and sight word efficiency (pronouncing printed words).
New Findings on the Retention of Novice Teachers from Teaching Residency Programs (August 19, 2015)
NCEE has released a new evaluation brief on the extent to which teachers trained through teaching residency programs are retained in their districts and schools.
REL Southeast Develops an Alternative School Performance Rating in South Carolina (August 18, 2015)
REL Southeast combined existing accountability measures into an overall, reliable index of school performance that can be used in subsequent analyses to identify high and low performing schools.
National Longitudinal Transition Study Data Files (August 11, 2015)
Data collected as part of the National Longitudinal Transition Study (NLTS) is now available as a new restricted-use data file. NLTS is the first in the series of studies conducted to examine the characteristics and school experiences of youth with disabilities transitioning from secondary school to early adulthood. The longitudinal study, launched in 1987, includes a nationally representative sample of over 8,000 secondary special education students ages 13 to 21 (in the 1985-86 school year), drawn to represent youth in each of the federal special education disability categories. NLTS data were first gathered in 1987 (wave 1) and again in 1990-91 (wave 2) to examine youths' experiences through secondary school and into their early adult years. In this new file, data from the publicly available dataset are mapped to the original data collection instruments and recoded to their
What Does the Research Say About Head Start and School Readiness? (July 28, 2015)
The WWC recently reviewed the research on Head Start, a national, federally funded program that provides services to promote school readiness for children from predominantly low-income families from birth to age 5. Based on one study that meets WWC group design standards without reservations, we found the program to have potentially positive effects on general reading achievement and no discernible effects on mathematics achievement and social-emotional development for 3- and 4-year-old children.
Research on New Teacher Center (NTC) Induction Model Shows No Retention Effects for Beginning Elementary School Teachers (July 28, 2015)
The NTC Induction Model is a systemic approach to support beginning teachers (i.e., teachers new to the profession). Based on the research, the WWC found the NTC Induction Model to have no discernible effects on teacher retention in the school district, teacher retention in the profession, or teacher retention at the school after one year of implementation.
TAP™: The System for Teacher and Student Advancement (TAP™) Shows No Effects for Students in Grades 4–8 (July 28, 2015)
TAP™ is an educator effectiveness program that aims to improve student achievement through supports and incentives for teachers. Based on the research, the WWC found TAP™ teachers to have no discernible effects on student achievement in science, English language arts, or mathematics during the first year of implementation.
Postsecondary Institutions and Price of Attendance in 2014-15; Degrees and Other Awards Conferred: 2013-14; and 12-Month Enrollment: 2013-14: First Look (Preliminary Data) (July 23, 2015)
This First Look report is a preliminary report of the data from the Integrated Postsecondary Education Data System (IPEDS) fall 2014 collection,, which included three survey components: Institutional Characteristics for the 2014-15 academic year, Completions covering the period July 1, 2013, through June 30, 2014, and data on 12-Month Enrollment for the 2013-14 academic year.
Measuring student growth for teachers in non-tested grades and subjects: Implementation experiences of early adopters of alternative growth measures (July 21, 2015)
REL Mid-Atlantic has examined the implementation experiences of eight school districts that use student learning objectives or value-added models based on non-state assessments to evaluate teachers.
Education and Certification Qualifications of Public Middle Grades Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing Survey (July 16, 2015)
This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public middle grades teachers. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages of public school teachers who have a major or certificate in their main teaching assignment. The report describes teachers of grades 5–8, but no grade lower than 5 and no grade higher than 9; the report also describes students and classrooms in grades 6–8.
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Selected Subjects: Evidence From the 2011–12 Schools and Staffing Survey (July 16, 2015)
This Statistical Analysis Report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes. Using data from the 2011–12 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States, this report examines the percentages teachers who have a major or certificate in their main assignment in a selection of 11 broad subject areas and 9 subfields. The 11 broad subject areas include English, mathematics, science, social science, French, German, Latin, Spanish, art/arts and crafts, music, and dance/drama or theater. Subfields of science include biology/life science, physical science, chemistry, earth science, and physics. Subfields of social science include economics, geography, government/civics, and history.
New REL West Report Provides Insights on Identifying and Assessing English Learner Students with Learning Disabilities (July 9, 2015)
This report describes the key issues discussed in the research literature for identifying, assessing, and placing English learner students who may or may not have learning disabilities, as well as current state procedures for the 20 states with the largest English learner populations.
Indicators of School Crime and Safety: 2014 (July 9, 2015)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
Mapping State Proficiency Standards Onto NAEP Scales: Results From the 2013 NAEP Reading and Mathematics (July 9, 2015)
Under the 2001 reauthorization of the Elementary and Secondary Education Act of 1965, states developed their own assessments and set their own proficiency standards to measure student achievement. This has resulted in a great deal of variation among the states, both in their proficiency standards and in their student assessments. This variation has created a challenge in understanding the ability levels of students across the United States because there is no means to compare the proficiency levels established by one state against the others directly. To address this need, NCES has published periodic reports for the past 10 years in which NAEP is used as a common metric for examining the proficiency standards set by states in reading and mathematics in grades 4 and 8.
The Elevate Math summer program: Results from a randomized controlled trial of a summer math intervention show positive effects (July 8, 2015)
REL West examined the effects of the Elevate summer math program on math achievement and algebra readiness, as well as math interest and self-efficacy, among rising 8th grade students.
Join us for a Webinar: The ERIC Thesaurus -- A Key to Finding Education Resources (July 7, 2015)
Hear about the behind-the-scenes activities to maintain this large controlled vocabulary, and how the Thesaurus supports ERIC users in their search for education resources.
WWC Evaluates Study of Hybrid Forms of Interactive Online Learning (July 7, 2015)
Researchers examined how the use of hybrid forms of interactive online learning impacted undergraduate students at seven universities in Maryland. Hybrid forms of such courses combine components of online learning technology with traditional face-to-face instruction. The study does not meet WWC group design standards.
Professional Learning Communities Facilitator’s Guide for the What Works Clearinghouse Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (July 7, 2015)
A new facilitator's guide from REL Southwest is designed to assist teams of educators in applying the evidence-based strategies presented in the WWC's "Teaching Academic Content and Literacy to English Learners in Elementary and Middle School" practice guide.
IES Announces FY 2015 Education Research Grants program (July 1, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces FY 2015 Research Grants under the Evaluation of State and Local Education Programs and Policies Program (July 1, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces FY 2015 Research Grants under the Continuous Improvement Research in Education Program (July 1, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces FY 2015 Research Grants under the Researcher-Practitioner Partnerships in Education Research Program (July 1, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
New guide discusses using state longitudinal data systems for applied research (June 30, 2015)
This new guide highlights the opportunities and constraints that researchers may encounter in using state longitudinal data systems (SLDS) and offers approaches to addressing some common problems. Checklists are provided to guide potential users through seven steps in considering and using SLDS data.
High School Longitudinal Study of 2009 (HSLS:09) 2013 Update and High School Transcript Study: A First Look at Fall 2009 Ninth-Graders in 2013 (June 25, 2015)
This report provides a first look at selected findings from 1) the 2013 Update and 2) the High School Transcript Study of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 is a nationally representative study of a cohort of students who were ninth-graders in fall 2009. The study focuses on understanding students' trajectories from the beginning of high school into higher education and the workforce. The core research questions for the study explore secondary to postsecondary transition plans and the evolution of those plans; the paths into and out of science, technology, engineering, and mathematics (STEM) fields of study and careers; and the educational and social experiences related to these shifts in plans or paths.
Trends in High School Dropout and Completion Rates in the United States: 1972-2012 (June 25, 2015)
This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report draws on an array of nationally representative surveys and administrative datasets to present statistics on high school dropout and completion rates. The report includes national estimates of the percentage of students who drop out in a given 12-month period (event dropout rates), the percentage of young people in a specified age range who are high school dropouts (status dropout rates), and the percentage of young people in a specified age range who hold high school credentials (status completion rates). In addition, the report includes state-level data on event dropout rates and the percentage of students who graduate within four years of starting ninth grade (adjusted cohort graduation rate). Data are presented by a number of characteristics including race/ethnicity, sex, and socioeconomic status.
Forum Guide to Alternative Measures of Socioeconomic Status in Education Data Systems (June 23, 2015)
The Forum Guide to Alternative Measures of Socioeconomic Status in Education Data Systems provides "encyclopedia-type" entries for eight plausible alternative measures of socioeconomic status (SES) and, as such, will help readers better understand the implications of collecting and interpreting a range of SES-related data in education agencies. Chapter 1 reviews recent changes in how SES data are collected in many education agencies and presents a call to action to the education community. Chapter 2 reviews practical steps an agency can take to adopt new measures. Chapter 3 describes each of the eight alternative measures, including potential benefits, challenges, and limitations of each option. This document focuses on the needs and possible solutions for administrative records in education data systems and does not reflect the full spectrum of opportunities available to the research community. The primary audience for this resource includes policymakers, program staff, and data staff in local education agencies, state education agencies, and the U.S. Department of Education. More broadly, it may be useful to anyone with an interest in elementary and secondary education or socioeconomic data.
IES Announces New FY 2015 Research Training Methods Training for Education Researchers Grants (June 22, 2015)
IES recently made new research training grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces New FY 2015 Postdoctoral Research Training Program in the Education Sciences Grants (June 22, 2015)
IES recently made new research training grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces New FY 2015 Predoctoral Interdisciplinary Research Training Programs in the Education Sciences Grants (June 22, 2015)
IES recently made new research training grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
Teacher Training, Evaluation, and Compensation: See Our Newest Topic Area and First Report (June 16, 2015)
The WWC is now reviewing research on programs and interventions that aim to improve teacher preparation and teacher effectiveness. For our first report, we've reviewed the research on MyTeachingPartner-Secondary. Based on one study that meets WWC group design standards with reservations, we found the program to have no discernible effects on the achievement of middle and high school students.
IES Announces FY 2015 Education Research and Development Centers (June 12, 2015)
IES recently made new Education Research and Development Center grant awards for applications considered under the August 2014 deadline. These awards are:
Standards in Schools
Center on Standards, Alignment, Instruction and Learning (C-SAIL)
University of Pennsylvania, Andrew Porter
Knowledge Utilization
The Center for Research Use in Education (CRUE)
University of Delaware, Henry May
IES Announces New FY 2015 Research Grants under the Statistical and Research Methodology in Education--Early Career Program (June 11, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
IES Announces New FY 2015 Research Grants under the Statistical and Research Methodology in Education Program (June 11, 2015)
IES recently made new research grant awards for applications considered under the August 2014 deadline. A list of these awards follows.
REL Midwest examines whether college enrollment choices differ between rural and nonrural high school graduates in Indiana (June 9, 2015)
Data indicate no differences between rural and nonrural graduates in academic preparation, however a greater proportion of rural graduates enrolled in two-year colleges and less selective colleges.
Forum Guide to College and Career Ready Data (June 4, 2015)
The Forum Guide to College and Career Ready Data examines how data are being used to support CCR initiatives. Chapter 1 presents an overview of college and career readiness. Chapter 2 focuses on five specific uses for data to support CCR programs: fostering individualized learning for students; supporting educators in addressing student-specific needs; guiding CCR programmatic decisions through the use of postsecondary feedback loops; measuring agency progress in meeting CCR accountability and continuous improvement goals; and maximizing career opportunities for all students. Each of the use cases includes policy and program questions to consider, a list of key data needs, useful analytics, suggested feedback to request from data users, and emerging needs related to the data use. Chapter 3 outlines a number of overarching issues for the use of CCR data, and Chapter 4 summarizes key points and emerging needs identified throughout the Guide.
IES Announces FY 2015 Special Education Research and Research Training Grants (June 3, 2015)
IES recently made new special education research and research training grant awards for applications considered under the August 2014 deadlines. A list of these awards follows.
New report describes a novel statistical theory for estimating impacts for RCTs for a wide range of designs used in social policy research. (June 2, 2015)
The report discusses a unified, non-parametric design-based approach for impact estimation using the building blocks of the Neyman-Rubin-Holland causal inference model that underlies experimental designs. This approach differs from the more model-based impact estimation methods that are typically used in education research. The report discusses a wide range of statistical topics, such as impact and variance estimation, hypothesis testing, and subgroup and baseline equivalency analyses. The theory underlies the RCT-YES software, currently under development.
NCES Releases "The Condition of Education 2015" (May 28, 2015)
Under mandate by Congress, "The Condition of Education" summarizes important developments and trends in education using the latest available data. The 2015 report presents 42 key indicators on the status and condition of education. The indicators are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. "The Condition of Education 2015" also features three spotlight indicators that describe approaches to learning behaviors for first-time kindergartners and their relationship to achievement in kindergarten and first grade, disparities in educational outcomes among male youth of color, and differences in postsecondary degree completion by socioeconomic status.
WWC Review of a Study of Teach for America (May 27, 2015)
This study examined the effectiveness of teachers in the Teach for America (TFA) program relative to other teachers on improving elementary students’ math and reading achievement. TFA is a highly selective alternative certification program that asks new teachers to commit to 2 years of teaching in low-income schools. Before the 2012–13 school year, the authors randomly assigned over 3,700 elementary students either to classes of current TFA teachers or to classes of other teachers serving the same grade levels in the same schools. The authors measured the effectiveness of TFA teachers by comparing end-of-year math and reading achievement scores of current TFA teachers’ students and comparison teachers’ students. The authors reported that TFA teachers were as effective as the comparison teachers in terms of students’ math and reading achievement in the 2012–13 school year.
Rural Oregon students less likely to enroll and persist in college than nonrural peers (May 26, 2015)
A REL Northwest study of rural and nonrural Oregon high school students found that at all achievement levels, rural students were less likely to enroll and stay in college.
Public School Safety and Discipline: 2013–14 (May 21, 2015)
This First Look provides nationally representative data on public school safety and discipline for the 2013–14 school year. It presents results from a Fast Response Survey System (FRSS) survey, which collected information on specific safety and discipline plans and practices, training for classroom teachers and aides related to school safety and discipline issues, security personnel, frequency of specific discipline problems, and number of incidents of various offenses.
WWC Quick Review of a Recent Study of a Multi-Faceted Support Program for Developmental Community College Students (May 14, 2015)
The study reported the impact of the offer of the City University of New York's Accelerated Study in Associate Programs (ASAP) program on enrollment in college, credit accumulation, completion of developmental requirements, degree attainment, and transfer from a 2-year to a 4-year institution. The ASAP program provides multi-faceted supports to low income community college students in need of developmental courses. The study authors reported no statistically significant differences in initial enrollment in college. However, the ASAP program had significant positive impacts on completing developmental requirements, earning credits, transferring from a 2-year to a 4-year college, and attaining a college degree.
Findings From the Second-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (May 14, 2015)
This brief report provides a first look at the overall second-grade achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and were in second grade in the 2012-13 school year using data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of second grade are shown, both overall and by selected child and family characteristics.
REL report describes variation, stability, and relationships among the measures used to evaluate principals in New Jersey (May 12, 2015)
REL Mid-Atlantic examined the statistical properties of the measures used in a pilot of New Jersey's new principal evaluation system conducted in 14 school districts in 2012-13.
Study of Aerobic Physical Activity and ADHD Symptoms Does Not Meet WWC Standards (May 12, 2015)
This study examined the effect of a daily before-school physical activity program on behavioral outcomes of students in grades K-2. The study authors altered the initial random assignment of a deliberately selected group of students and did not demonstrate baseline equivalence of an analytic sample without imputed outcomes. Therefore, the research does not meet WWC group design standards.
Study of “We Have Skills!” Meets WWC standards (May 12, 2015)
This study examined the effect of We Have Skills! (WHS), a supplemental, video-based social skills program for early elementary students. This study meets WWC group design standards without reservations.
New Blog Focusing on IES Research (May 11, 2015)
The National Center for Education Research (NCER) and The National Center for Special Education Research (NCSER) are pleased to announce the launch of Inside IES Research: Notes from NCER & NCSER. This blog premiered today with a welcome from Commissioners Thomas Brock and Joan McLaughlin.
Look to the blog for discussions of NCER and NCSER programs and services, spotlights on emerging research findings, and perspectives on issues of importance to the education sciences. The blog will be updated weekly.
New Blog Focusing on IES Research (May 11, 2015)
The National Center for Education Research (NCER) and The National Center for Special Education Research (NCSER) are pleased to announce the launch of Inside IES Research: Notes from NCER & NCSER. This blog premiered today with a welcome from Commissioners Thomas Brock and Joan McLaughlin.
Look to the blog for discussions of NCER and NCSER programs and services, spotlights on emerging research findings, and perspectives on issues of importance to the education sciences. The blog will be updated weekly.
Research Funding Webinars Scheduled (May 7, 2015)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences will host a series of webinars related to research funding opportunities in May, June and July.
For more information regarding webinar topics, dates, and registration process, please visit http://ies.ed.gov/funding/webinars/index.asp
Research Funding Webinars Scheduled (May 7, 2015)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences will host a series of webinars related to research funding opportunities in May, June and July.
For more information regarding webinar topics, dates, and registration process, please visit http://ies.ed.gov/funding/webinars/index.asp
Digest of Education Statistics, 2013 (May 7, 2015)
The Digest is a compilation of statistics covering the broad field of education from prekindergarten through graduate school. The Digest contains data on education institutions, teachers, enrollments, graduates, educational attainment, finances, libraries, and international comparisons.
National Household Education Surveys Program of 2012: Data File User’s Manual and 2012 Public-Use Data Files (May 6, 2015)
The 2012 National Household Education Surveys Program (NHES:2012) Data File User’s Manual provides documentation and guidance for users of the NHES:2012 data files, which include data from the Early Childhood Program Participation survey and the Parent and Family Involvement in Education survey.
Updated Report: Research on Check & Connect Shows Positive Impacts on Staying in School (May 5, 2015)
Check & Connect aims to help students stay in school by continually monitoring school performance and providing individualized attention through mentoring, case management, and other supports. This updated WWC review finds that the program has positive effects on staying in school, potentially positive effects on progressing in school, and no discernible effects on completing school for high school students with learning, behavioral, or emotional disabilities.
Reviewing the Research on Credit Recovery Programs (May 5, 2015)
Credit recovery programs allow high school students to recover course credit for classes they previously failed. A WWC review finds that none of the existing research meets WWC design standards. More research is needed to determine the effectiveness of credit recovery programs on dropout prevention.
Reconnecting Youth for Dropout Prevention: More Research Needed (May 5, 2015)
Reconnecting Youth is an elective, credit-bearing course for students at risk of dropping out of school. The WWC reviewed the research on Reconnecting Youth and its impacts on at-risk middle school, junior high school, or high school students. None of the existing research meets WWC design standards. More research is needed to determine the program's impacts.
What Predicts Developmental Education Participation? (May 5, 2015)
A new REL Northwest study examines characteristics of Oregon high school graduates who attend community college and what predicts their participation in developmental education courses.
New REL Toolkit: Logic Models for Program Design, Implementation, and Evaluation (May 5, 2015)
A new workshop toolkit from REL Northeast and Islands engages practitioners in an interactive process to learn the fundamentals of logic models and their use in program evaluation.
State Capacity to Support School Turnaround (May 5, 2015)
This evaluation brief sheds light on states' capacity to support their low-performing schools by documenting gaps in expertise and strategies used to enhance capacity.
Instructional Improvement Cycle Toolkit (May 5, 2015)
REL Central's new toolkit provides teachers with a process and tools to engage in an instructional improvement cycle of gathering and analyzing data on instructional strategies and student learning, and adjusting instruction based on this data.
IES Announces 21 FY 2015 Small Business Innovation Research (SBIR) Awards (May 4, 2015)
The IES Small Business Innovation Research (SBIR) program awarded 21 contracts to small business firms in response to solicitations that closed January 15, 2015 (Phase I) and February 5 (Phase II). For additional information, please visit the IES SBIR program webpage.
Public School Teacher Attrition and Mobility in the First Five Years: Results from the First Through Fifth Waves of the 2007–08 Beginning Teacher Longitudinal Study (April 30, 2015)
To learn about the early career patterns of beginning teachers, NCES undertook the BTLS, which is a nationally representative longitudinal study of public school teachers who began teaching in 2007 or 2008. The BTLS provides researchers with the opportunity to examine the career paths of beginning teachers as well as factors that may influence those paths.
The Nation’s Report Card: 2014 U.S. History, Geography, and Civics at Grade 8 (April 29, 2015)
This report presents grade 8 results for the 2014 National Assessment of Educational Progress (NAEP) in U.S. history, geography, and civics. National results for representative samples of students are reported as average scale scores and as percentages of students performing at three achievement levels: Basic, Proficient, and Advanced. Additional results are reported based on students’ demographic characteristics and educational experiences. The results are presented along with sample tasks and student responses. Information is also provided on NAEP samples and school and student participation rates. Trend results are reported for previous assessment years in these three subjects.
REL Northwest Examines Characteristics of Students Who Graduated from High School On Time (April 29, 2015)
A REL Northwest study shows that attendance and grade point average in grades 8 and 9 are significantly associated with graduating within four years.
IES Releases FY2016 Funding Announcement for Research Networks Focused on Critical Problems of Education Policy and Practice (CFDA 84.305N) (April 29, 2015)
The Institute of Education Sciences requests applications to form Research Networks Focused on Critical Problems of Education Policy and Practice. The networks are designed to focus resources and attention on education issues that are high priority for the nation, and to create a structure and process for researchers who are working on these issues to share ideas, build new knowledge, and strengthen their research and dissemination capacity.
For FY 2016, the Institute invites proposals on two topics:
- Supporting Early Learning from Preschool Through Early Elementary School Grades (Early Learning Network)
- Scalable Strategies to Support College Completion (College Completion Network)
To view the Request for Application for this competition, click here.
NCES Blog: Does the Department of Education collect information on young children’s social and emotional development? (April 28, 2015)
Yes, we do! During their early years, children are developing socially and emotionally. This includes the development of social skills, relationships, and regulation of emotions. Children’s socioemotional development can affect school experiences and outcomes, so it makes sense that the Department of Education is interested in this topic.
New REL Pacific Report Discusses Factors Related to Teacher Absenteeism (April 28, 2015)
A new REL Pacific report provides a summary of factors found in international literature (pay structure, management, working conditions, community conditions, and social and cultural responsibilities), which may be contributing to teacher absenteeism.
REL Northeast & Islands report describes how preschools collect and use data (April 27, 2015)
The report describes how preschools in a mid-sized city in the Northeast collect and use data on early learning outcomes, dosage, and classroom quality and the challenges they face. It further demonstrates how preschools could use data.
IES Releases FY2016 Funding Announcements for Grant Competitions in Education and Special Education Research and Training (April 21, 2015)
IES has released FY2016 funding announcements for grant competitions in education and special education research and training. » more info
New REL Northeast & Islands Workshop Toolkit for Establishing a Culture of Data Use in Schools (April 20, 2015)
The workshop toolkit is designed to guide teams of district and school leaders and teachers through five essential elements to create and refine a culture of data use in their educational setting.
The New NCES Blog Will Contain Short Entries on a Variety of Topics (April 17, 2015)
NCES is excited to announce the debut of our new blog site. Through this new blog, we look forward to spreading the word about the important and interesting data that we collect and analyze here at the Center. The blog will provide a forum for news about the latest developments in NCES surveys, exciting new research opportunities, commonly misunderstood education measures, important new findings, and innovative data tools. In addition to covering a wide range of topics, the future blogs will cover the full range of NCES survey areas.
Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Postsecondary Transcripts of 2002 Sophomores (April 16, 2015)
This First Look introduces new data from the Education Longitudinal Study of 2002, collected in 2012-2013 from postsecondary transcripts of students who were high school sophomores in 2002. The analyses examine students’ educational attainment; coursetaking and major choice; degree completion; and credit accrual.
IES Releases FY2016 Funding Announcements for Grant Competitions in Education and Special Education Research and Training (April 15, 2015)
IES has released FY2016 funding announcements for grant competitions in education and special education research and training. The Request for Applications for each competition is available at: http://ies.ed.gov/funding/.
Updated WWC Report: Shared Book Reading Shows Mixed Effects for Preschool Children (April 14, 2015)
Shared book reading (also known as interactive shared book reading) encompasses practices that adults can use when reading with children, which are intended to enhance young children’s language and literacy skills. The WWC recently combined and updated its September 2006 report on shared book reading and its January 2007 report on interactive shared book reading to include the most recent available evidence. The WWC review of this research found that shared book reading has mixed effects on comprehension and language development and no discernible effects on alphabetics and general reading achievement for children under age 6 and not yet in kindergarten.
New REL Mid-Atlantic Report: PLUS Loan Requirements and Historically Black Colleges and Universities (April 14, 2015)
REL Mid-Atlantic analyzed financial aid and enrollment changes during the 2012/13 school year after credit history requirements for the Parental Loans for Undergraduate Students program were increased.
NCER to Host Webinar for State Evaluation Research Competition (April 10, 2015)
On Tuesday, April 28th, IES staff will conduct a webinar to provide information on applying for research grants within the Fiscal Year 2015 Evaluation of State Education Programs and Policies program (84.305E). The State Evaluation program supports the evaluation of fully-developed programs and policies implemented by State educational agencies to determine whether they produce a beneficial impact on student education outcomes. The application deadline for this competition is June 10th, 2015. To register for the webinar, click here.
New Practice Guide: Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students (April 7, 2015)
Mastering algebra is important for future math and postsecondary success. Help students tackle this subject with evidence-based recommendations from our new practice guide, Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students. The methods and examples included in the guide focus on helping students analyze solved problems, recognize structure, and utilize alternative approaches to solving algebra problems. Teachers can implement these strategies in conjunction with existing standards or curricula. Plus, these strategies can be utilized for all students learning algebra in grades 6–12 and in diverse contexts, including during both formative and summative assessment. Get your free copy today!
A guide for monitoring district implementation of educator evaluation systems (April 7, 2015)
A new guide from REL Central can help states rate district implementation of new evaluation systems. The guide includes a step-by-step process and tools to collect and analyze implementation data.
Study of Six Boston Charter High Schools Does Not Meet WWC Standards (March 31, 2015)
A recent study examined the impacts of attending Boston’s charter high schools on students’ reading and math achievement, high school graduation, and college outcomes. The study had high levels of attrition, and the statistical techniques used by the study do not allow the study to demonstrate baseline equivalence. Therefore, the research does not meet WWC group design standards.
WWC Reviews Study of Talent Transfer Initiative’s Impacts on Math and Reading Scores (March 31, 2015)
A recent study used a randomized controlled trial to examine the impacts of the Talent Transfer Initiative (TTI) on reading and math achievement for students in 10 school districts. The TTI program enabled principals of low-performing schools to give bonuses to high-performing teachers when they transferred to and stayed in the low-performing schools. Some analyses meet WWC group design standards without reservations.
Vocabulary Results from the 2013 NAEP Reading Assessment (March 31, 2015)
This report presents results focusing on the vocabulary component of the 2013 National Assessment of Educational Progress (NAEP) reading assessment. Examples of vocabulary questions at grades 4, 8, and 12 are presented in the report along with the percentages of students who responded correctly. Students’ overall performance on the vocabulary questions is reported as average scores on the NAEP vocabulary scale. National results from 2015 are compared to results from 2011 and 2009 for grades 4 and 8, and to results from 2009 at grade 12 (the NAEP reading assessment was not administered in 2011 at grade 12).
REL Northeast and Islands study describes online course use in New York public high schools (March 31, 2015)
A new study from the Regional Educational Laboratory Northeast and Islands describes how and why public high schools in the Greater Capital Region of New York used online learning for their students during the 2012/13 school year.
New REL Report Explores How to Predict Early College Success (March 31, 2015)
REL Midwest examined whether data on Indiana's 2010 high school graduates, their high schools, and the colleges in which they enrolled could predict their early college success (enrolling in only nonremedial courses in the first semester, completing all attempted credits in the first semester, and persisting to a second year of college).
What Is the Price of College? Total, Net, and Out-of-Pocket Prices by Type of Institution in 2011–12 (March 26, 2015)
This report describes three measures of the price of undergraduate education in the 2011–12 academic year: total price of attendance (tuition and living expenses), net price of attendance after all grants, and out-of-pocket net price after all financial aid.
The Impacts of Summer Counseling on College-Bound Students: Atlanta Site Analysis (March 24, 2015)
This study examined whether summer counseling programs for college-bound students, one in Boston and one in Atlanta, increased college enrollment and persistence into the sophomore year. This WWC review focuses on the design, analysis, and findings from the Atlanta site. This portion of the study is a well-executed randomized controlled trial with no attrition and meets WWC group design standards without reservations.
The Impacts of Summer Counseling on College-Bound Students: Boston Site Analysis (March 24, 2015)
Researchers examined the impacts of summer counseling programs, one in Boston and one it Atlanta, on college-bound students’ college enrollment and persistence into sophomore year. This WWC review focuses on the design, analysis, and findings from the Boston site. This portion of the study is a well-executed randomized controlled trial with no attrition and meets WWC group design standards without reservations.
REL Southeast Describes What’s Happening with Florida’s Educational Leaders (March 24, 2015)
This report from the REL Southeast at Florida State University describes the demographic makeup, certifications, experiences, 10-year career paths, and evaluations of Florida's 2011/12 assistant principals and principals.
Do Developmental Summer Bridge Programs Improve Outcomes for Postsecondary Students? (March 17, 2015)
Developmental summer bridge programs are designed to reduce the need for developmental education in college by providing students with accelerated instruction in areas where additional knowledge and skills are needed to help them succeed in higher education. A WWC review of the existing research finds that these programs have no discernible effects on academic achievement, postsecondary enrollment, and credit accumulation for postsecondary students.
IES Releases FY2015 Funding Announcement for Evaluation of State Education Programs and Policies (CFDA 84.305E) (March 12, 2015)
IES is holding a special competition for the FY 2015 Evaluation of State Education Programs and Policies (84.305E). This program will support rigorous evaluations of education programs and policies implemented by state education agencies that have important implications for improving student education outcomes. These evaluations are to be carried out by partnerships between research institutions and State educational agencies (SEAs).
IES Invites Applications for the FY 2015 SLDS Grants Competition (March 12, 2015)
IES invites State educational agencies to apply for grants to assist them in using data in statewide, longitudinal data systems (SLDS) to inform their efforts to improve education in critical areas. Applicants may apply for funds to carry out projects to address up to two of the following data use priorities: 1) Financial Equity and Return on Investment (ROI); 2) Educator Talent Management; 3) Early Learning; 4) College and Career; 5) Evaluation and Research; 6) Instructional Support. Under any of these priorities, States should consider how their proposals would enhance their ability to use their SLDS to address the needs of at-risk students, including children and youth who are or have been homeless or in the child welfare or juvenile justice systems. All States and territories are eligible to apply for this competition.
Help improve the ERIC Thesaurus! (March 11, 2015)
ERIC is working on a Thesaurus update, which involves adding and changing descriptors. You are invited to share your expertise to help us improve this valuable tool by emailing us at ERICRequests@ed.gov. All suggestions received by March 23, 2015 will be considered.
REL Midwest Study Analyzes Changes in Michigan's Quality Rating and Improvement System (QRIS) (March 10, 2015)
A new REL Midwest report about Michigan's Quality Rating and Improvement System (QRIS) compares the distributions of ratings in the original QRIS, the newly revised QRIS with relaxed domain requirements, and an approach that only used programs' overall scores.
Public Elementary and Secondary School Arts Education Instructors (March 5, 2015)
This Statistics in Brief uses data from two administrations of the Fast Response Survey System to present findings related to the different types of school staff (e.g., full-time staff, part time staff) used to provide arts instruction in public elementary and secondary schools; the extent to which public elementary schools used arts specialists (i.e., education professionals with a teaching certificate in an arts discipline who provide separate instruction in that discipline) to provide arts education to students; and the prevalence of arts instruction facilities in public elementary schools.
Help improve the ERIC Thesaurus! (March 4, 2015)
ERIC is working on a Thesaurus update, which involves adding and changing descriptors. You are invited to share your expertise to help us improve this valuable tool by emailing us at ERICRequests@ed.gov. All suggestions received by March 23, 2015 will be considered.
IES Technical Working Group Summaries Now Available (March 3, 2015)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) held two Technical Working Group meetings in 2014 to discuss critical research needs and ways to strengthen IES research and training programs.
WWC Review of a Recent Study of Full-Day vs. Part-Day Preschool (February 26, 2015)
This study examined whether children enrolled in a full-day preschool program scored higher on school readiness measures and had higher attendance rates than children who attended the same schools but participated in the part-day program. Although the authors reported statistically significant impacts of full-day preschool on school readiness indicators and attendance, the study does not meet WWC group design standards.
WWC Review of a Recent Tools of the Mind Study (February 25, 2015)
This study examined whether the Tools of the Mind program increased academic achievement, cognitive flexibility, working memory, attention control, and cognitive processing speed for kindergarten students. Tools of the Mind is a pedagogical approach that emphasizes teacher-led interactions between classmates. The study authors randomized 79 classrooms to implement either Tools of the Mind for 2 years or to act as a comparison group that did not use any programs similar to Tools of the Mind. The study examined math skills, reading and vocabulary skills, and general reasoning. The study reported that students who were exposed to Tools of the Mind had improved math skills, reading skills, response time on cognitive flexibility tasks, working memory, and cognitive processing speed at the end of kindergarten relative to the comparison students.
REL Southeast compares methods for developing early warning systems of reading risk (February 25, 2015)
REL Southeast at Florida State University examined the use of logistic regression and classification and regression tree analyses in the identification of early warning indicators of risk for low performance in reading.
REL study explores how differences in methods and specifications used to identify “beating-the-odds” schools lead to variations in results (February 24, 2015)
A new REL Midwest report demonstrates how the identification of "beating-the-odds" schools changes when different choices of statistical methods and technical specifications are made.
Early High School Dropouts: What Are Their Characteristics? (February 19, 2015)
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09) to examine the extent to which high school students drop out of school between the ninth and eleventh grade and how dropout rates vary by sex, race/ethnicity, and socioeconomic status.
Summer Reading Camp Self-Study Guide aims to assist states in reading camp implementation (February 17, 2015)
REL Southeast has developed the Summer Reading Camp Self-Study guide, a template for data collection and guiding questions for discussion, to help states and districts develop their Summer Reading Camp policies.
Gender Differences in Science, Technology, Engineering, and Mathematics (STEM) Interest, Credits Earned, and NAEP Performance in the 12th Grade (February 12, 2015)
This Statistics in Brief describes high school graduates’ attitudes toward STEM courses (specifically, mathematics and science), credits earned in STEM fields, and performance on the NAEP mathematics and science assessments in 2009.
NCSER Announces 2015 Single-Case Design Summer Training Institute (February 11, 2015)
The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its 5th Summer Research Training Institute on Single-Case Intervention Research Design and Analysis.
WWC Reviews Study of the Responsive Classroom Professional Development Program (February 10, 2015)
A study conducted during the 2008 to 2011 school years examined the impact of Responsive Classroom, a professional development program for teachers, on student achievement. Twenty-four elementary schools from a large, ethnically and socioeconomically diverse district in a mid-Atlantic state participated in the study. Study authors altered the initial random assignment of schools and did not account for these changes in their analysis. In addition, the analytic samples were not equivalent at baseline on math or reading achievement. Thus, the research does not meet WWC group design standards.
Updated Review of Houghton Mifflin Reading© Finds that More Research is Still Needed on Program’s Impacts (February 10, 2015)
Houghton Mifflin Reading© is a reading program designed for grades K–6. The program provides step-by-step instruction in reading using Big Books (fiction and nonfiction literature), anthologies, Read Aloud books, and audio compact discs. The WWC has updated its 2008 review of Houghton Mifflin Reading© to include reviews of recent studies. This latest review finds that none of the existing research on the program and its impacts on young readers meets WWC standards. More research is still needed to determine the program's impacts on early readers.
New Report Describes How School Practices Vary with Accountability for the Students with Disabilities Subgroup (February 10, 2015)
This study presents descriptive findings on school practices in 12 states during 2010–11 for elementary and middle schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act (ESEA). The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years.
Study Assesses the Impact of Diagnostic Assessment Tools (DAT) on Mathematics and Reading Achievement (February 3, 2015)
Researchers examined the use of Diagnostic Assessment Tools (DAT) on the mathematics and reading outcomes of students in 59 schools in Indiana. DAT consists of interim assessment tools that are modified to align with Indiana’s state assessments. This study is a well-executed randomized controlled trial with low sample attrition. A subset of the analyses described in the study meets WWC group design standards without reservations. The study authors found, and the WWC confirmed, that the use of DAT did not have a statistically significant impact on general mathematics achievement or reading achievement for the full sample of students in grades K–8, but that the use of DAT did have statistically significant positive effects for grades 5 and 6 in mathematics achievement and grades 3–5 in reading achievement.
Join Us for a Webinar on Quasi-Experimental Designs (February 3, 2015)
Register now for a webinar on how to design and execute high-quality quasi-experimental designs (QEDs) with the intent of meeting WWC standards. The presentation will include guidance on key features to keep in mind while designing the study, information the WWC looks for in order to assess the study, pitfalls and strengths of studies we have reviewed, and common misconceptions about different types of QEDs.
New Quick Review on “The Equity Project Charter School: Impacts on Student Achievement” (February 3, 2015)
This study examined the impacts of The Equity Project (TEP) Charter School on the academic outcomes of fifth- through eighth-grade students attending the school during the 2009-10 to 2012-13 school years. The TEP model emphasizes teacher recruitment, professional development, and teacher accountability, and seeks to recruit high quality teachers by offering substantially higher compensation than typically offered by the New York City Department of Education The authors reported that The Equity Project Charter School increased students' test scores during the 2012-13 school year in math, English/language arts, and science. However, during the 2009-10 and 2010-11 school years, The Equity Project Charter School negatively impacted students' test scores in math and English/language arts.
NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts for School Year 2011-12 (FY 12) (January 29, 2015)
The national median of total revenues per pupil across all local education agencies (LEAs) was $11,770 in FY 12, which represents a decrease of 2.9 percent from FY 11, after adjusting for inflation. The national median of current expenditures per pupil among all LEAs was $9,937 in FY 12, a decrease of 2.5 percent from FY 11.
In FY 12, current expenditures per pupil in the 100 largest public school districts ranged from a low of $5,412 in Alpine School District, Utah to a high of $20,226 in New York City School District, New York. Current expenditures per pupil were next highest in Boston City Schools, Massachusetts ($19,720); Baltimore City Schools, Maryland ($15,287); Anchorage School District, Alaska ($14,963); Montgomery County Public Schools, Maryland ($14,873); Howard County Public Schools, Maryland ($14,747); Columbus City Schools, Ohio ($14,008); and Atlanta Public Schools, Georgia ($14,006).
NCES Releases National and State Revenues and Expenditures for Public Elementary and Secondary Education for School Year 2011-12 (FY 12). (January 29, 2015)
Current expenditures per pupil for public elementary and secondary education were $10,667 on a national level in FY 12. Current expenditures per pupil ranged from $6,441 in Utah to $19,847 in the District of Columbia. Expenditures per pupil were next highest in New York ($19,396); New Jersey ($17,982); Alaska ($17,475); Connecticut ($16,855); Vermont ($16,651); and Wyoming ($15,988).
State and local revenues per pupil decreased by 0.8 percent on a national basis from FY 11 to FY 12, and decreased by 1 percent or more in 20 states from FY 11 to FY 12, after adjusting for inflation.
Current expenditures per pupil decreased by 2.8 percent on a national basis between FY 11 and FY 12, and decreased by 1 percent or more in 37 states, after adjusting for inflation.
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2011-12. State education agencies in the 50 states and the District of Columbia provide the data to the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.
New REL Midwest study describes online course use in Iowa and Wisconsin public high schools (January 20, 2015)
A new study from the Regional Educational Laboratory Midwest describes how and why Iowa and Wisconsin public high schools used online learning for their students during the 2012-13 school year.
Four-year high school graduation rate rises to 81% for 2012-13 school year, most states show increases (January 16, 2015)
A new Web Table reports the national high school graduation rate for 2012-13 at 81%, up from 80% in 2011-12. The adjusted cohort graduation rate measures the percent of high school students in public schools who graduate with a regular high school diploma in four or fewer years from their first time in Ninth Grade. The table includes the overall rate for the nation, each state and the District of Columbia for 2010-11, 2011-12 and 2012-13.
Re-Designing Teacher Evaluation: Lessons Learned from a Pilot Implementation in New Hampshire (January 13, 2015)
In response to questions posed by the New Hampshire Northeast Educator Effectiveness Research Alliance and the New Hampshire Department of Education, REL Northeast and Islands conducted a study of the pilot implementation of new teacher evaluation systems in New Hampshire's School Improvement Grant (SIG) schools.
New REL Appalachia Report Examines Kentucky College Preparatory Transition Courses (January 6, 2015)
This report describes enrollment and pass rates in college preparatory transition courses in math and reading for all Kentucky students in the 2011/12 school year. This "Stated Briefly" report summarizes the results of another report of the same name (REL 2014–009) released on March 4, 2014.
New REL Report: A Practitioner’s Guide to Implementing Early Warning Systems (January 6, 2015)
This REL Northwest report offers practical information for teams that want to use an early warning system to identify, support, and monitor students at risk of dropping out.
New REL Northeast & Islands Workshop Toolkit: Practitioner Data Use (December 30, 2014)
REL Northeast & Islands created a workshop toolkit that you can use to engage practitioners in a collaborative process to build foundational skills in data-driven inquiry and instructional decision-making.
REL Southeast Releases a Guide to Analyzing Administrative Databases (December 23, 2014)
This report outlines the processes and procedures used to analyze data from the Florida education staffing database. The report also provides directions and examples for conducting similar work using administrative databases
New REL Northeast & Islands report: Analyzing Nested Data Using Multilevel Modeling in SPSS (December 23, 2014)
This report provides a primer for using multilevel regression modeling to analyze multiple levels of data (students nested in schools), and provides an illustration from a REL Northeast & Islands study of English language learners.
Pennsylvania's tool for evaluating school leaders: Findings from an initial pilot (December 17, 2014)
REL Mid-Atlantic examined the extent to which the Framework for Leadership, Pennsylvania's new tool for evaluating school leaders, produces accurate assessments of their effectiveness.
REL Central report describes state evaluation of teacher preparation programs in the Central Region (December 16, 2014)
REL Central Region states are changing how they evaluate teacher preparation programs, focusing on the performance of program graduates, developing statewide data collection tools, investing in data system development, and exploring new approaches for reporting evaluation findings.
Study Examines Impacts of Sending Financial Aid Reminders via Text Message (December 16, 2014)
Do text message reminders regarding financial aid increase annual federal student aid renewal and college persistence? Using a sample of 808 students, researchers discovered that text messaging the financial aid renewal information significantly affected the rates of persistence from their freshman to their sophomore years for students in 2-year (but not 4-year) institutions. The study was well executed and meets WWC group design standards without reservations.
Building Understanding of Fractions in At Risk Fourth-Graders (December 16, 2014)
Researchers recently examined the impacts of two versions of the math instruction program Fraction Face-Off! on the math achievement of 243 fourth-grade students at risk for low mathematics achievement. This well-executed study that meets WWC group design standards without reservations found that both fluency and conceptual versions of the program had positive impacts on math achievement.
More Research is Needed on Academy of READING® and Its Impact on Young Readers (December 16, 2014)
Academy of READING is an online program that aims to improve students' reading skills using a structured and sequential approach to learning in five core areas--phonemic awareness, phonics, fluency, vocabulary, and comprehension. None of the existing research on the program and its impacts on adolescent readers meets WWC group design standards. More research is needed to determine the programs impacts.
IES SBIR Fiscal Year 2015 Program Solicitations are Now Open (December 10, 2014)
The Institute's Small Business Innovation Research (SBIR) program provides funding to firms and partners for the research and development and evaluation of commercially viable education technology products. On December 1, 2014, the program released two Fiscal Year 2015 solicitations.
New REL Report Summarizes Factors Related to Student Non-Enrollment and Chronic Absenteeism (December 9, 2014)
A new REL Pacific report provides a summary of student-, family-, school-, and community-specific factors found in U.S. and international literature that may be keeping children out of school.
New REL Brief: Gearing Up to Teach the Common Core State Standards for Mathematics in the Rural Northeast (December 9, 2014)
This REL Northeast & Islands report summarizes the most pressing challenges and needs identified by rural Northeast math educators who have begun to implement the Common Core State Standards for Mathematics. This brief summarizes the results of another report, Gearing up to teach the Common Core State Standards for Mathematics in rural Northeast Region schools, released on November 12, 2014.
Teaching and Learning International Survey (TALIS) 2013: U.S. Technical Report (December 9, 2014)
This technical report is designed to provide researchers with an overview of the design and implementation of the Teaching and Learning International Survey (TALIS) 2013 in the United States.
Watch our Webinar Designed for Faculty of Principal and Teacher Preparation Programs (December 5, 2014)
Now available for viewing anytime, this webinar discusses a variety of WWC resources that can help instructors of teacher and school leader preparation programs help their students to make decisions and improve their craft. Watch the rebroadcast and download the transcript!
IES SBIR Fiscal Year 2015 Program Solicitations are Now Open (December 4, 2014)
The Institute’s Small Business Innovation Research (SBIR) program provides funding to firms and partners for the research and development and evaluation of commercially viable education technology products. On December 1, 2014, the program released two Fiscal Year 2015 solicitations.
WWC Finds Study of Accelerated Learning Program Does Not Meet Standards (December 2, 2014)
Developed at the Community College of Baltimore County, the Accelerated Learning Program is designed to help students meet the developmental writing requirement and maximize their likelihood of success in English 101. Researchers examined the effectiveness of the Accelerated Learning Program on course completion, credit accumulation, and grades. However, students were not randomly assigned to the intervention and comparison groups, and available information on baseline equivalence included some imputed cases. Currently, the WWC does not allow for the use of imputed data in quasi-experimental studies. Therefore, the research does not meet WWC group design standards.
Study of Increased Course Structure and Student Achievement Does Not Meet WWC Standards (December 2, 2014)
A recently published study examined the impacts of deviating from a traditional college lecture format to provide increased course structure for undergraduate students in a Biology course. However, because the comparison group was formed from earlier cohorts, time is considered a confounding factor—or a component of the study that is completely aligned with one of the conditions. Therefore, differences between the groups cannot be attributed solely to the intervention, and the study does meet WWC group design standards.
Students with disabilities in Utah: A look at school mobility, dropout, and graduation rates across the different disability categories (November 26, 2014)
REL West has released a report that documents the single-year mobility and dropout rates, as well as the four-year cohort dropout and graduation rates, for students in Utah by disability categories.
New REL report investigates initial implementation of new multiple-measure teacher evaluations in Arizona (November 25, 2014)
REL West identified initial implementation challenges and described staff perceptions of new multiple-measure teacher evaluations aligned with the Arizona Framework for Measuring Educator Effectiveness.
Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants (November 25, 2014)
This evaluation brief sheds light on the implementation of School Improvement Grants (SIG) by examining 11 high-ELL SIG schools’ efforts to improve teacher capacity for serving ELLs as they try to turn around a history of low performance.
How common is repeating Algebra I, and how much do students improve when they repeat? (November 25, 2014)
This REL West study explores the prevalence of students repeating Algebra I, who is most likely to repeat the course, and the level of improvement for students who repeat.
Mobile Digest of Education Statistics. 2013 (November 20, 2014)
This accessible compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The "Mobile Digest" is designed as an easy mobile reference for materials found in detail in the "Digest of Education Statistics, 2013".
College Bound with the WWC (November 20, 2014)
Updated for 2014! Overwhelmed this college application season? The WWC can help. WWC practice guides and single study reviews offer tips on financial aid, exams, applications, and navigating enrollment. And our new postsecondary topic area page reviews the evidence on postsecondary educational interventions. Get started now!
Graduation Rates for Selected Cohorts, 2005-10; and Student Financial Aid in Postsecondary Institutions, Academic Year 2012-13: First Look (Provisional Data)NCES 2014- (November 20, 2014)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) winter 2013-14 data collection, which included two survey components: Graduation Rates for selected cohorts 2005-2010, as well as Student Financial data for the academic year 2012-13.
Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools (November 19, 2014)
NCEE has released a new report on teaching residency programs supported by grants from the Teacher Quality Partnership program. The report provides descriptive information on program participants, their experiences and retention outcomes.
New Quick Review on “Effects of the FITKids Randomized Controlled Trial on Executive Control and Brain Function” (November 19, 2014)
This study examined whether the Fitness Improves Thinking in Kids (FITKids) after-school program improves executive control, increases aerobic fitness, and lowers body mass index (BMI) in students ages 7–9. The study authors randomly assigned 221 students to participate in FITKids or to be in a comparison group that did not participate in FITKids. Executive control was measured before and after the FITKids program by assessing students’ accuracy and response time on two tasks: an attentional inhibition task and a cognitive flexibility task. The study authors found that the FITKids program led to a statistically significant improvement in aerobic fitness and BMIs, as well as increased accuracy in the attentional inhibition task and in the harder portion of the cognitive flexibility task.
Do Residential Learning Communities Benefit Students in Postsecondary Developmental Education? (November 18, 2014)
Residential learning communities, or living-learning programs, seek to improve student learning and success by integrating students’ academic and daily living environments. None of the existing research on residential learning communities and developmental education meets WWC group design standards. More research is needed to determine the impacts of these programs on students in developmental education.
Linked Learning Communities in Postsecondary Developmental Education (November 18, 2014)
Linked learning communities aim to improve academic outcomes by facilitating active learning and integrating themes and concepts in a community-based setting. The WWC found linked learning communities to have no discernible effects on academic achievement, degree attainment, postsecondary enrollment, credit accumulation, and progress for postsecondary students in developmental education.
REL Study Describes What Math Educators in Rural Schools Need in Order to Implement the Common Core State Standards for Math (November 13, 2014)
Based on input from the Northeast Rural Districts Research Alliance, REL Northeast & Islands conducted a needs assessment of rural Northeast math educators who have begun to implement the Common Core State Standards for Mathematics. This report summarizes the most pressing challenges and needs identified by administrators and teachers across the region.
Relationships among multiple teacher evaluation measures in Arizona: Results from the Arizona Department of Education’s pilot model (November 12, 2014)
REL West explored how well a new teacher evaluation model piloted by the Arizona Department of Education differentiated between higher- and lower-performing teachers and examined the relationships between different component measures (observations, stakeholder surveys, and student academic progress).
REL Appalachia studies access and barriers to online and distance-learning courses in rural Tennessee (November 12, 2014)
REL Appalachia partnered with the Southwest Tennessee Rural Education Cooperative to describe the availability of, use of, and barriers to providing online and distance-learning courses.
REL Midwest study examines the use of student and teacher surveys in principal performance evaluations (November 12, 2014)
REL Midwest investigated whether adding student and teacher survey measures to existing measures increased the power of a principal evaluation model to explain across-school variance in student achievement.
NCES releases the restricted-use data for the first-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (November 7, 2014)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This data file includes information collected during the fall and spring of the 2011-12 school year, when most of the students were in first grade. The file also includes data from the children’s kindergarten year, which were previously released in the ECLS-K:2011 Restricted-Use Kindergarten Data File and Electronic Codebook (NCES 2013-060).
Enrollment in Postsecondary Institutions, Fall 2013; Financial Statistics, Fiscal Year 2013; and Employees in Postsecondary Institutions, Fall 2013:First Look (Provisional Data) (November 6, 2014)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2014 data collection, which included three survey components: Enrollment for fall 2013; Finance for fiscal year 2013; and data on employees in postsecondary education for Fall 2013.
Aerobic physical activity and ADHD symptoms in grade K-2 students: New WWC Quick Review (November 6, 2014)
This study examined the effects of physical activity on symptoms of attention-deficit/hyperactivity disorder (ADHD) in students in kindergarten through second grade. To measure the effectiveness of the physical activity (PA) program relative to the sedentary classroom-based (SC) art program, the study authors compared the PA and SC groups on parent- and teacher-reported measures of ADHD symptoms such as inattention and hyperactivity, oppositional behavior, moodiness, and behavior towards peers. The authors reported that the PA program led to statistically significant decreases in parent reports of some ADHD symptoms for all students and for ADHD-risk students, relative to the SC program. The authors also found that the PA program led to statistically significant decreases in parent reports of moodiness.
Findings From the First-Grade Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (November 6, 2014)
This brief report provides a first look at the overall first-grade reading, math, and science achievement of the students who were attending kindergarten for the first time in the 2010-11 school year and who advanced to first grade for the 2011-12 school year. The report uses new data from the first-grade rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Reading, mathematics, and science assessment scores in the fall and spring of first grade are shown, both overall and by selected child and family characteristics.
New Training Program on Cost-Effectiveness and Benefit-Cost Analysis Methods (November 5, 2014)
The Center for Benefit-Cost Studies of Education (CBCSE) at Teachers College, Columbia University is offering a free training program for researchers and evaluators on applying cost-effectiveness and benefit-cost analysis to educational policies and programs. The program is funded by an IES methods training grant.
Release of Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2012-13 (October 30, 2014)
The National Center for Education Statistics has released the Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2012-13. This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2012-13.
Are Low-Performing Schools Adopting Practices Promoted by School Improvement Grants? (October 28, 2014)
This evaluation brief sheds light on the implementation of School Improvement Grants (SIG) by examining which SIG-promoted improvement practices low-performing schools are adopting.
The Effectiveness of a Difference-Education Program for Incoming College Freshmen (October 28, 2014)
For a recent study of 168 incoming college freshmen, researchers investigated the impact of attending a moderated panel discussion on their adjustment to college. The panel featured demographically diverse college seniors who responded to questions about how their social class backgrounds affected their experience of and adjustment to college. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets WWC group design standards without reservations.
The Impacts of the i3 Scale-Up of Reading Recovery from Year One (October 28, 2014)
Researchers recently examined the Year 1 impacts of the Investing in Innovation (i3) scale-up of Reading Recovery, a short-term intervention for struggling readers, on the reading achievement of first-grade students. This study is a well-executed randomized controlled trial with low levels of sample attrition and meets WWC group design standards without reservations.
Reminder : The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) Request Feedback and Suggestions for Future Work (October 23, 2014)
In August 2014, the Institute of Education Sciences (IES) invited feedback and suggestions on the work of its two research centers: the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). Three topics are of special interest:
- The characteristics of education and special education studies that have had the most influence on policy and practice, and the lessons these studies offer for future work
- Critical problems or issues on which new research is needed
- Recommendations on how to target research funding to do the most good for the field
"Open Court Reading" Has Potentially Positive Effects for Early Readers (October 21, 2014)
Open Court Reading© is a reading program for students in grades K–6 that is designed to teach decoding, comprehension, inquiry, and writing in a three-part logical progression. This updated WWC review of the research on Open Court Reading© found the program to have potentially positive effects on general reading achievement and comprehension for beginning readers.
More Research is Needed on the Carbo Reading Styles Program (October 15, 2014)
The Carbo Reading Styles Program® is a literacy intervention for students in grades K–12 that aims to meet the individual needs of learners through assessment and attention to students’ particular reading learning styles. None of the existing research on the program that falls within the scope of the Beginning Reading review protocol meets WWC group design standards. Therefore, more research is needed to determine if the program is effective for early readers.
REL Northwest Examines Coordination of Statewide Instructional Services (October 14, 2014)
A study of Washington state’s nine Educational Service Districts (ESDs) found the number of school districts served and the expenditure per district varies substantially across ESDs, and the services perceived as most important are not always the highest funded.
REL Mid-Atlantic releases report on rural student college enrollment and persistence in Pennsylvania (October 14, 2014)
This study examines the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes.
What does research say about increased learning time and student outcomes? (October 14, 2014)
A new REL Appalachia brief presents findings about the effects of after-school, summer school, and extended school days on student outcomes. This brief summarizes the results of another report, The Effects of Increased Learning Time on Students’ Academic and Nonacademic Outcomes, released on July 9, 2014.
Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools Under the SOAR Act (October 7, 2014)
A new report from the National Center for Education Evaluation and Regional Assistance explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first few years after Congress reauthorized it with some changes under SOAR Act of 2011. The OSP, established in 2004, is the only federally-funded private school voucher program for low-income students in the United States.
Research on Fast Track Shows Potentially Positive Impacts on Children Classified as Having an Emotional Disturbance (October 7, 2014)
Fast Track is a comprehensive intervention program designed to reduce conduct problems and promote academic, behavioral, and social improvement. For children classified as having an emotional disturbance (or children at risk for classification), Fast Track was found to have potentially positive effects on emotional/internal behavior, reading achievement/literacy, external behavior, and social outcomes.
New Quick Review on “Getting Under the Hood: How and For Whom Does Increasing Course Structure Work?” (October 2, 2014)
This study measured the impact of increasing course structure on student achievement in an undergraduate biology course. The authors modified the traditional lecture format of the course by increasing in-class group work to about 35% of class time, assigning weekly graded preparatory homework, and providing guided questions that students could attempt to answer while reading the week’s assigned textbook material. The study examined the impact of the intervention on exam scores, exam pass rates, and course pass rates. The study authors reported that there were statistically significant impacts on exam scores and on the proportion of students passing the course, but there were no significant differences between the intervention and comparison conditions on exam pass rates.
A Webinar for Faculty of Principal and Teacher Preparation Programs (September 30, 2014)
Join us on Tuesday, October 21, 2014, from 1:00– 2:00 p.m. EDT for a webinar designed specifically for faculty of preservice teacher and principal training programs. The presenters will showcase a variety of WWC resources that teachers and administrators can use to make decisions and improve their craft. The webinar also will demonstrate the WWC’s Find What Works tool, which helps users identify effective interventions by topic, population, and grade level.
ERIC Webinar: Restoring Access to ERIC’s PDFs (September 30, 2014)
ERIC will be hosting a webinar on September 16, 2014 from 1:00–2:30 p.m. EDT to answer many of the questions that have been asked about the PDF restoration process. Please email ericrequests@ed.gov to register. If you have specific questions, please email them in advance to ensure that it will be answered in the webinar.
Study of Display Modes in iPad’s Solar Walk Application Meets WWC Standards (September 30, 2014)
The Solar Walk application enables users to navigate a simulated, realistic-looking 3D solar environment on an iPad. This software is intended to help students understand the order of planets and the shape and size of their orbits. A recent study examined the effects of using the application's two display modes on students' knowledge of the Earth’s place in the solar system. The research comparing students who used Solar Walk for one day is a well-executed randomized controlled trial that meets WWC group design standards without reservations.
WWC Reviews Study Examining Strategies in New York City for Combating Chronic Absenteeism (September 30, 2014)
The New York City Mayor's Interagency Task Force implemented strategies to reduce chronic absenteeism, including improved coordination of services and monitoring of students, and mentoring through the Success Mentors program. The study assessed the impacts of the full set of strategies and of the Success Mentors program separately. The WWC determined that both sets of analyses do not meet WWC group design standards. The groups of students compared in the analysis of the full set of strategies were not equivalent on baseline chronic absenteeism or demographic characteristics. The groups in the analysis of Success Mentors differed in their participation in mentoring and in the other chronic absenteeism strategies used, so the differences in their outcomes conflates the effects of mentoring and the other strategies.
New College Readiness Data Catalog Tool and User Guide (September 24, 2014)
REL Northeast & Islands has created a tool and user guide to help states and districts create data catalogs to inventory their data systems, assess the availability of college readiness indicators, and identify gaps. Researchers can use the resulting data catalogs to determine the feasibility of college readiness–related studies.
REL West Study Examines Suitability of Student and Teacher Survey for Measuring School Climate (September 23, 2014)
This analysis of response data from middle school students and teachers on the California School Climate, Health, and Learning Survey examines the appropriateness of the survey for identifying needs and monitoring changes in school climate.
Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance After One Year (September 16, 2014)
NCEE has released a new report on the Teacher Incentive Fund grants awarded in 2010. This first report provides information on early implementation experiences of all 2010 grantees in 153 districts and impacts on a subset of 10 districts who participated in a random assignment study of the pay-for-performance component of TIF.
New brief discusses forming a team to ensure high-quality measurement in education studies (September 16, 2014)
At the beginning of a study, forming a team whose members can make key measurement decisions that lead to high-quality data will set the course for obtaining accurate and reliable answers to important research questions. This new brief provides tips for finding staff and consultants with the needed measurement expertise and outlines their main responsibilities. It also outlines typical measurement tasks and discusses how team members can work together to complete the measurement tasks successfully.
Evaluation of the Teacher Incentive Fund: Implementation and Early Impacts of Pay-for-Performance After One Year (September 16, 2014)
NCEE has released a new report on the Teacher Incentive Fund grants awarded in 2010. This first report provides information on early implementation experiences of all 2010 grantees in 153 districts and impacts on a subset of 10 districts who participated in a random assignment study of the pay-for-performance component of TIF.
All Aboard the Literacy Special: Reading Resources from the WWC (September 8, 2014)
The WWC's resources on reading programs and strategies can help you improve students’ reading comprehension, fluency, and literacy achievement. Learn ways to build foundational skills for early learners and get strategies to help struggling readers. Search our nearly 50 intervention reports showing positive or potentially positive effects from literacy interventions for K–12 students.
Teacher Attrition and Mobility: Results From the 2012-13 Teacher Follow-up Survey (September 4, 2014)
This First Look report provides some selected findings from the 2012-13 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
REL Webinar: The Next Generation Science Standards and What They Mean for Instruction and Teacher Evaluation (August 27, 2014)
The Next Generation Science Standards (NGSS) are a new set of benchmarks designed to promote K–12 science education with an emphasis on engineering and technology. Join REL Mid-Atlantic for a free webinar to explore how these new standards will affect science instruction and teacher evaluation.
WWC Reviews Study of Kalamazoo Promise Scholarship Program (August 26, 2014)
Researchers examined the impacts of the Kalamazoo Promise Scholarship program on academic and behavioral outcomes of students in grades 9–12 in Kalamazoo Public Schools (KPS). The program provides KPS students with scholarships to attend any community college or public university in Michigan. The study used a quasi-experimental design in which baseline equivalence of the groups cannot be demonstrated. Therefore, the research does not meet What Works Clearinghouse group design standards.
New REL NEI Report: Characteristics and Academic Outcomes of English Language Learners in a New England District (August 26, 2014)
This study examines student and program characteristics that are related to English proficiency and content area achievement for English language learner students in one urban district in New England.
2011-12 Schools and Staffing Survey data are now available in PowerStats (August 21, 2014)
These data were originally released to restricted-use license holders on August 13, 2013 and are now available through PowerStats, an easy-to-use tool for the analysis of NCES’s education data.
New Report on Credit Transfer Now Available (August 20, 2014)
NCES releases a new Statistical Analysis Report titled "Transferability of Postsecondary Credit Following Student Transfer or Coenrollment." This report provides an in-depth analysis on the transfer of postsecondary credit using transcript data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09).
Back-to-School Teaching Tips from the WWC (August 19, 2014)
Check out our updated back-to-school page! Learn how WWC practice guides turn research into action steps to try in the classroom, view the new What Works in Math page, and watch our video on choosing math instructional materials. Compare research on interventions using Find What Works, and meet WWC math expert John Woodward. Get ready for the new school year now!
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) Invite Feedback to Further Their Research Missions and Plan Future Work (August 18, 2014)
The Institute of Education Sciences invites suggestions and feedback on the work of its two research centers: the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER). It is especially welcomes written comments on three topics: the characteristics of education and special education studies that have had the most influence on policy and practice, and the lessons these studies offer for future work; critical problems or issues on which new research is needed; recommendations on how to target research funding to do the most good for the field
WWC Video: Selecting Math Instructional Materials (August 14, 2014)
When searching for mathematics instructional materials, the choices can be overwhelming. The WWC can help education decision makers decide what works for a school or district. Visit the new What Works in Math page and watch the brief video for tips on how the WWC can help through every step of a curriculum selection process.
Designing Strong Studies Webinar (August 13, 2014)
Did you miss the recent WWC webinar for researchers on designing strong studies? Watch the rebroadcast and download the transcript here!
Join Our Team! (August 13, 2014)
The Institute of Education Sciences (IES) at the Department of Education is seeking applications for a Communications Officer.
WWC Quick Review on “Interactive Online Learning on Campus: Testing MOOCs and Other Platforms in Hybrid Formats in the University System of Maryland” (August 11, 2014)
This study measured the impact of using hybrid forms of interactive online learning in undergraduate courses. College students enrolled in hybrid sections of biology, statistics, pre-calculus, computer science, or communications or in sections that used the traditional face-to-face format. The authors measured the impact of the hybrid courses on course pass rates, student grades, and exam questions. The study found that students in hybrid courses and students in traditional courses performed equally well in terms of course pass rates and grades and that students in hybrid courses answered significantly more exam questions correctly than students in traditional courses (study authors reported this significance level as p < .10). The study authors further reported that they found no evidence that interactive online learning was harmful for disadvantaged or underprepared students.
NCER Releases Paper on Partially Nested Randomized Controlled Trial (PN- RCT) Research Design (August 5, 2014)
To help researchers understand and use partially nested randomized controlled trial (PN- RCT) research designs, NCER commissioned a paper, "Partially Nested Randomized Controlled Trials in Education Research: A Guide to Design and Analysis", through a contract with Westat, Inc. and their subcontractor Mathematica.
94% of Documents are ERIC’s Full Text Documents are Now Available! (July 31, 2014)
That is because Phase I of the PDF restoration project is now complete. 94% of the previously removed documents are now available online!
2013-14 Integrated Postsecondary Education Data System (IPEDS) Methodology Report (July 31, 2014)
This report describes the universe, methods, and editing procedures used in the 2013-14 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2013, winter 2013-14, and spring 2014. Information provided in this report is applicable to the full 2013-14 IPEDS collection year.
Postsecondary Institutions and Price of Attendance in 2013-14; Degrees and Other Awards Conferred: 2012-13; and 12-Month Enrollment: 2012-13: First Look (Provisional Data) (July 31, 2014)
This First Look report is a revised version of the preliminary report released on July 10, 2014. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2013 collection,, which included three survey components: Institutional Characteristics for the 2013-14 academic year, Completions covering the period July 1, 2012, through June 30, 2013, and data on 12-Month Enrollment for the 2012-13 academic year.
Speak Out, Listen Up! Tools for Bringing Student Ideas into School Change (July 29, 2014)
REL West developed a toolkit for educators to elicit student' ideas about school-related issues and use their input for school improvement efforts.
Problem Solving Skills of 15-year-olds: Results from PISA 2012 (July 25, 2014)
This Data Point presents results from the 2012 administration of the Program for International Student Assessment (PISA) problem solving assessment. PISA is an international assessment that measures 15-year-old students'' reading, mathematics, and science literacy and, in 2012, general problem solving skills and financial literacy. The PISA computer-based assessment of problem solving assessed how well prepared students are to confront the kinds of problems that are encountered almost daily in 21st century life.
Principal Attrition and Mobility: Results From the 2012–13 Principal Follow-up Survey (July 24, 2014)
The Principal Follow-up Survey (PFS), first conducted in school year 2008-09, is a component of the 2011-12 Schools and Staffing Survey (SASS). The 2012-13 PFS was administered in order to provide attrition rates for principals in K-12 public and private schools. The goal was to assess how many principals in the 2011-12 school year still worked as a principal in the same school in the 2012-13 school year, how many had moved to become a principal in another school, and how many had left the principalship.
Help Students Achieve Success in Math With the Evidence-Based Resources from the WWC (July 23, 2014)
Visit What Works in Math, a central location at whatworks.ed.gov designed to connect teachers with valuable information on effective math programs, products, practices, and policies. Teachers can learn how to make math instruction more effective, improve results, and increase achievement. Educators can also compare the evidence and get research-based recommendations to help students succeed.
WWC Quick Review of the Report "Freshman Year Financial Aid Nudges: An Experiment to Increase FAFSA Renewal and College Persistence" (July 16, 2014)
This study measured the impact of sending text message reminders regarding annual Free Application for Federal Student Aid (FAFSA) renewal to first-year college students who were already receiving financial aid. Students in the comparison group did not receive text message reminders, but did have financial aid process assistance available to them. Overall, there was no statistically significant effect on the rates of student persistence into the second year of college. However, while the persistence rates were similar among intervention and comparison students attending a 4-year institution, intervention students attending a 2-year institution persisted at a higher rate than did students in the comparison condition (75% vs. 64%).
Study of College Possible Impacts Does Not Meet WWC Standards (July 15, 2014)
Designed for low-income students, College Possible is a 2-year after-school curriculum that offers SAT/ACT test preparation, financial aid consulting, and college admissions guidance. The WWC reviewed a 2013 study of the impacts of College Possible on ACT scores, college applications, and college enrollment and has determined that the research does not meet WWC design standards.
Request for Feedback on the Regional Educational Laboratory (REL) Program (July 15, 2014)
IES is seeking feedback about what is working in the current REL contracts, what needs to be improved, and the kinds of resources and services related to data and research that are most needed by educators and policymakers.
The Federal Interagency Forum on Child and Family Statistics Releases America’s Young Adults: Special Issue, 2014 (July 11, 2014)
Today, Friday, July 11, the Federal Interagency Forum on Child and Family Statistics releases America’s Young Adults: Special Issue, 2014. The indicators presented in this report provide a rich snapshot of the health, education, and well-being of America’s young adults.
IES Announces 15 FY 2014 Small Business Innovation Research (SBIR) Awards (July 10, 2014)
The IES Small Business Innovation Research (SBIR) program awarded 15 contracts to small business firms in response to solicitations that closed March 24, 2014. For additional information, please visit the IES SBIR program webpage.
Lessons Learned in Helping State and District Leaders and Researchers Set Education Research Agendas (July 10, 2014)
This new REL Northeast & Islands report describes how they have guided their research alliances toward collaboratively identifying a shared research agenda. The report links to workshop materials that readers can use with their own research partnerships.
Postsecondary Institutions and Price of Attendance in 2013-14; Degrees and Other Awards Conferred: 2012-13; and 12-Month Enrollment: 2012-13: First Look (Preliminary Data) (July 10, 2014)
This First Look presents preliminary data findings from the IPEDS fall 2013 collection, which included three survey components: Institutional Characteristics for the 2013-14 academic year, Completions covering the period July 1, 2012, through June 30, 2013, and data on 12-Month Enrollment for the 2012-13 academic year.
PISA 2012 Financial Literacy Data Tables (July 9, 2014)
These web tables document the performance of U.S. 15-year-old students on a first-ever administration of the 2012 Program for International Student Assessment (PISA) financial literacy assessment.
The PISA financial literacy assessment was conducted in 18 of the 65 education systems that participated in main PISA, and assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks. Results include the average scores for the United States and other education systems; the percentages of students reaching five proficiency levels in financial literacy; and breakouts of performance by sex, socioeconomic status, and student race/ethnicity.
PISA 2012 Financial Literacy Data Point (July 9, 2014)
This Data Point uses data from the 2012 administration of the Program for International Student Assessment (PISA) financial literacy assessment. PISA is an international assessment that measures 15-year-old students' reading, mathematics, and science literacy and, in 2012, general problem solving and financial literacy. PISA is coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of industrialized countries. The PISA financial literacy assessment assessed students’ knowledge and understanding of fundamental elements of the financial world, including financial concepts, products, and risks, as well as their ability to apply what they know to real-life situations involving financial issues and decisions.
The Effects of Increased Learning Time on Students’ Academic and Non-Academic Outcomes (July 9, 2014)
A new REL Appalachia evidence report presents findings about the effects of after-school, summer school, and extended school days on student outcomes.
Designing Strong Studies: A What Works Clearinghouse Webinar for Researchers (July 8, 2014)
Register now for a webinar on how to design studies that are consistent with WWC standards. Find out how to develop the strongest study design possible, how to identify and maintain an appropriate study sample, and how to address common problems in effectiveness research.
Pittsburgh Uses Professional Practice, Student Survey, and Value-Added Measures to Create a Comprehensive Measure of Teacher Effectiveness (July 8, 2014)
REL Mid-Atlantic analyzed data on three new measures of teacher effectiveness that have recently been implemented in the Pittsburgh Public Schools: professional practice measures, student survey measures, and teachers’ “value added” contributions to student achievement growth. This study describes how the ratings on the three measures are distributed across teachers and how the ratings are correlated.
Baccalaureate and Beyond: A First Look at the Employment Experiences and Lives of College Graduates, 4 Years On (B&B:08/12) (July 8, 2014)
This report presents initial findings about the employment outcomes of bachelor’s degree recipients approximately 4 years after they completed their 2007--08 degrees. These findings are based on data from the second follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:08/12), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor’s degree during the 2007--08 academic year. The study addresses questions related to bachelor’s degree recipients’ education and employment experiences and includes two follow-ups. The first follow-up, which was conducted 1 year after graduation, explored both undergraduate education experiences and early postbaccalaureate employment and enrollment. This second follow-up, conducted in 2012, examines bachelor’s degree recipients’ labor market experiences and enrollment in additional postsecondary degree programs through the 4th year after graduation.
Strategies for Early Childhood Instruction (July 7, 2014)
Find out how you can use the WWC to help preschoolers start their journey to academic success! Get tips and tools to develop strong language, literacy, mathematics, cognitive, and social skills. Open the gateway to math success, explore instruction for students with special needs, see how the Find What Works tool can steer you to evidence-based interventions, and discover the WWC's research and resources!
IES Announces New FY 2014 Grants under the Education Research Grants program (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
WWC Reviews Study of the IMPACT Teacher Evaluation System (July 1, 2014)
Researchers recently examined the effects of IMPACT, a teacher evaluation system used in the District of Columbia Public Schools, on teacher retention and performance. This research does not meet WWC regression discontinuity design standards due to the lack of information about attrition and baseline equivalence. Consequently, the WWC could not assess whether changes in teacher retention and performance were related to differences in the teacher characteristics at baseline.
Assessing the Effects of the TRIAD Math Intervention for Preschoolers (July 1, 2014)
Technology-enhanced, Research-based, Instruction, Assessment, and professional Development (TRIAD) is a math intervention for preschoolers that combines a curriculum, a software-based teaching tool, and in-person teacher professional development. This study randomly assigned 42 schools to implement TRIAD or to not implement TRIAD, and the study found that the TRIAD intervention had positive effects on student math performance. The study meets WWC group design standards with reservations because it demonstrates baseline equivalence but has unknown levels of study attrition.
IES Announces New FY 2014 Evaluation of State and Local Education Programs and Policies Program (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Research Grants under the Continuous Improvement in Education Research Program (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Research Grants under the Researcher-Practitioner Partnerships in Education Research Program (July 1, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Research Grants under the Statistical and Research Methodology in Education -Early Career Program (June 26, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Research Grants under the Statistical and Research Methodology in Education Program (June 26, 2014)
IES recently made new research grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces FY 2014 Education Research and Development Centers (June 26, 2014)
IES recently made new Education Research and Development Center grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Training in Education Research Use and Practice Grants (June 25, 2014)
IES recently made new research training grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Methods Training for Education Researchers Grants (June 25, 2014)
IES recently made new research training grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
IES Announces New FY 2014 Predoctoral Interdisciplinary Research Training Grants (June 25, 2014)
IES recently made new research training grant awards for applications considered under the September 2013 deadline. A list of these awards follows.
REL brief provides examples of writing about research concepts in everyday language (June 24, 2014)
Rigorous evaluations of education programs and interventions commonly use concepts and language from research that policy audiences struggle to understand. This brief provides examples of simple language that can convey complex concepts in a more accessible way.
NCSER Announces 2014 Single-Case Design Summer Training Institute (June 19, 2014)
The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its 4th Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the capacity of the nation’s education researchers to conduct methodologically rigorous single-case intervention studies.
When: August 18-22, 2014
Where: Madison, Wisconsin
All applications must be received no later than Monday July 15th, 2014 at 8:00 p.m. EST.
Identifying At-Risk Readers in Florida Using Evidence-Based Decision Trees Instead of Formulas (June 17, 2014)
This study examined whether the early identification of students who are at-risk for reading comprehension difficulties is improved using logistic regression or classification and regression tree analyses. This information can help inform state education leaders’ selection of a method for identifying at-risk students by offering insight into establishing classification rules using both a contemporary and alternative method.
New REL Mid-Atlantic Stated Briefly Report: Discipline Rates in Maryland (June 17, 2014)
This study of Maryland State Department of Education data examines whether exclusionary discipline (suspension and expulsion) is given out in a way that has a disproportionate impact on Black and other racial/ethnic minority students relative to White students and on students in special education relative to other students.
New REL Northeast & Islands English Language Learner (ELL) Program Survey Tool for Principals (June 17, 2014)
REL Northeast & Islands' English Language Learners Research Alliance has created a survey to gather information from principals about school programs, policies, practices, professional development and school-leader knowledge about ELLs. The survey was designed to help state education agencies gather data to better support ELL students.
Indicators of School Crime and Safety: 2013 (June 10, 2014)
The report presents statistics on crime and safety at schools and on college campuses using data collected from students, teachers, principals, and postsecondary institutions, drawing from an array of sources. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
IES SBIR Awardee Teachley Wins 2014 Apple Design Award (June 9, 2014)
On June 3, 2014, New York City-based education technology firm Teachley won a 2014 Apple Design Award for their app, Addimal Adventure. Each year, Apple hosts the Worldwide Developer Conference in San Francisco, during which they recognize outstanding apps. Teachley: Addimal Adventure, available free for iPad, was 1 of 12 apps to win this award. IES is supporting the research and development of this app through our Small Business Innovation Research (SBIR) program.
Creating and Using Automated Data Dashboards for Teachers: New Online Professional Development from the Regional Ed Labs (June 5, 2014)
REL Mid-Atlantic is offering a free online webinar on creating automated data dashboards, using MS Word and Excel. Intended for K–12 teachers, the webinar will show how to design an automated data dashboard and offer the chance to create a sample dashboard.
Find Resources on High School Graduation Rates in ERIC (June 4, 2014)
ERIC has a variety of resources available for learning about graduation rates and how they are calculated. There are nearly 70 peer-reviewed full-text resources, including additional reports from the National Center for Education Statistics and reports from the Regional Educational Laboratories. You can find nearly 1,250 reports, journal articles, and books tagged with ERIC Descriptors relating to high school graduation rates, including about 535 full-text materials.
IES Hosts Webinar on the FY2015 Continuous Improvement in Education Research topic and the Evaluation of State and Local Education Programs and Policies topic (84.305H grant competition) on Monday, June 9, 2014. (June 3, 2014)
IES staff will provide information on applying for a grant to the Continuous Improvement in Education Research topic and the Evaluation of State and Local Education Programs and Policies topic within the Partnerships and Collaborations Focused on Problems of Practice or Policy grants program (84.305H). The webinar will address the requirements for the partnerships and their research.
Does Interactive Learning Online Increase Pass Rates in College and University Settings? (June 3, 2014)
During interactive learning online (ILO), computer-guided instruction substitutes for some, though not all, traditional face-to-face instruction. Students learn course material independently and individual student data is used to provide customized instruction. Does receiving ILO instruction affect pass rates in college and university settings? In a study of 605 students enrolled at six public universities, researchers found that there was no statistically significant difference in course pass rates between students receiving ILO and students receiving face-to-face instruction. This study was well executed and meets WWC group design standards without reservations.
New guide describes opportunities for districts to learn what works (June 2, 2014)
A new IES guide written for district and school leaders describes how districts can take advantage of opportunities to introduce experiments into their normal course of action. Opportunistic experiments can generate strong evidence for informing education decisions—with minimal added cost and disruption.
Expanded Resources Are Now Available for Improving Students’ Mathematical Problem Solving Skills (June 2, 2014)
The Improving Mathematical Problem Solving in Grades 4 Through 8 practice guide provides five recommendations to build students’ mathematical problem solving skills. Now teachers can access expanded content including in-depth videos on each recommendation. Hear from one of the guide’s authors and practitioners in the field. View ideas for implementing these strategies in your classroom.
Enrollment in Distance Education Courses, by State: Fall 2012 (June 2, 2014)
These Web Tables use IPEDS data to provide insight into the impact of distance education courses on enrollment at the state level. Enrollment data from Fall 2012 were used as well as data collected on Institutional Characteristics regarding distance education.
The Condition of Education 2014 (May 29, 2014)
The Condition of Education 2014 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
Case Studies of Schools Receiving School Improvement Grants: Findings After the First Year of Implementation (May 28, 2014)
This evaluation report sheds light on the implementation of School Improvement Grants (SIG) by examining in-depth the context and actions of 25 SIG schools as they attempt to turn around a history of low performance.
WWC Reviews Study of Teaching Fellows Program (May 28, 2014)
This study, conducted in the 2009–10 and 2010–11 school years, found that teachers in The New Teacher Project Teaching Fellows program were no more effective at improving student mathematics achievement scores than comparison teachers. This study is well executed and meets WWC group design standards without reservations. Researchers also evaluated the impacts of Teach for America (TFA) on mathematics achievement. A separate WWC review provides information about that intervention.
New Single Study Review: Evaluation of Teach for America and Math Achievement (May 28, 2014)
The results of this study of Teach for America (TFA), conducted in the 2009–10 and 2010–11 school years, found that TFA teachers were more effective than comparison teachers in raising the mathematics achievement of their students. This study is well executed and meets WWC group design standards without reservations. Researchers also evaluated the impacts of The New Teacher Project Teaching Fellows program on mathematics achievement. A separate WWC review provides information about that intervention.
The Impact of Daily Online Testing and Feedback on Academic Performance in College (May 28, 2014)
This study examined the impact of frequent online testing and immediate feedback on the academic performance of college students in introductory psychology courses at the University of Texas. The study reported that students in the intervention condition earned higher grades in their other courses during both the fall semester and the subsequent spring semester. However, the WWC could not establish whether the intervention and comparison groups were equivalent at baseline in this quasi-experimental study. Therefore, the research does not meet WWC group design standards.
REL Pacific releases a Quick Reference Guide on the role of leadership in program monitoring (May 27, 2014)
This guide examines three key components of program monitoring—planning, assessment, and communication— within the context of effective and efficient leadership. This is one piece of a four-part series on program planning and monitoring released by REL Pacific at McREL.
IES Hosts Webinar on the FY2015 Education Research and Development Centers Competition (84.305C) on Tuesday, June 10, 2014. (May 22, 2014)
For FY 2015, NCER is competing three Research and Development Centers, one in each of the following /topic areas: Knowledge Utilization, Standards in Schools, and Virtual Learning. On Tuesday, June 10, from 2PM to 4PM (ET), IES staff will conduct a webinar for potential applicants that will describe the focus of each center, the application requirements, and the peer review process.
Ask an Expert: Restructured Teacher Pay Systems and Their Effects on Teacher Quality (May 27, 2014) (May 22, 2014)
REL Mid-Atlantic is offering an online chat to continue the conversation started in a 2013 webinar on restructured teacher pay systems and their effects on teachers. Join Dr. Dan Goldhaber from the University of Washington to share your experiences with and insights into teacher pay systems.
Program for International Student Assessment (PISA) 2012 U.S. Public-use Data Files (May 15, 2014)
The PISA 2012 U.S. public-use data files and documentation include the following: U.S. national PISA 2012 data in ASCII text format, including variables unique to the United States; SPSS and SAS control files for reading the data and producing SPSS and SAS system files; codebooks; illustrative code for merging student and school-level files; a Read Me file, and a Quick Guide.
New WWC Quick Review on "The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes" (May 14, 2014)
The study examined the impact of the Kalamazoo Promise Scholarship on high school students' academic and behavioral outcomes. The authors compared the differences in academic and behavioral outcomes in high school before and after introduction of the Promise Scholarship for students who would be eligible to receive it and those who would not. The authors reported that the scholarship had a statistically significant positive impact on the probability of earning any high school credits and a statistically significant reduction in the number of times students were suspended per year.
IES Announces Reading, Writing, and Language Development Grant Writing Webinar (May 13, 2014)
The National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER), Institute of Education Sciences (Institute), U.S. Department of Education invite researchers interested in reading, writing, and language development to participate in a one-session IES Reading, Writing, and Language Development Grant Writing Overview webinar. The webinar provides a general overview of the Reading and Writing (NCER) and Reading, Writing, and Language Development (NCSER) grant topics and general strategies and suggestions for successful application writing.
New report describes state-of-the-art quantitative methods for understanding variation in treatment effects in education impact evaluations (May 13, 2014)
In rigorous evaluations of education programs and interventions, important policy questions pertain to how impacts on instructional practices and student learning differ across students, educators, and schools. A new IES report summarizes the complex research literature on quantitative methods for assessing the variation in treatment effects for evaluations using randomized controlled trial or quasi-experimental designs.
WWC Reviews Repeated Reading for Students with Learning Disabilities (May 13, 2014)
Repeated reading is an academic practice that uses one-on-one repeated reading sessions with a teacher to increase students' oral reading fluency. The WWC reviewed the research on repeated reading for students with learning disabilities and found that the program has potentially positive effects on reading comprehension and no discernible effects on alphabetics, reading fluency, and general reading achievement.
State of Preschool 2013: First Look (May 8, 2014)
This report presents findings from the State of Preschool 2013 data collection from the National Center for Education Statistics within the Institute of Education Sciences. This brief report presents data about state supported preschool enrollment and funding to support enrollment. The report presents the data at the state and national levels for the 2012-13 school year. Enrollment information is shown by children’s year of age. Information about funding is shown for state provided support and then by support from all sources.
The Nation's Report Card: 2013 Mathematics and Reading Grade 12 Assessments (May 7, 2014)
The 2013 Mathematics and Reading Grade 12 Assessments online report card presents results that address questions regarding the academic progress of the nation’s twelfth-graders. Trends in national average scores that show no significant changes in mathematics and reading from 2009 to 2013 and mixed results in comparison to the first assessment year for each subject can be explored in detail for student groups and selected states.
Exclusionary Discipline Patterns in Urban Oregon School Districts (May 6, 2014)
This REL Northwest study of six Oregon districts identifies how frequently students were suspended or expelled during the 2011/12 school year, the most common reasons, the percentage of students receiving multiple suspensions, and how many school days students lost to suspensions.
Identifying Florida Schools Exceeding Expectations in Reading Comprehension with High-Risk Students in Grade 3 (May 6, 2014)
This REL Southeast study identifies schools "beating the odds" with lower than expected percentages of students scoring at the lowest level on the statewide reading assessment in grade 3. The methods used in this study can be replicated in different contexts to identify schools exceeding expectations.
New Guide Describes Opportunities for Districts to Learn What Works (May 6, 2014)
A new IES guide describes how districts can take advantage of opportunities to introduce experiments into their normal course of action. Opportunistic experiments can generate strong evidence for informing education decisions – with minimal added cost and disruption.
Program for the International Assessment of Adult Competencies (PIAAC) 2012: U.S. Main Study Technical Report (May 5, 2014)
Program for the International Assessment of Adult Competencies (PIAAC) 2012: U.S. Main Study Technical Report is a technical manual that describes how the U.S. data were collected and processed as well as how to use the data files to conduct statistical analyses. The appendices of the Technical Report include background questionnaire, data collection materials, analysis tables, response rates, technical notes, and data user guidance.
IES Releases all FY2015 Requests for Applications for Grant Competitions in Education Research and Research Training (April 30, 2014)
All FY2015 Requests for Applications for grant competitions in education research and research training are now available on the IES Funding Opportunities webpage.
IES Releases all FY2015 Requests for Applications for Grant Competitions in Education Research and Research Training (April 30, 2014)
All FY2015 Requests for Applications for grant competitions in education research and research training are now available on the IES Funding Opportunities webpage.
State Requirements for Teacher Evaluation Policies Promoted by Race to the Top (April 30, 2014)
This evaluation brief informs about the pace of policy innovation nationally by describing how aligned states' teacher evaluation policies were with the Race to the Top initiative.
WWC Reviews Study of Solve It! Program (April 29, 2014)
In a recent study, researchers examined the effectiveness of Solve It!, a program intended to improve the problem-solving skills of seventh-grade math students by teaching them cognitive strategies to solve math word problems. The study found that the program had no impact on the math and reading achievement of 1,059 students in Miami–Dade County Public Schools. The study had high levels of student attrition; however, the samples of students were demonstrated to be equivalent at baseline on Florida Comprehensive Assessment Test (FCAT) math and reading scores. Therefore, the research meets WWC group design standards with reservations.
New REL MA Study Examines Implementation of Alternative Measures of Student Growth (April 29, 2014)
This REL Mid-Atlantic study describes how eight school districts are using two types of alternative measures for assessing teacher effectiveness: value-added models (VAMs) that use the results of end-of-course or commercial assessments in statistical growth models, and student learning objectives (SLOs) determined by individual teachers.
Root Cause Analysis: New Online Professional Development from the Regional Ed Labs (April 28, 2014)
REL Mid-Atlantic is offering a free online webinar exploring root cause analysis, a tool for using data to solve problems by finding and fixing their root cause. This webinar will explain the process and show practical ways to use it.
April 30, 2014
4:00–5:30 p.m.
Public High School Four-Year On-Time Graduation Rates and Event Dropout Rates: School Years 2010–11 and 2011–12 (April 28, 2014)
This report includes four-year on-time graduation rates and dropout rates for school years 2010-11 and 2011-12. A four-year on-time graduation rate provides measure of the percent of students that successfully complete high school in 4-years with a regular high school diploma.
Ask an Expert: What’s Working in Professional Development? (April 25, 2014)
REL Mid-Atlantic is offering a free online chat. Join your colleagues and Dr. Hilda Borko from Stanford University for a discussion on effective professional development programs and the Problem Solving Cycle model.
The Ask an Expert online chat series is open to all educators in the U.S. Participants will receive a certificate of attendance.
April 29, 2014
3:00–4:00 p.m. EDT
IES has released FY2015 Funding Announcements for NCSER Grant Competitions in Special Education Research (April 24, 2014)
IES has released FY2015 Funding Announcements for NCSER Grant Competitions in Special Education Research (CFDA 84.324A) and Research Training Program in Special Education: Early Career Development and Mentoring (CFDA 84.324B). All applications are due on August 7, 2014.
New WWC Quick Review on "Efficacy of the Responsive Classroom Approach: Results From a 3-Year, Longitudinal Randomized Controlled Trial" (April 24, 2014)
This study examined whether Responsive Classroom, a professional development intervention for teachers, improved student achievement in math and reading. Developed by the Northeast Foundation for Children, the Responsive Classroom approach trains teachers to apply ten critical practices designed to help them improve the social, academic, and self-regulatory skills of their students. The study authors reported no statistically significant differences in the math or reading achievement of fifth-grade students in schools whose teachers had received Responsive Classroom training and implemented its practices for 3 years compared to students in schools that had been assigned to the comparison condition.
ERIC Releases Journal and Non-Journal Source Lists (April 23, 2014)
ERIC has released the lists of journals and non-journal sources approved for active indexing. The lists include 904 journal sources and 712 non-journal sources that were previously indexed in ERIC, as well as 20 new journals and 118 new non-journal sources.
Creating and Using Automated Data Dashboards for Teachers: New Online Professional Development from the Regional Ed Labs (April 22, 2014)
REL Mid-Atlantic is offering a free online webinar on creating automated data dashboards using MS Word and Excel. The webinar will show how to design an automated data dashboard and offer the chance to create a sample dashboard.
The Impact of Need Based-Grants on Postsecondary Outcomes (April 22, 2014)
The Florida Student Access Grant (FSAG) program is a need-based grant program for low-income students in Florida. This study examined whether eligibility for the FSAG had effects on the postsecondary outcomes of a group of seniors in Florida public high schools. According to study findings, grant eligibility had no significant effect on postsecondary enrollment up to 7 years after high school graduation. However, grant-eligible students did accumulate more college-level credits 4 years after high school than students who were not eligible. Grant eligibility did not increase the probability that students earned an associate degree within 5 years, but did have a positive impact on earning a bachelor’s degree within 7 years after high school.
Using Nontraditional Problem Formats for Addition Practice (April 22, 2014)
In a 2011 study, researchers found that using nontraditional problem formats for addition practice had positive impacts on students’ understanding of mathematical equivalence. In nontraditional addition problem formats, operations appear on the right side of the equal sign (e.g., __ = 4 + 3) rather than the traditional method of placing them on the left side of the equal sign (e.g. 4 + 3 = __). The study included 95 7- and 8-year-old students who were randomly assigned to one of three groups: nontraditional practice, traditional practice, and no extra practice. The comparison of the nontraditional practice group to the traditional practice group is a well-executed randomized controlled trial with low levels of sample attrition that meets WWC group design standards without reservations.
IES Releases FY2015 Funding Announcements for Grant Competitions in Education Research and Training and Special Education Research and Training (April 17, 2014)
IES Releases FY2015 Funding Announcements for Grant Competitions in Education Research and Training and Special Education Research and Training
A Focused Look At Schools Receiving School Improvement Grants That Have High Percentages of English Language Learner Students (April 16, 2014)
This evaluation brief sheds light on the implementation of School Improvement Grants (SIG) by examining 11 high-ELL SIG schools' capacity and efforts to address the unique needs of ELLs as they try to turn around a history of low performance.
E-Book Now Available: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (April 16, 2014)
Access our latest practice guide from anywhere on a variety of electronic devices such as the Nook, Kindle, iPad, tablets, personal computers, and smartphones. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School is now available as an e-book. Get your copy now.
Technical Report and User Guide for the Program for International Student Assessment (PISA) 2012 (April 16, 2014)
The Technical Report and User Guide for the PISA 2012 is a technical manual that describes how the U.S. data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User Guide include school recruitment materials, student and parent materials, student and school questionnaires, and a nonresponse bias analysis of PISA 2012 U.S. data.
Out-of-Pocket Net Price for College (April 15, 2014)
This Data Point uses data from four administrations of the National Postsecondary Student Aid Study (NPSAS:2000, NPSAS:04, NPSAS:08, and NPSAS:12) to briefly present trends in out-of-pocket net price for college, the amount that students and their families must pay to attend college after subtracting grants, loans, work-study, and all other student aid from the total price of attendance.
New REL Northeast & Islands Surveys for Early Childhood Educators and Administrators (April 15, 2014)
REL Northeast & Islands has developed two new surveys to help users collect data on the use of child assessments and learning standards in early childhood settings.
Examining the Effectiveness of the Higher Achievement Program for At-Risk Youth (April 15, 2014)
This study of 952 fifth and sixth graders in Washington, DC and Alexandria, Virginia, found that students who were offered the Higher Achievement program had higher test scores in mathematical problem solving and were more likely to be admitted to and attend private competitive high schools. Higher Achievement is a multi-year afterschool and summer program aimed at middle school students from at-risk communities. The program’s goal is to improve academic achievement and encourage matriculation into an academically competitive high school. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations.
Instructional Coaching and the Effective Teacher: New Webinar from the Regional Ed Labs (April 14, 2014)
REL Mid-Atlantic is offering a free online webinar on instructional coaching and how it can contribute to teacher effectiveness. Dr. Jim Knight of the University of Kansas, will explore the attributes of a successful coaching program.
NCES announces online dataset training modules (April 8, 2014)
The DLDT computer-based training module resource is an online, interactive tool that allows users to learn about NCES data across the education spectrum and evaluate it for suitability for particular research purposes.
The Impacts of Tenure Track Versus Non-Tenure Track Professors on Future Enrollment and Performance (April 8, 2014)
Using transcript data from 15,662 first-term freshmen at Northwestern University, researchers found that students who took a freshman-level class with a tenure track professor were less likely to take another class in the same subject. In addition, among students who did take another class in the same subject, those whose introductory course was taken with a tenure track professor earned slightly lower grades. This study meets WWC evidence standards with reservations. While the study did establish baseline equivalence between groups on student SAT scores, students were not randomly assigned to the intervention and comparison conditions.
Evaluación Nacional del Progreso Educativo Visión General de NAEP (April 7, 2014)
This brochure is the Spanish version of Overview of NAEP. It introduces audiences to NAEP, outlines valuable resources available, and details what makes NAEP the gold standard of assessments.
IES Grantees Presenting at AERA (April 3, 2014)
The 2014 Annual Meeting of the American Educational Research Association (AERA) is taking place in Philadelphia, Pennsylvania, on April 3-April 7. Many Institute of Education Sciences (IES) grantees will present findings from their research grants from the National Center for Education Research (NCER).
A Focused Look at Rural Schools Receiving School Improvement Grants (April 2, 2014)
This evaluation brief sheds light on the implementation of School Improvement Grants (SIG) by examining the special challenges that nine rural SIG schools face in trying to turn around a history of low performance and the approaches that they took to address the challenges.
New PISA 2012 Results: U.S. 15-year-olds Perform Above OECD Average in Problem Solving (April 1, 2014)
NCES releases new data tables documenting the performance of U.S. 15-year-old students on the Program for International Student Assessment (PISA) 2012 problem solving assessment in comparison to their peers in 43 other education systems.
WWC Releases New Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School (April 1, 2014)
Elementary and middle school teachers, literacy coaches, and administrators: Don't miss the newest WWC practice guide, Teaching Academic Content and Literacy to English Learners in Elementary and Middle School! This practice guide includes four concrete recommendations that address what works for English learners during reading and content area instruction (e.g., mathematics, science, history). It provides extensive examples of activities that can be used to support your students as they build the language and literacy skills they need to be successful in school: listening, reading, writing, and speaking in English for academic purposes.
Teaching Writing in Elementary School? Expanded Resources Are Now Available with the WWC Practice Guide (March 27, 2014)
The Teaching Elementary School Students to Be Effective Writers practice guide provides four recommendations to help improve elementary students' writing. Now teachers can access expanded content including in-depth videos on each recommendation. Hear from one of the guide’s authors and from practitioners in the field. View ideas for implementing these strategies in your classroom.
REL Pacific Releases a Quick Reference Guide to Logic Models (March 26, 2014)
This guide from REL Pacific at McREL provides an example of a logic model, outlines the purpose and value of logic models and defines the components of a logic model. View this guide to learn more about logic models and how they can benefit your program planning, collaboration, and evaluation.
Application Information – Summer Research Training Institute: Cluster-Randomized Trials (March 25, 2014)
The National Center for Education Research within the Institute of Education Sciences announces that applications are available for the eighth Summer Research Training Institute on Cluster-Randomized Trials. This Training Institute is held to increase the capacity of researchers to develop and conduct rigorous evaluations of the impact of education interventions.
Weak Links Between Teacher Perception Surveys and Student Outcomes (March 25, 2014)
This REL Northwest study found that teachers' ratings of school-improvement goals, processes, and supports were not generally related to student outcomes (reading and math proficiency and attendance) in a set of low-achieving Idaho schools. The findings suggest that educators should proceed cautiously when using perceptual surveys to make school improvement decisions.
Teacher Effectiveness and Students with Disabilities: New Webinar from the Regional Ed Labs (March 20, 2014)
REL Mid-Atlantic is offering a free online webinar to explore strategies to gear curriculum, instruction, and assessment toward students with disabilities. Dr. Jacqui Kearns, Director of the National Alternate Assessment Center, will guide participants in examining what the most current research shows about successful techniques for working with these students.
WWC Quick Review on “Closing the Social-Class Achievement gap: A Difference-Education Intervention Improves First-Generation Students’ Academic Performance and All Students’ College Transition” (March 12, 2014)
This study measured the impact of a difference-education intervention on the academic achievement of first-generation college students. The difference-education intervention teaches students how their social class backgrounds can affect what they experience in college. The study authors reported that there was a statistically significant effect on student grades at the end of the first year.
Attending an Early College High School: The Effects on High School and Postsecondary Outcomes (March 11, 2014)
Early College High Schools partner with colleges and universities to provide students with an opportunity to earn an Associate’s degree or college credits toward a Bachelor's degree at no or low cost to students. In a recent study, researchers found that attending Early College High Schools improved some high school and postsecondary outcomes for students. This study is a well-executed randomized controlled trial that meets WWC evidence standards without reservations.
Helping High School Seniors Understand the College Application Process (March 11, 2014)
Do low-income, high-achieving high school seniors benefit from receiving assistance with the college application process? Based on student surveys, a recent study found that providing application guidance, cost information, and fee waivers had a positive impact on postsecondary application submissions and enrollment outcomes. This study meets WWC evidence standards with reservations due to the large number of students from the original sample who did not complete the survey.
Condition of America's Public School Facilities (March 6, 2014)
This report provides national estimates on the condition of public school facilities. The study presented in this report collected information about the condition of public school facilities in the 2012-13 school year.
New REL Northeast & Islands Report: The Role of Student Learning Objectives in Teacher Evaluation Systems: A 50 State Scan (March 6, 2014)
REL Northeast & Islands conducted a scan of state policies of on the use of student learning objectives in teacher evaluation systems. The policy brief and searchable tables provide policymakers with an overview of the characteristics of existing policies.
New College Graduates at Work: Employment Among 1992–93, 1999–2000, and 2007–08 Bachelor’s Degree Recipients 1 Year After Graduation (March 6, 2014)
This Statistics in Brief investigates the employment outcomes of college graduates 1 year after earning a bachelor’s degree using nationally representative data collected in three administrations of the Baccalaureate and Beyond Longitudinal Study.
REL report released on student discipline disparity (March 5, 2014)
Are minority students suspended or expelled at a higher rate than non-minority students? In response to a request from the Maryland State Department of Education, REL Mid-Atlantic analyzed local school system discipline data to calculate the rates of suspensions and expulsions among racial/ethnic minority students and special education students in Maryland.
Application Information – Research Design Workshop for Faculty from Minority-Serving Institutions (March 5, 2014)
With support from a grant from the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) of the U.S. Department of Education, Michigan State University and Northwestern University will be conducting the 2014 Research Design Workshop for Faculty from Minority-Serving Institutions. The purpose of the Workshop is to provide an overview of quantitative education research design and introduce faculty from minority-serving institutions to IES research funding opportunities and application requirements. The goal of the Workshop is to increase the capacity of researchers from minority-serving institutions to develop and conduct rigorous evaluations of the impact of education interventions.
Revised DreamBox Learning Intervention Report (March 4, 2014)
The WWC found that DreamBox Learning has potentially positive effects on mathematics achievement for elementary school students. DreamBox Learning is a supplemental online mathematics program that provides adaptive instruction for students in grades K–5 and focuses on number and operations, place value, and number sense.
Just Released: WWC Procedures and Standards Handbook, Version 3.0 (March 4, 2014)
The WWC has updated the Handbook to provide additional information on procedures and guidance for reviewers. Download the finalized WWC Procedures and Standards Handbook, Version 3.0 for the most comprehensive and up to date information about the WWC’s systematic review process.
REL Appalachia report describes student participation and pass rates in college preparatory transition courses in Kentucky high schools (March 4, 2014)
This study examines Kentucky high school students' participation and pass rates in college preparatory transition courses, which are voluntary remedial courses in math and reading offered to grade 12 students in the state.
Projections of Education Statistics to 2022 (February 27, 2014)
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2022. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2022. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Services and Support Programs for Military Service Members and Veterans at Postsecondary Institutions, 2012-13 (February 27, 2014)
This report provides descriptive national data on the prevalence and characteristics of services and support programs for military service members and veterans at postsecondary institutions in the United States. The study presented in this report collected information for the 12-month 2012–13 academic year from postsecondary institutions on the services and programs offered to all military service members and veterans enrolled for credit, and dependents receiving military or veteran’s financial education benefits.
IES Releases Synthesis of Research on Improving Reading (February 27, 2014)
This report summarizes findings from research supported by Institute of Education Sciences (IES) on effective methods for assessing students with or at risk for reading disabilities, the basic cognitive and linguistic processes behind reading disabilities, how to make reading instruction more effective for students with reading disabilities, and how to bring research-based instructional practices into the classroom.
NCES updates the International Data Explorer with 2012 PISA data and Spanish-language functionality (February 19, 2014)
The IDE is an online, interactive tool that allows users to explore international assessment data and create customized tables and charts.
IES Releases its FY 2014 Phase I and Fast-Track Small Business Innovation Research (SBIR) Solicitations (February 19, 2014)
The IES Small Business Innovation Research (SBIR) has released its Fiscal Year 2014 solicitations. For additional information, please visit the IES SBIR program webpage.
New WWC Quick Review on “Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Experiment” (February 19, 2014)
This study examined the impact of the Talent Transfer Initiative (TTI) on both student achievement and teacher retention in 10 school districts across seven states. The initiative gave bonuses of up to $20,000 to high-performing teachers for them to transfer to and stay in low-performing schools. At the end of the second year of the initiative, elementary school students of TTI teachers had higher student standardized test scores, by a statistically significant margin, than comparison students. The study found no statistically significant impacts on middle school student achievement or teacher retention rates.
Our State Has an SLDS—Now What?: (February 19, 2014)
Sign up for this webinar from REL Southwest and REL Southeast
Did You Miss Our December Webinar for Researchers and Developers? Access the Archive Now! (February 18, 2014)
If you missed our latest WWC webinar, Demystifying the What Works Clearinghouse: A Webinar for Developers and Researchers, you can watch it anytime at whatworks.ed.gov or download the slides and transcript. Get valuable information on the WWC review process and standards, ways to submit questions and studies for WWC review, responses to frequently asked questions, and WWC resources designed specifically for researchers and developers.
Academic Libraries: 2012 First Look (February 14, 2014)
This report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
WWC Reviews Study: Process Assessment of the Learner (PAL) for At-Risk Students (February 11, 2014)
What impact does the writing expression curriculum Process Assessment of the Learner (PAL) have on at-risk students? Researchers tested the program with second-grade students in a suburban-rural school district in the southeastern United States. They found that the PAL intervention improved written expression skills; however, the WWC did not confirm that the difference is statistically significant. This analysis is well-executed and meets WWC evidence standards without reservations.
Does an Offer of Admission to a Small School of Choice Improve Education Outcomes? (February 11, 2014)
Researchers analyzed data on 12,130 students in New York City and found that an offer of admission to a small school of choice increased high school 4-year graduation rates (in particular, rates of graduation with a New York State Regents diploma) and college readiness in English. There were no effects, however, on college readiness in math or other types of high school diploma that students received. The research is well-executed and meets WWC evidence standards without reservations.
Educators Summary of the Teaching Math to Young Children Practice Guide is Now Available (February 10, 2014)
This handy eight-page summary focuses on the details of each recommendation and suggestions for implementation. We also include information on the research evidence.
An Introduction to the Teaching Math to Young Children Practice Guide (February 10, 2014)
Learn about our newest practice guide with this six-page overview of its essential features, By the Numbers: Five Evidence-Based Recommendations for Teaching Math to Young Children. See details on the guide’s helpful tools for teachers and examples of classroom activities.
Education Longitudinal Study of 2002 (ELS:2002) Third Follow-up Public-use Data File (February 7, 2014)
The public-use data file for the Third Follow-up of the Education Longitudinal Study of 2002 (ELS:2002) is now available. This release includes data for the Base Year, First Follow-up, Second Follow-up and Third Follow-up collections. New data focus on postsecondary persistence and completion; financial aid and debt, initial workforce and career experiences; income and benefits; family formation and civic engagement.
New WWC Quick Review on “Conceptualizing Astronomical Scale: Virtual Simulations on Handheld Tablet Computers Reverse Misconceptions” (February 6, 2014)
This study examined how using two different ways of displaying the solar system—a true-to-scale mode vs. an orrery mode—affects students' knowledge of astronomical concepts. Solar system displays were presented in a software application on a handheld tablet computer. In a true-to-scale mode, users navigate a simulated three-dimensional solar system environment using a tablet's pinch-to-zoom touchscreen interface; this provides an accurate representation of sizes and distances of planetary bodies. The study authors reported that student gains in learning astronomical concepts, measured as the differences between pretest and posttest scores, were significantly larger when using the true-to-scale mode than when using an orrery mode.
Research Indicates that Spelling Mastery Can Help Students with Learning Disabilities (January 28, 2014)
The WWC found that Spelling Mastery has potentially positive effects on writing for students with learning disabilities. Spelling Mastery is a Direct Instruction curriculum designed to explicitly teach spelling skills to students in grades 1-6 by using phonemic, morphemic, and whole-word strategies.
State Implementation of Education Reforms Promoted Under the Recovery Act (January 28, 2014)
A new report from the National Center for Education Evaluation and Regional Assistance summarizes state implementation of key education reform strategies promoted by the Recovery Act. Findings show a great deal of variability in reform activity and progress depending on the area of reform and specific strategy being examined.
WWC Reviews Large Multi-Year Charter School Study (January 28, 2014)
This study of the effect of charter schools on annual student achievement growth in reading and math meets WWC evidence standards with reservations. The study was a large, multi-year analysis in which the authors matched charter school and traditional public school students using demographic and academic characteristics. Although they were well matched, unobserved differences may have existed. In addition, the study results are difficult to interpret because they blend 1-year gains from the first year of charter school attendance and 1-year gains during subsequent years.
REL Midwest report compares the value-added scores from state assessments and norm-referenced assessments (January 23, 2014)
REL Midwest examined the degree to which teachers' value-added estimates differ based on the assessments used to measure their students' achievement growth.
REL Report finds limited research on the effectiveness of math professional development approaches (January 22, 2014)
REL Southeast conducted a systematic review of studies that researched the effectiveness of math professional development. The study found there is very limited causal evidence to guide districts and schools in selecting a math professional development approach or to support developers' claims about their approaches.
REL Southeast uses growth models to predict scores on end-of-year assessments (January 22, 2014)
REL Southeast at Florida State University evaluated student growth in reading comprehension over the school year and compared the growth to the end-of-year Florida Comprehensive Assessment Test (FCAT).
Do Disadvantaged Students Get Less Effective Teaching? Key Findings From Recent Institute Of Education Sciences Studies (January 16, 2014)
NCEE has released a new evaluation brief that summarizes findings from three IES studies that measure disadvantaged students' access to effective teaching based on "value-added," a measure that estimates a teacher’s contribution to students' learning gains. Collectively the studies include data from districts in 17 states. The studies provide two lessons: (1) on average, disadvantaged students received less-effective teaching in a given year than other students, equivalent to about four weeks of learning for reading and two weeks for math, or about two to four percent of the student achievement gap between these groups; and (2) access to effective teaching for disadvantaged students in a given year varied across districts, with a statistically significant difference between more and less disadvantaged students' access in some districts and no statistically significant differe
Education Longitudinal Study of 2002 (ELS:2002): A First Look at 2002 High School Sophomores 10 Years Later (January 9, 2014)
This First Look presents findings from the third, and final, follow-up survey of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 provides a wealth of information from multiple sources (tested achievement, questionnaire, and administrative records) about the factors and circumstances related to the performance and social development of the American high school student over time. This report draws on ELS:2002 data collected in 2012 to describe the outcomes of the cohort at about age 26, approximately 10 years after they were high school sophomores. These outcomes reflect several key life course markers of the transition into early adulthood, including high school and postsecondary educational attainment, entering the labor market and starting a career, marriage and family formation, student debt and aid, and the perceived impact of the college experience. The First Look tables provide national estimates for these phenomena, explored in terms of differences by sophomores’ demographic, social, and academic characteristics.
Operational Authority, Support, and Monitoring of School Turnaround (January 8, 2014)
This evaluation brief sheds light on the implementation of School Improvement Grants (SIG) by documenting actual policies and practices related to operational authority, support, and monitoring, as well as any differences between schools implementing a SIG-funded intervention model and comparison schools from the same districts.
Preventing and Addressing Behavior Problems (January 8, 2014)
The holidays are over, but students may still be taking a break from a positive classroom routine! Get them back on track with these practical tips on preventing and addressing behavior problem from the WWC. Learn about modifying the classroom environment, creating individual solutions, helping kids beyond the classroom, and more!
New REL Central Event (January 3, 2014)
REL Central is working with Dr Hilda Borko to familiarize educators with the characteristics of effective professional development for teachers as it pertains to mathematics instruction. Participants will benefit by deepening their understanding and recognition of research-based professional development with applications at the state and local level.
Digest of Education Statistics, 2012 (December 31, 2013)
The Digest provides 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.
Enrollment in Postsecondary Institutions, Fall 2012; Financial Statistics, Fiscal Year 2012; Graduation Rates, Selected Cohorts, 2004-2009; and Employees in Postsecondary Institutions, Fall 2012: First Look (Provisional Data) (December 31, 2013)
This provisional First Look report includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2013 data collection, which included five survey components: Enrollment for fall 2012; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2006 at 4-year institutions or in 2009 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2008 at less-than-4-year institutions; Finance for fiscal year 2012; and data on employees in postsecondary education for Fall 2012.
New WWC Quick Review on “Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor’s Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities” (December 27, 2013)
This study examined the effectiveness of an intervention designed to reduce rates of chronic student absenteeism in New York City public schools. Spearheaded by the Mayor's office, the intervention consisted of several initiatives, such as identifying and mentoring students at risk of chronic absenteeism and promoting awareness of chronic absenteeism through ad campaigns. The intervention and comparison schools had nearly 88,000 students in the 2012-13 school year. The study authors reported that schools participating in the intervention experienced greater reductions in rates of student chronic absenteeism than the comparison schools. Students who attended the participating schools were less likely to be chronically absent or severely chronically absent than students in comparison schools.
Revised NCER Publications Handbook Available (December 20, 2013)
An updated National Center for Education Research Publication Handbook is now available on the NCER website. This handbook includes publications related to these grants along with a full listing of all the projects funded through NCER's education research grant programs from 2002 to 2013.
WWC Quick Review on “Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps” (December 20, 2013)
This study investigated the effect of daily quizzes on the performance of college students. The study authors examined impacts of the daily quizzes on student performance in the psychology course in addition to other classes taken during the same semester and during the semester following the introductory psychology class. The study authors reported that there was a nearly statistically significant effect of the daily quizzes on student performance in introductory psychology. In addition, students in the intervention condition earned higher grades in their other courses during both the fall and the subsequent spring semesters. However, it is unknown whether these differences are statistically significant. Finally, the authors reported a statistically significant interaction suggesting that these effects were strongest among lower-middle SES students.
Are You Getting the Most From Your School Climate Data? An interactive webinar from REL Midwest (December 19, 2013)
Join REL Midwest and educators across the country for an interactive webinar on using school climate data to improve student outcomes. The event will be held from 12:30 - 2 p.m. CST on Tuesday, December 17, 2013.
New WWC Quick Review on “Evaluation of the College Possible Program: Results from a Randomized Controlled Trial” (December 19, 2013)
This study investigated the effect of the College Possible program, which is designed to serve low-income high school students. College Possible provides a 2-year after-school curriculum to high school juniors and seniors that includes SAT and ACT test preparation services, college admissions and financial aid consulting, and guidance on the transition to college. The study author reported that there was a statistically significant effect of the College Possible program on the total number of college applications submitted. The author also reported a statistically significant effect on overall enrollment in college during the fall after high school. The author reported no statistically significant effect of the intervention on ACT scores.
The Nation's Report Card, A First Look: 2013 Mathematics and Reading, Trial Urban District Assessment (December 18, 2013)
This First Look report highlights some of the major findings for 21 participating urban districts from the 2013 National Assessment of Educational Progress (NAEP) in reading and mathematics at grades 4 and 8.
New WWC Quick Review on “Incentives, Selection, and Teacher Performance: Evidence from IMPACT” (December 18, 2013)
This study examined the effect of IMPACT on teacher retention and performance. IMPACT is a high-stakes teacher evaluation system used in the District of Columbia public schools that gives teachers scores reflecting their performance in the classroom and the achievement of their students. Based on these scores, teachers were assigned to one of four groups: Highly Effective, Effective, Minimally Effective, and Ineffective. Highly Effective teachers received sizeable increases in compensation, Ineffective teachers were immediately dismissed, and Minimally Effective teachers were scheduled for dismissal if improvement did not occur in one year. The study reported that teachers who received a rating of Minimally Effective were more likely to leave voluntarily, compared with teachers who received a rating of Effective.
WWC Reviews Study on Dual Enrollment and the Likelihood of Obtaining a College Degree (December 17, 2013)
Using data from the National Education Longitudinal Study, which followed a sample of eighth-grade students from across the United States, researchers found that dual enrollment programs significantly increased the likelihood of attaining a college degree. There were no significant differences between first generation college students and students whose parents had attended at least some college in program impacts on college attainment. A supplemental analysis revealed that students earning more dual enrollment credits were significantly more likely to attain any college degree or a bachelor's degree than comparison students. This research meets WWC evidence standards with reservations due to potential differences between the participating students that were unobserved in the study data.
Pre-K Mathematics with DLM Early Childhood Express Math: Updated Report Now Available (December 17, 2013)
The WWC found that Pre-K Mathematics with DLM Early Childhood Express Math has positive effects on math for preschool children, but no discernible effects on their oral language, print knowledge, and phonological processing skills.
E-Book Now Available: Teaching Math to Young Children (December 16, 2013)
Take the latest WWC practice guide with you on the go. Teaching Math to Young Children is now available as an e-book. Read it on a variety of electronic devices such as the Nook, Kindle, iPad, tablets, personal computers, and smartphones. Get your copy now.
ERIC releases 62,800 full text documents and is indexing new content weekly. (December 12, 2013)
During October and November, ERIC restored more than 62,800 full-text PDFs in the online collection and is able to return approximately 7,000 full-text documents per week to the collection. Additionally, ERIC added more than 1,300 new records to the ERIC Collection.
Insufficient Evidence Available to Guide Decisions about Increasing Compulsory School Age (December 11, 2013)
REL Mid-Atlantic examined the available research on changes in dropout rates, truancy, and disciplinary actions following an increase in the compulsory school attendance age and found that there currently is not sufficient evidence to help policymakers build a case for or against this policy.
New Elementary School Math Report: DreamBox Learning (December 11, 2013)
The WWC found that DreamBox Learning has no discernible effects on mathematics achievement for elementary school students. DreamBox Learning is a supplemental online mathematics program that provides individualized instruction for students in grades K-5 and focuses on number and operations, place value, and number sense.
How do we open doors for English learners? Interactive Webinar Opportunity (December 10, 2013)
On December 12, REL Northeast and Islands at EDC will present research-based examples of preventive assessment measures, collaboration structures, data-informed problem solving, and instruction and intervention planning and delivery to support ELLs.
WWC Quick Review on “Are Tenure Track Professors Better Teachers?” (December 5, 2013)
The study examined whether taking a course with a tenured/tenure track professor versus a non-tenured/tenure track professor for first-term freshman-level courses (e.g., introductory economics) was associated with whether students enrolled and performed well in future classes in the same subject.
Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context--First Look at PISA 2012 (December 3, 2013)
First Look at PISA 2012 reports average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. Results for the three U.S. states are also reported.
NCES Releases New Data and Report from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12) (December 3, 2013)
New estimates on the price and net price of attending postsecondary institutions are now available and included with this version of the National Postsecondary Student Aid Study. The First Look report, Restricted-Use data file, and PowerStats are available now. NPSAS provides the most up-to-date and comprehensive look at postsecondary student characteristics and student financial aid for the 2011-12 academic year.
REL Midwest Work-In-Progress: Study of the Implementation of Ramp-Up to Readiness Program (December 2, 2013)
REL Midwest is working with members of the College and Career Success Research Alliance to better understand how well schools serving students in Grades 10–12 are able to implement Ramp-Up to Readiness, a whole-school college guidance program.
Northeast and Islands Event: Building Capacity for Data Use in Schools (November 29, 2013)
On December 9, 2013, REL-NEI will sponsor a full-day workshop in Fryeburg, ME that supports school-based teams to engage in a data inquiry cycle and use their learning to inform the work of their schools.
Assisting Students Struggling with Math: New Online Professional Development from the Regional Ed Labs (November 27, 2013)
REL Appalachia is offering a free online webinar on the WWC Practice Guide, Assisting Students who Struggle with Mathematics: Response to Intervention (RtI) in Elementary and Middle Schools. Designed for teachers and instructional coaches, this webinar will provide research-based recommendations for identifying students struggling with mathematics, and guidance on strengthening mathematics instruction. Educators from any region of the U.S. are welcome.
December 4, 2013
4:00 p.m. – 5:30 p.m. EST
Can Reading Mastery Improve Early Literacy? More Research is Needed (November 26, 2013)
Reading Mastery is designed to provide systematic instruction in reading to students in grades K-6. How effective is the program at building the literacy skills of early readers (grades K-3)? None of the existing research meets WWC evidence standards. Therefore, more research is needed to determine if the program works for early readers.
No Research to Support Reciprocal Teaching for Students with Learning Disabilities (November 26, 2013)
Although reciprocal teaching has been used for years as a method for teaching reading comprehension skills, there is no rigorous research that shows it works or does not work for special needs students. None of the existing research meets WWC evidence standards, and therefore, more research is needed to determine its effectiveness for these students.
REL West Work-in-Progress: The achievement progress of English language learner students in Arizona, Nevada, and Utah (November 26, 2013)
This project will describe the English language proficiency and academic progress of English language learner (ELL) students over a six-year period, from 2006/07 through 2011/12. Milestones will include 1) reclassification as fluent English proficient, 2) passing the English language arts content test, and 3) passing the mathematics content test.
Building Capacity for Data Use in Schools (November 26, 2013)
On December 9, 2013, REL-NEI will sponsor a full-day workshop in Fryeburg, ME that supports school-based teams to engage in a data inquiry cycle and use their learning to inform the work of their schools.
STEM Attrition: College Students’ Paths Into and Out of STEM Fields (November 26, 2013)
This Statistical Analysis Report presents the most recent national statistics on beginning bachelor’s and associate’s degree students’ entrance into, and attrition from, STEM fields. Using recent transcript data, it provides a first look at STEM coursetaking and examines how participation and performance in undergraduate STEM coursework, along with other factors, are associated with STEM attrition.
REL Midwest Work-In-Progress: College Enrollment Patterns for Rural Indiana High School Graduates (November 25, 2013)
REL Midwest is working with members of the Rural Research Alliance and the Indiana Commission for Higher Education to examine rural-nonrural differences in college enrollment patterns among graduates of Indiana high schools.
REL Northeast and Islands Event: Bridge Event: Multi-Tiered Systems of Support: Toward a Culturally and Linguistically Appropriate Model for English Learners (November 21, 2013)
The English Language Learners Alliance at REL Northeast and Islands will host a Bridge Webinar on multi-tiered systems of support that deliver high-quality, research-based instruction and interventions to support the growing English language learner population in general and in special education.
College Bound with the WWC (November 20, 2013)
This fall, get tips on successful college application and enrollment from the WWC! Learn how WWC practice guides can help college-bound students and their families navigate financial aid, exams, applications, and more enrollment steps. Find out the research on keeping students focused and engaged until graduation. Learn more!
Rel Northwest Event: Improving Students’ College Math Readiness (November 19, 2013)
On December 4, REL Northwest will sponsor an event for Alaska practitioners and policymakers on what the research says about interventions and reforms used by postsecondary institutions to address academic under-preparedness in math and to foster college math success.
The Teacher's Role in Quality Classroom Interactions: New Online Professional Development from the Regional Ed Labs (November 19, 2013)
REL Mid-Atlantic is offering a free online webinar to explore the results of recent studies investigating the qualities of student-teacher interactions and the challenges in making valid and reliable observations of these interactions in the classroom.
Participants will receive a certificate of attendance. Teachers and School Leaders from any region of the U.S. are welcome!
November 21, 2013
3:00–5:00 p.m. EST
REL Northeast and Islands Event: Skill-Builder Webinar: Using Logic Models to Support Educator Effectiveness Initiatives (November 19, 2013)
On November 19, 2013, REL Northeast and Islands will sponsor an interactive webinar designed to explore logic models as a starting point for identifying indicators of success in teacher evaluation.
REL Northeast & Islands Work-in-Progress: Online Course Use in Rural and Nonrural High Schools: Results from a Survey in the Greater Capital Region of New York (November 19, 2013)
REL Northeast & Islands is working with the Capital Area School Development Association to develop and administer a survey of online learning in rural and nonrural high schools in the Greater Capital Region of New York.
Demystifying the What Works Clearinghouse: A Webinar for Developers and Researchers (November 19, 2013)
Register now for a webinar on the WWC review process and standards, and learn how to design a study that meets those standards. Find out how we identify, select, and evaluate education research, and get answers to commonly asked questions.
Knowledge is Power Program (KIPP) Middle Schools and Academic Achievement (November 19, 2013)
This 2013 study examined whether attending a KIPP middle school improved students’ academic performance over the course of 4 years. The experimental portion of the study meets WWC evidence standards without reservations for the 1-year follow-up. However, the research on the later follow-ups meets standards with reservations because of the large number of students who stopped participating in the study. The quasi-experimental portion of the study meets WWC evidence standards with reservations; although the KIPP students and traditional public school students included in the analysis were well-matched, other differences may have existed between the groups that could have influenced student achievement.
Providing Assistance and Information on the Free Application for Federal Student Aid (FAFSA) (November 19, 2013)
For this 2012 study, researchers examined whether providing low- to moderate-income individuals with assistance in completing the FAFSA and information on need-based aid improved postsecondary outcomes. This study is a well-executed randomized controlled trial; however, impacts were presented for three distinct subgroups, and attrition for each of the subgroups cannot be calculated due to unknown subgroup information at baseline. Therefore, the research meets WWC evidence standards with reservations.
Do School Improvement Grants Help Low-Achieving Schools? WWC Reviews Recent Study (November 19, 2013)
School Improvement Grants provide federal funding to the lowest achieving schools in the United States. A recent study took a closer look at how this funding affects schoolwide student achievement in 2,892 public schools in California by examining California’s Academic Performance Index (API) scores. The research meets WWC regression discontinuity design standards with reservations due to a lack of equivalence among the study schools.
DATA POINT on Trends in CTE Coursetaking (November 19, 2013)
This brief document shows changes in high school students’ participation in career and technical education (CTE) between 1990 and 2009.
Who Considers Teaching and Who Teaches? First-Time 2007–08 Bachelor’s Degree Recipients by Teaching Status 1 Year After Graduation (NCES 2014-002) (November 19, 2013)
This Statistics in Brief explores the early labor market outcomes of four groups of 2007-08 first-time bachelor’s degree recipients one year after graduation, with respect to their teaching experiences or interest in teaching: those who taught either before or after receiving their bachelor’s degree, those who prepared to teach but had not taught, those who considered teaching, and those who did not consider teaching.
REL Midwest Event: Making Connections: Increasing Graduation Rates by Creating a System of Supports (November 18, 2013)
On December 12, 2013, REL Midwest will host a daylong conference featuring Ruth Curran Neild, Ph.D., designed to engage participants in a discussion about innovative, promising, and research-based dropout prevention interventions that school improvement facilitators and district specialists can implement in districts and schools.
Rel Northwest Event: What Matters Most For Children And The Implementation Of Comprehensive Early Childhood Assessment Systems? (November 15, 2013)
On December 12, REL Northwest will sponsor an event for Washington state researchers, policymakers, and practitioners on the importance of young children's development and the implementation of early childhood assessment systems.
HSLS:09 First Follow-up Data Now Available! (November 14, 2013)
Both public-use and restricted-use versions of the First follow-up data from the High School Longitudinal Study of 2009 (HSLS:09) are available now. The public-use dataset is available for immediate download on the NCES website, via the EDAT: http://nces.ed.gov/EDAT. The restricted-use dataset is available only to restricted-use license holders.
New Practice Guide: Teaching Math to Young Children (November 13, 2013)
Preschool to kindergarten teachers: Don’t miss this newest WWC practice guide, Teaching Math to Young Children, with details on how to improve your math lessons. We give you concrete recommendations on what works in the classroom and we provide examples of activities to support your students as they explore and master early math concepts.
REL Mid-Atlantic Work-in-Progress: Evaluation of a District-Wide Implementation of a Professional Learning Community Initiative (November 11, 2013)
REL Mid-Atlantic is working with the West Chester Area School District in Pennsylvania to evaluate the first year of implementation of professional learning communities in the district.
WWC Quick Review on “Looking Beyond Enrollment: The Causal Effect of Need-Based Grants on College Access, Persistence, and Graduation” (November 8, 2013)
This study examined whether eligibility for the Florida Student Access Grant, a need-based grant for low-income students in Florida, affects college enrollment, credit accumulation, persistence over time in college, and, eventually, graduation.
New WWC Quick Review on “The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Program” (November 7, 2013)
The study examined the impact of Teach for America (TFA) and The New Teacher Project’s Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6–12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. Students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The study reported that students in the TFA group had statistically significant higher scores on end-of-year mathematics achievement tests than those in the comparison group. However, no differences in mathematics achievement were detected between students in the TF and comparison groups.
ERIC Reviews Selection Policy and Announces Collection Advisory Group (November 7, 2013)
ERIC team has convened a new Collection Advisory Group (CAG) to provide a substantive review of the current policy and provide recommendations for the future of ERIC.
The Nation's Report Card, A First Look: 2013 Mathematics and Reading (November 7, 2013)
This First Look report highlights some of the major findings from the 2013 National Assessment of Educational Progress (NAEP) reading and mathematics assessments at grades 4 and 8.
Access to Effective Teaching for Disadvantaged Students (November 7, 2013)
A new report describes disadvantaged students' access to effective teaching in grades 4 through 8 in 29 geographically dispersed school districts, 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.
REL Midwest Work-in-Progress: Local Validation of Graduation Indicators in Three Ohio Districts (November 6, 2013)
REL Midwest is working with three Ohio districts to develop a set of locally tailored early warning indicator systems for each district.
Transfer Incentives for High-Performing Teachers: Final Results from a Multisite Randomized Experiment (November 6, 2013)
NCEE has released a new report on the effectiveness of incentives to high-performing teachers for transferring to one of their district's lowest-achieving schools. There were positive impacts on math and reading achievement at the elementary school level. These impacts were positive in each of the two years after transfer and equivalent to moving each student up relative to all students in their home state by between 4 and 10 percentile points. However, there were no impacts on student achievement at middle schools.
2011-12 Schools and Staffing Survey Restricted-Use Data Files (November 6, 2013)
Restricted-use data files from the 2011-12 Schools and Staffing Survey (SASS) are now available. Researchers interested in working with the data can now apply for a license or amend an existing license to obtain this data.
Improving Mathematical Problem-Solving in Grades 4 through 8: New Online Professional Development from the Regional Ed Labs (October 31, 2013)
REL Mid-Atlantic is offering a free online webinar based on the What Works Clearinghouse practice guide Improving Mathematical Problem Solving in Grades 4 through 8. Learn about five practical recommendations to help students become better math problem solvers. Participants will receive a certificate of attendance for this PD activity. Educators from any region of the U.S. are welcome!
REL Mid-Atlantic Work-in-Progress: Descriptive Analysis of College-Going in Rural Pennsylvania Schools (October 28, 2013)
REL Mid-Atlantic is working with the Pennsylvania Association of Rural and Small Schools (PARSS) to describe the college-going and persistence rates of rural high schools in Pennsylvania, as well as the types of postsecondary institutions in which students from such schools enroll.
27,000 ERIC PDFs have been restored (October 28, 2013)
More than 27,400 full-text PDFs have been restored in the online ERIC Collection. These are documents and journal articles that were previously restricted due to privacy concerns.
Technical Working Group Summary (Researching College- and Career- Ready Standards to Improve Student Outcomes) Now Available (October 28, 2013)
Across the country, states and local school districts are implementing new standards to improve the college- and career-readiness of students. In August 2013, IES gathered a group of education researchers and practitioners from across the U.S. to discuss key questions that need to be addressed and various strategies to support research on college- and career- ready standards. The National Science Foundation and the Eunice Kennedy Shriver National Institute of Child Health and Human Development co-sponsored the meeting. A detailed summary of the NCER-hosted Technical Working Group (TWG) meeting is now available on the NCER website: http://ies.ed.gov/ncer/whatsnew/techworkinggroup/.
U.S. States in a Global Context: Results from the 2011 NAEP-TIMSS Linking Study (October 24, 2013)
This report presents results from the 2011 NAEP-TIMSS Linking Study in mathematics and science at grade 8 for 52 states (includes the District of Columbia, and the Department of Defense schools) and 47 education systems (38 countries and 9 subnational education systems).
Using Classroom Observations to Measure Teacher Effectiveness: New Online Professional Development from the Regional Ed Labs (October 23, 2013)
REL Mid-Atlantic is offering a free online webinar, Using Classroom Observations to Measure Teacher Effectiveness. The webinar will look at ways to improve the quality of classroom observations as one measure of teacher effectiveness and will offer practical suggestions for using observations to provide feedback to teachers and generate data. Participants will receive a certificate of attendance. Educators from any region of the U.S. are welcome!
October 24, 2013
3:00 – 5:00 p.m. EDT
REL Midwest Work-in-Progress: Incorporating Student and Teacher Feedback Surveys Into Principal Performance Evaluation (October 23, 2013)
REL Midwest is working with a midsize urban district in the Midwest to examine the degree to which adding student and teacher survey measures to principals' existing set of evaluation measures strengthens the relationship between the principal evaluation model and schools' value-added achievement gains.
ERIC Resumes Indexing and Releases PDFs (October 23, 2013)
ERIC has increased the speed for reviewing and releasing documents which have been temporarily disabled due to concerns about personally identifiable information. We will be returning more PDFs to the collection on a monthly basis than ever in the past!
Evaluation of College Coaching and Postsecondary Enrollment is Well-Implemented (October 22, 2013)
This randomized controlled trial examined whether providing college application coaching, including mentoring, financial support, and a completion incentive, to high school seniors increased postsecondary enrollment. The study included 1,149 students in 12 high schools in New Hampshire. The research described in this report is well-implemented and meets WWC evidence standards without reservations.
REL Northeast and Islands Event: REL Northeast and Islands Bridge Event: Successful College Transition: Research, Policy, and Practice Perspectives in the USVI Context (October 21, 2013)
The US Virgin Islands College and Career Readiness Research Alliance at REL Northeast and Islands hosts this cross-cutting Bridge Event drawing on two research bases—college-student remediation rates and teacher preparation—as a basis for a discussion about increasing cooperation between USVI school districts and the University of the Virgin Islands to ensure student success.
REL Northeast & Islands Event: Skill-‐Builder Workshop: Logic Models to Support Effective Program Development and Evaluation in Urban Districts (October 21, 2013)
On October 24, 2013, REL Northeast and Islands will sponsor an interactive webinar designed to introduce educators to logic models as an effective tool for program design, implementation, monitoring and evaluation.
Report Providing an Update on the Inclusion of Students with Disabilities in School Accountability Systems (October 21, 2013)
This report presents updated descriptive information on school-level accountability, adequate yearly progress (AYP), and school improvement status of schools accountable and schools not accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act. Findings are based on U.S. Department of Education EDFacts data from the 2006-07 to 2009-10 school years for up to 44 states and the District of Columbia.
REL Mid-Atlantic Event (October 21, 2013)
On November 21, REL Mid-Atlantic will sponsor an event on classroom interactions, including how they inform an understanding of teacher effectiveness and the impact of the quality of teacher-student interactions on student and teacher outcomes.
Student Financial Aid, Academic Year 2011–12 - First Look (Provisional Data) (October 21, 2013)
This provisional First Look presents fully edited and imputed data findings on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2011-12 academic year.
National Evaluation of the Technical Assistance & Dissemination Program under the Individuals with Disabilities Education Act (October 18, 2013)
Under the Individuals with Disabilities Education Act (IDEA, P. L. 108-446), the Technical Assistance and Dissemination (TA&D) Program is the Department of Education’s (ED) primary vehicle for providing technical assistance to individuals and organizations responsible for serving children with disabilities and their families. This report examines (1) the primary technical assistance activities carried out by the TA&D national centers, (2) states’ needs for technical assistance and the extent to which these needs are addressed by TA&D centers or other sources, and (3) within specific areas of special education, the extent to which states are satisfied with the products and services received from TA&D Program centers.
REL Mid-Atlantic Event (October 18, 2013)
On November 18, REL Mid-Atlantic will sponsor an event on developing data dashboards and provide instructions and materials on how to design dashboards using research-based principles of dashboard design.
Literacy, Numeracy, and Problem Solving in Technology-Rich Environments Among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012 (October 18, 2013)
Results are reported for a representative sample of adults in the United States age 16 to 65 and are compared to an international average of adults in countries/regions that participated in the PIAAC 2012 assessment. The report presents average score results for three separate scales: literacy, numeracy, and problem solving in technology-rich environments and percentages of adults performing at different proficiency levels for each scale.
Selected Statistics from the Common Core of Data: School Year 2011–12 (October 17, 2013)
This First Look report presents findings on the numbers and types of public elementary and secondary schools and local education agencies and public school student enrollment and staff in the United States and other jurisdictions for school year 2011–12.
NCES Releases "Degrees of Debt: Student Loan Repayment of Bachelor’s Degree Recipients 1 Year After Graduating: 1994, 2001, and 2009" (October 17, 2013)
This Statistics in Brief examines the rate of borrowing and the cumulative student loan debt of bachelor’s degree recipients 1 year after they attained their degrees. It compares three cohorts spanning a 15-year period: 1994, 2001, and 2009.
America’s Ninth Graders Two Years Later Focus of New NCES First Look Report (October 17, 2013)
This report from the High School Longitudinal Study of 2009 analyzes data on America’s ninth-graders two years later. Data focus on math and science coursetaking, math achievement, student expectations and motivation, as well as college planning and career planning.
New Single Study Review: New Jersey Charter Schools and Academic Achievement (October 17, 2013)
This study examined the effect of 60 New Jersey charter schools on annual reading and math achievement gains of about 16,500 students in grades 3–8 during 5 school years (2006–07 through 2010–11). Charter school students were matched with students from traditional public schools using demographic and academic characteristics, but there may have been unobserved differences between the two groups. Therefore, the research meets WWC evidence standards with reservations.
REL Midwest Work-in-Progress: Online Course Enrollment in Iowa and Wisconsin: The Results of Two Statewide Surveys (October 9, 2013)
REL Midwest is administering an online course use survey to identify how and for what reasons schools in Iowa and Wisconsin are using online courses.
REL Southeast Work-in-Progress: Charter School Profiles in Georgia and South Carolina (October 8, 2013)
REL-SE is working with charter schools, charter school associations, and state educational agencies in Georgia and South Carolina to determine what charter schools in each of those states are "Beating the Odds," or performing higher than would be expected.
REL Mid-Atlantic Event (October 7, 2013)
On November 7, REL Mid-Atlantic will sponsor an event on teacher preparation pathways, including the history, popularity, and quality of various routes to certification, as well as the impact of these various pathways on teacher quality and retention and student achievement.
REL Mid-Atlantic Work-in-Progress: Alternative Education Definitions Review (October 4, 2013)
REL Mid-Atlantic is working with the Maryland State Department of Education (MSDE) to develop an Alternative Education Resource Guide to lay the groundwork for alternative education standards in Maryland, and to clarify the evidence base for various alternative programs.
REL Mid-Atlantic Work-in-Progress: Building a Valid Principal Evaluation System in New Jersey (September 30, 2013)
REL Mid-Atlantic is working with the New Jersey Department of Education (NJDOE) to assess its districts’ principal evaluation systems, as mandated by state law. The project will inform the state’s efforts to refine regulations and guidance for principal evaluation systems.
Report that presents associations between instructional practices and math achievement. (September 30, 2013)
This evaluation brief from the Evaluation of Four Early Elementary School Math Curricula is directed to researchers and adds to the research base about instructional practices that are related to student achievement. The purpose of this report is to generate hypotheses for future research.
Report from the Evaluation of Four Early Elementary School Math Curricula (September 30, 2013)
This evaluation brief aims to help educators understand the implications of math curriculum choice in the early elementary grades by presenting new findings from a study that examined how four math curricula affect students' achievement across two years—from 1st through 2nd grades.
Report from the Evaluation of the 2006-2011 Regional Educational Laboratories (September 30, 2013)
This interim report provides descriptive information on the activities undertaken by the Regional Educational Laboratories (RELs) during the 2006-2011 REL contracts with the Institute of Education Sciences. It also presents expert ratings of the technical quality and relevance of the RELs' short-term education research and technical assistance projects, known as Fast Response Projects.
REL West Work-in-Progress: Combining Classroom Observations with Other Measures of Educator Effectiveness During Pilot Implementation of Arizona’s New State Teacher Evaluation Model (September 27, 2013)
Through the Educator Effectiveness Alliance, REL West is working with Empirical Education to explore the statistical relationships among the results from the three component teacher effectiveness metrics piloted in 2012/13 as part of the Arizona Department of Education's new multiple-measure teacher evaluation model process.
REL Central Event: Understanding Data-Driven Decision Making and Data Literacy in Teacher Preparation Programs (September 26, 2013)
On October 17, REL Central will host a webinar that will introduce participants to definitions and measures of data-driven decision making and data literacy for teachers.
REL Midwest Work-in-Progress: Examining Ratings and Dimensions of Quality in an Early Childhood Education Quality Rating and Improvement System (QRIS) (September 25, 2013)
REL Midwest is conducting a descriptive study of Michigan's Quality Rating and Improvement System, Great Start to Quality. This study describes how early childhood programs are rated in Great Start to Quality, and examines how alternative approaches to calculating the ratings affect the number of programs rated at each quality level.
REL Appalachia Bridge Event: Improving Mathematical Problem Solving in Grades 4 Through 8 (September 24, 2013)
On Nov. 6, REL AP will share research-based evidence on strengthening math instruction--especially in problem solving--in the Common Core era. Teachers, principals, curriculum coaches, and other school leaders are invited to join REL Appalachia at this bridge event in Louisville, KY. This event is free to attend.
New REL Mid-Atlantic Literature Review: Alternatives to State Assessments for Measuring Teachers’ Contributions to Student Achievement Growth (September 24, 2013)
States increasingly are interested in incorporating measures of student achievement growth in teacher evaluations. But the typical measure of student growth—progress on state assessments from one school year to the next—usually covers only reading and math and only in grades 4–8. Members of REL Mid-Atlantic's Teacher Evaluation Research Alliance wanted to understand more about the alternatives, and the REL produced this literature review in response. It examines the following two alternatives to state assessments: applying statistical value-added methods to outcomes other than student performance on standard state assessments and using student learning objectives (SLOs) developed by individual teachers.
REL Southeast Work-in-Progress: Florida Assessments for Instructions and Reading—Common Core (FAIR-CC) Classification Accuracy (September 23, 2013)
REL-SE will provide local and state education agencies with information regarding the diagnostic accuracy of the state’s interim assessment, the Florida Assessments for Instruction in Reading (FAIR).
REL Mid-Atlantic Event (September 21, 2013)
On October 10, REL Mid-Atlantic will sponsor an event on integrating the Common Core State Standards (CCSS) into teacher effectiveness systems, including ways in which the CCSS can support professional growth and inform teacher evaluation systems.
REL Southwest Webinar: Aspirations of Rural Youth (September 19, 2013)
On October 3, 2013, REL Southwest is hosting the Aspirations of Rural Youth Bridge Event webinar from 1:30 to 3:00 p.m. (CT). This webinar will explore the challenges and successes that rural schools and communities experience in supporting students in their transition to college, careers, and adult life.
New REL Mid-Atlantic Literature Review: Online Professional Learning Communities (September 18, 2013)
Teachers are increasingly able to participate in online professional learning communities (PLCs) and hybrid PLCs that provide a combination of online collaboration and face-to-face meetings. This report examines characteristics of PLCs, advantages and challenges of online and hybrid PLCs compared to face-to-face PLCs, and considerations for the design and setup of online and hybrid PLCs.
New York City’s Schoolwide Performance Bonus Program (September 17, 2013)
The WWC has reviewed three studies of New York City’s (NYC’s) Schoolwide Performance Bonus Program (SPBP). These studies contain samples with overlapping school years and grade levels and use different levels of analysis for examining the impact of the program. One study examined the effect of the program on individual student test scores; the other two looked at school average scores. Each of them included an “intent to treat” analysis, in which all study students and schools are included in the analysis, based on whether the school was initially assigned to the program. Two of the studies also included a "treatment on treated" analysis, which examines the effects based on which schools actually implemented the program.
REL Mid-Atlantic Work-in-Progress: Are rates of school disciplinary action disproportionate for minority and special education students in Maryland? (September 16, 2013)
REL Mid-Atlantic is working with the Maryland State Department of Education to develop a method to analyze local school system discipline data in order to examine whether disproportionate rates of suspensions and expulsions exist for racial/ethnic minority students and special education students.
REL Midwest Event: Making Connections: Career and Technical Education Pathways to STEM Disciplines (September 16, 2013)
On October 10, 2013, REL Midwest will host a one-hour public television event featuring Paul A. Asunda, Ph.D., designed to engage participants in a discussion about how rigorous science, technology, engineering, and mathematics (STEM) content is being integrated into career and technical education (CTE) opportunities to guide students into STEM-focused careers.
REL Central Webinar: Identifying Measures for Evaluating Changes in Teacher Practice, Teacher and Student Attitudes and Beliefs, and Sustainability (September 13, 2013)
On September 20, REL Central will host a webinar that illustrates various instruments used in Mathematics Science Partnerships projects to measure changes in teacher practice, student understanding, attitudes, beliefs, and sustainability.
REL Northeast and Islands Event: Student Learning Objectives—Implementation and Measurement: Perspectives from Research, Policy and Practice (September 13, 2013)
On Sept 18, the Northeast Educator Effectiveness Research Alliance at REL Northeast and Islands and the Northeast Comprehensive Center will co-host a special face-to-face event in Framingham, Massachusetts to examine implementation and measurement of Student Learning Objectives (SLOs).
REL Southeast Work-in-Progress: Florida Beating the Odds in Grade 3 Reading (September 12, 2013)
REL Southeast is working with the Florida Department of Education to identify "beating the odds" schools--schools that have a lower than expected percentage of students scoring at the lowest level on the statewide assessment of reading in grade 3. In addition, the REL Southeast will identify clusters of demographically similar schools for the purpose of providing a "nearest neighbor" comparison of school performance to allow the state of Florida to work toward understanding school strategies which may contribute to differential performance within a cluster.
Addressing Teacher Shortages in Disadvantaged Schools: Lessons From Two Institute of Education Sciences Studies (September 12, 2013)
A new NCEE evaluation brief discusses lessons learned from two recent IES studies: one that evaluated teachers from two highly selective alternative routes--Teach For America and the Teaching Fellows programs--and one that evaluated teachers from less selective alternative routes that accept nearly all applicants.
REL Midwest Work-in-Progress: Predictors of College Readiness Using State Data (September 11, 2013)
REL Midwest is working with the Indiana Commission for Higher Education to examine three measures of college readiness based on first-year college indicators.
New REL Pacific guide: Five key steps for structuring conversations about data (September 11, 2013)
This guide walks data teams through five key steps in using data for informed decision making and strategic action: setting the stage, examining the data, understanding the findings, developing an action plan, and monitoring progress and measuring success. Guiding questions, suggested activities, and activity forms are included.
NCEE REL Southeast Report Release: Evaluating the screening accuracy of the Florida Assessments for Instruction in Reading (FAIR) (September 10, 2013)
Since 2009, Florida has administered a set of interim assessments (Florida Assessments for Instruction in Reading, FAIR) three times a year to obtain information on students' probability of meeting grade-level standards on the end-of-year Florida Comprehensive Assessment Test (FCAT). After the Florida Department of Education adopted new standards (Next Generation Sunshine State Standards) in 2010-2011 and changed the FCAT 2.0 cutscores during 2011-2012, the students who met grade-level standards on the FCAT 2.0 fell from 72 percent to 53 percent. As a result, the Florida Department of Education partnered with REL Southeast to analyze student performance on the FAIR reading comprehension screen across grades 4-10 and FCAT 2.0 to determine how well the FAIR and the 2011 FCAT 2.0 scores predict 2012 FCAT 2.0 performance.
WWC Reviews Study of First Step to Success Program (September 10, 2013)
The study examined the effects of First Step to Success, a 3-month school- and home-based program intended to improve educational outcomes for students with moderate to severe behavior problems. Forty-eight elementary schools across five states participated in the study that measured 10 outcomes. The research evidence for three outcomes--academic engaged time, problem behavior, and academic competence--meets WWC evidence standards with reservations.
The Effectiveness of Secondary Math Teachers from Teach For America and the Teaching Fellows Programs (September 10, 2013)
A new report separately compares the effectiveness of teachers from two highly selective alternative route certification programs--Teach For America (TFA) and from Teaching Fellows programs--with the effectiveness of other teachers teaching in the same schools. The study finds that TFA secondary math teachers are more effective than other math teachers in the same schools; teachers from Teaching Fellows programs are at least as effective as other math teachers in the same schools.
2012-13 Integrated Postsecondary Education Data System (IPEDS) Methodology Report (September 6, 2013)
This report describes the universe, methods, and editing procedures used in the 2012-13 Integrated Postsecondary Education Data System (IPEDS) data collection.
REL Northwest Event: Designing the Future in Alternative Education Programs (September 5, 2013)
REL Northwest is partnering with the Montana Office of Public Instruction to present a two-day workshop that will explore new technologies for greater student-centered learning and innovative teaching.
Impacts of Comprehensive Teacher Induction are Focus of Well-Implemented Study (September 4, 2013)
This 3-year study examined the effects of a comprehensive teacher induction program for beginning teachers on teacher and student outcomes in 17 school districts across 13 states. At the beginning of the study, 418 elementary schools with a total of 1,009 beginning teachers were randomly assigned to receive either the intervention or the standard induction services, if any, provided by their district. In the second year of the study, researchers selected a subset of the original districts to receive a second year of the teacher induction program. In these districts, the schools that were originally assigned to receive the intervention continued to offer the intervention services for a second year to beginning teachers. Impacts after the first year of the study were based on data from all participating districts, all of which received the intervention during the first year. Impacts after the second and third years of the study were presented separately for districts receiving 1 or 2 years of the intervention. The study is a well-implemented randomized controlled trial that meets WWC evidence standards for assessing impacts on teacher retention for the entire sample at the end of year 1 of the study, and for the subset of districts that received only 1 year of the intervention at the end of years 2 and 3 of the study.
NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2010-11 (Fiscal Year 2011) (September 4, 2013)
The report provides finance data for all local education agencies (LEAs) that provide free public elementary and secondary (PK-12) education in the United States.
REL Northeast & Islands Event: Implementation Research and Planning for the Early Warning System in Puerto Rico (September 3, 2013)
On September 27, 2013, REL-NEI will sponsor a workshop for members of the Puerto Rico Research Alliance on Dropout Prevention. This workshop will provide an overview of implementation science research and time for Alliance members to begin drafting implementation plans for early warning system work in Puerto Rico.
Early Childhood Program Participation, From the National Household Education Surveys Program of 2012 (August 30, 2013)
This report presents findings from the Early Childhood Program Participation Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Early Childhood Program Participation Survey collected data on children’s participation in relative care, nonrelative care, and center-based care arrangements. It also collected information from parents about the main reason for choosing care, what factors were important to parents when choosing a care arrangement, and parents’ participation in various learning activities with their children.
Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012 (August 30, 2013)
This report presents findings from the Parent and Family Involvement in Education Survey of the National Household Education Surveys Program of 2012 (NHES:2012). The Parent and Family Involvement in Education Survey collected data on children enrolled in public or private school for kindergarten through 12th grade or homeschooled for these grades. The survey collected information about various aspects of parent involvement in education, such as help with homework, family activities, and parent involvement at school. For homeschooled students, the survey asks questions related to the student’s homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling.
Back-to-School Teaching Tips from the WWC (August 29, 2013)
Get back-to-school teaching tips from the WWC! Learn how WWC practice guides turn research into action steps to try in your classroom, compare research on interventions using Find What Works, visit Doing What Works for tips on tough behavioral issues, and meet WWC literacy expert Tim Shanahan. Learn more!
REL Midwest Work-in-Progress: Exploring How Methodological Decisions Affect the Variability of Schools Identified as Beating the Odds (August 28, 2013)
REL Midwest is working with the Michigan Department of Education to examine how a set of schools labeled as "beating the odds" might change when the methodological approaches to identification these schools change.
REL Northeast & Islands Work-in-Progress: Online Course Use in Rural and Nonrural High Schools: Results from a Survey in the Greater Capital Region of New York (August 28, 2013)
For this study, REL NEI is working in collaboration with the Capital Area School Development Association (CASDA) to provide descriptive information about how and why rural and nonrural schools are using online learning, the policies and practices these schools employ to monitor students enrolled in online learning, and the barriers these schools face in using online learning options.
The WWC Finds that Study of the PACT Approach is Well-Implemented (August 27, 2013)
The WWC has evaluated a recent study on the effects of Promoting Acceleration of Comprehension and Content Through Text (PACT), an instructional approach that aims to improve social studies content knowledge and reading comprehension. The study took place in two middle schools in a near-urban district in Texas, and the analysis sample contained 339 eighth-grade students in 27 classes. The study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
New WWC Review: Study of Fractions Tutoring Program is Well-Implemented (August 27, 2013)
The WWC has evaluated a recent study that examined the effectiveness of Fraction Challenge, a supplemental small-group tutoring math program that focuses on improving student understanding of fractions. The study included 259 fourth-grade "at-risk" students in 53 classrooms in 13 schools from across the United States. The study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
REL Mid-Atlantic Event (August 24, 2013)
On October 24, REL Mid-Atlantic will sponsor an event on the use of classroom observations as one measure of teacher effectiveness in a comprehensive educator support system.
New ERIC Site Released (August 20, 2013)
ERIC released a new website on August 2nd. Check it out at www.eric.ed.gov!
NCES Releases New Data and Report from the 2011-12 National Postsecondary Student Aid Study (NPSAS:12) (August 20, 2013)
This First Look publication provides the first results of the 2011–12 National Postsecondary Student Aid Study (NPSAS:12), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. The survey includes about 95,000 undergraduate and 16,000 graduate students attending 1,500 postsecondary institutions in the 50 states and the District of Columbia (prior cycles of NPSAS also included institutions from Puerto Rico). The report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level.
REL Mid-Atlantic Event (August 19, 2013)
On September 10, REL Mid-Atlantic will sponsor an event on school-based and individual-based merit and performance pay systems, including research-based arguments for reforming teacher compensation and different models for restructuring teacher compensation.
REL Mid-Atlantic Event (August 19, 2013)
On September 16, REL Mid-Atlantic will sponsor an event on developing data dashboards and provides instructions and materials on how to design dashboards using research-based principles of dashboard design.
Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review (August 19, 2013)
A new report reviews the research literature on strategies designed to help students with disabilities transition from high school to employment, postsecondary education and training, or independent living. The review deviates from previous evidence reviews on this topic by using the What Works Clearinghouse (WWW) systematic review procedures, focusing on direct measures of students’ post-high school outcomes, and including more recent studies released between April 2008 and June 2011.
An Overview of NAEP (August 15, 2013)
The 2013 update of An Overview of NAEP, a short brochure describing the National Assessment of Educational Progress, is now available.
NCES releases five First Look reports with findings from the 2011–12 Schools and Staffing Survey (August 13, 2013)
The data include information for the 2011–12 school year on: graduation requirements; school staffing; principal and teacher compensation, experience, education, and professional development; teacher certification and evaluation; school climate and working conditions; student population and class organization; instructional programs and student services; and library media center resources and services.
REL Central Work-in-Progress: Understanding Clinical Practice in Traditional Teacher Preparation Programs in Missouri (August 8, 2013)
The REL Central Educator Effectiveness Research Alliance (Teacher Preparation Workgroup) is conducting a study of the clinical practice components of teacher preparation in traditional teacher preparation programs. The study will use a survey of first-year public school teachers in Missouri to collect information about: (1) the characteristics of clinical practice in traditional TPPs completed by first-year teachers; and (2) how clinical practice in traditional TPPs varies among certification tracks completed by first-year teachers.
REL Central Work-in-Progress: Review of Approaches for Assessing Teacher Preparation Programs in the Central Region (August 8, 2013)
The REL Central Educator Effectiveness Research Alliance (Teacher Preparation Workgroup) is conducting a study of Central state efforts to assess teacher preparation programs (TPPs) and the availability of data for this purpose. The study will collect information about: (1) how statewide longitudinal data systems (SLDS) and other state-level data sources are being used to assess TPPs; (2) what changes are underway for TPP assessment; and (3) what data are available that might be used to assess TPPs.
REL Northwest Event: Redefining Ready: Connecting Adolescent Development to College Readiness. (August 7, 2013)
On September 29, REL NW will partner with GEAR Up West to host this event focusing on how adolescent development influences college-going aspirations, beliefs, and behaviors.
REL Midwest: Making Connections: Encouraging Mathematical Thinking in Early Childhood Education (August 7, 2013)
On August, 21, 2013, REL Midwest will host a one-hour public television event featuring Douglas Clements, Ph.D. The event is designed to engage participants in a discussion about mathematics in early childhood education.
REL Central Webinar--Addressing the Achievement Gap in Mathematics Through Improved Problem Solving Strategies (August 7, 2013)
On Sept 17, REL Central will host a webinar that provides an overview of achievement gap patterns in the Central Region and will provide participants with practical examples of instructional strategies that improve students' mathematics performance.
WWC Quick Review on “Early College, Early Success: Early College High School Initiative Impact Study” (August 2, 2013)
This study is part of an ongoing series of reports based on the evaluation of the Bill & Melinda Gates Foundation’s Early College High School Initiative. It reports the results of a lottery-based randomized experiment evaluating the impact of Early Colleges on high school graduation, college enrollment, college degree attainment, and the impact on student subgroups.
WWC Quick Review on "National Charter School Study 2013" (July 30, 2013)
The study examined whether students attending charter schools made larger gains in math and reading achievement than similar students attending traditional public schools. The study authors estimated impacts using data from 25 states and the District of Columbia. They also conducted an updated analysis on a subset of 16 states examined in a previous study (Center for Research on Education Outcomes, 2009). For both analyses, the authors reported that charter school students made significantly greater year-to-year gains in reading than similar students in non-charter schools. However, the authors reported that charter school students in the subgroup of 16 states made significantly smaller year-to-year gains in math than similar students in non-charter schools.
IES Releases Synthesis of Research on Early Intervention and Early Childhood Education (July 23, 2013)
The purpose of the synthesis is to describe what has been learned from research grants on early intervention and childhood education funded by the Institute of Education Sciences (IES) National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through June 2010. This synthesis looks across the projects that IES funded to determine what has been learned and to suggest to the field avenues for further research to support improvements in early childhood education in our country.
REL Northwest Work-in-Progress: Time Needed for English Language Learners to Exit Washington State’s English Learner Services (July 22, 2013)
This descriptive study examines how long it takes ELL students to exit from the Transitional Bilingual Instructional Program in seven high-poverty Seattle-area school districts.
NCES releases the restricted-use data for the kindergarten rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (July 17, 2013)
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This data file includes information collected during the fall and spring of the first year of the study, when children were in kindergarten. Approximately 18,200 kindergartners participated in the study during the 2010-11 school year.
WWC Finds Study of Collaborative Strategic Reading to be Well-Implemented (July 16, 2013)
A 2011 study examined the impact of Collaborative Strategic Reading (CSR), a set of instructional strategies used to build reading proficiency, on the reading comprehension of 1,355 fifth-grade social studies students from 26 linguistically diverse schools in Oklahoma and Texas. The study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
The Effectiveness of Reading Recovery: Updated WWC Report (July 16, 2013)
Reading Recovery is a short-term intervention that provides one-on-one tutoring to first-grade students who are struggling in reading and writing. The WWC found that Reading Recovery® has positive effects on general reading achievement and potentially positive effects on alphabetics, reading fluency, and comprehension for beginning readers.
NCES releases national and state revenues and expenditures for public elementary and secondary education for School Year 2010-11 (FY 11) (July 16, 2013)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2010-11. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
America's Children: Key National Indicators of Well-Being, 2013 Released Online (July 12, 2013)
America's Children, 2013 is a compendium of indicators highlighting the latest data and recent trends on children and their families prepared by the 22 federal agencies of the Federal Interagency Forum on Child and Family Statistics. The 16th in an ongoing series, America's Children, 2013 contains 41 key indicators on important aspects of children's lives and features 7 domains--family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. All indicator tables and figures are available online at childstats.gov.
REL Pacific Event --Taking Action with Education Data: From a Policy Maker's Perspective (July 10, 2013)
On July 17, 2013, the Regional Educational Laboratory in the Pacific region will sponsor an event for school and district leaders in the Commonwealth of the Northern Mariana Islands (CNMI) on the practical application of the National Forum on Education Statistics' Forum Guide to Taking Action with Education Data. The event will be in Saipan, CNMI.
WWC Quick Review on “Charter Schools and the Road to College Readiness: The Effects on College Preparation, Attendance and Choice” (July 10, 2013)
The study examined whether attending a Boston charter school affected students' high school and college outcomes. The study compared charter school students who were admitted via a random admission lottery and attended one of the six study charter schools to students who applied but were not admitted via lottery and instead attended another public school in Massachusetts. The study reported that students attending the six Boston charter schools included in the study scored significantly higher on the 10th grade state assessments in both English language arts and math, had significantly higher SAT scores, and were significantly more likely to attend a 4-year postsecondary institution than students who applied but were not admitted. There were no statistically significant differences between groups in AP exam passing rates, high school graduation rates, or overall college enrollment rates.
Study of the Impacts of School Choice is Well Implemented (July 9, 2013)
This 2011 study examined the effect of school choice on the criminal activity, academic achievement, and high school graduation rate of more than 2,000 male middle and high school students in North Carolina's Charlotte—Mecklenburg school district. The study used a well-implemented random process to form intervention and comparison groups, and this research meets WWC evidence standards without reservations.
Read Naturally® and Beginning Readers: Updated WWC Report (July 9, 2013)
Read Naturally is a supplemental reading program that aims to improve the reading fluency, accuracy, and comprehension skills of elementary and middle school students using a combination of texts, audio CDs, and computer software. The WWC found that the Read Naturally program has no discernible effects on alphabetics and comprehension, mixed effects on reading fluency, and potentially positive effects on general reading achievement for beginning readers. The intervention report includes studies of Read Naturally Masters Edition and Read Naturally Software Edition.
Postsecondary Institutions and Price of Attendance in 2012-13; Degrees and Other Awards Conferred: 2011-12; and 12-Month Enrollment: 2011-12: First Look (Provisional Data) (July 9, 2013)
This First Look report is a revised version of the preliminary report released on May 21, 2013. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) fall 2012 collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year, Completions covering the period July 1, 2011, through June 30, 2012, and data on 12-Month Enrollment for the 2011-12 academic year.
Two IES-funded Small Businesses Win Industry Awards for Innovation in Games (July 2, 2013)
Two small businesses, Filament Games and Triad Interactive Media, recently received prestigious national awards for their education technology products developed with funding from the IES Small Business Innovation Research (SBIR) program.
WWC Reviews Study of Intelligent Tutoring of the Structure Strategy (ITSS) (July 2, 2013)
In this 2012 study, researchers examined the effects of the web-based tutoring program ITSS on the reading comprehension of fourth-grade students in language arts classrooms. The analysis included 1,875 to 2,371 fourth-grade students from 100 to 117 classrooms in Pennsylvania elementary schools. The study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations
The Impact of College Cost Information on Student Expectations (July 2, 2013)
This 2012 randomized controlled trial examined the impact of offering informational materials about financial aid on the postsecondary expectations of high school students. About 1,600 students from five low-achieving high schools in Ontario, Canada participated in the study. This research is well-implemented and meets WWC evidence standards without reservations.
NCER Announces FY 2013 Research and Research Training Grants (July 1, 2013)
IES recently made new research and research training grant awards for applications considered under the June and September 2012 deadlines. A list of these awards follows.
NCSER Announces FY 2013 Research and Research Training Grants (July 1, 2013)
IES recently made new research and research training grant awards for applications considered under the June and September 2012 deadlines. A list of these awards follows.
The Nation's Report Card: Trends in Academic Progress 2012 (June 27, 2013)
This report presents the results of the NAEP long-term trend assessments in reading and mathematics administered during the 2011–12 school year to 9-, 13-, and 17-year-old students.
Indicators of School Crime and Safety, 2012 (June 26, 2013)
This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population based on an array of surveys.
Product Feedback and Development Meeting (June 25, 2013)
Are you a leader in your local or state education agency? Do you have responsibility for designing, selecting, and implementing policies, programs, or practices in your state or district? Do you look for and use research to help you make decisions for your state or district? If so, the U.S. Department of Education is interested in your feedback and ideas.
Examining the Research on Let’s Begin with the Letter People® (June 25, 2013)
This early childhood literacy curriculum covers each letter of the alphabet to develop children’s language and early literacy skills, focusing on phonological awareness, including rhyming, word play, alliteration, and segmentation. The WWC found Let's Begin with the Letter People® to have no discernible effects on oral language and phonological processing and mixed effects on print knowledge for preschool children.
What Does the Research Say about Doors to Discovery™? (June 25, 2013)
This preschool literacy curriculum aims to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. The WWC found that Doors to Discovery™ has potentially positive effects on oral language and print knowledge and no discernible effects on phonological processing and math for preschool children.
REL NEI Webinar: Organizational Learning and How District and School Leaders Can Use Data for Improvement (June 24, 2013)
On July 24, the Northeast and Islands Regional Educational Laboratory's (REL) Urban School Improvement Alliance will host a webinar to discuss the theoretical and empirical research on organizational learning and district-wide improvement.
REL Midwest Competency-Based Education Event (June 19, 2013)
On June 28, 2013, REL Midwest will host a one-hour public television event designed to help viewers gain a better understanding of competency-based education (CBE) practices, the emerging research in the field, and strategies that states and districts are using to implement various aspects of CBE. The event will feature a panel discussion with Elizabeth A. Jones, Ph.D. and implementation leaders in Iowa, Kentucky, and Ohio. The event will be filmed before a live studio audience from 4:00 to 5:00 P.M. (CST) at Chicago Public Media. Broadcast dates and times are not yet available.
REL WEST Work-in-Progress: Middle School Math in California—A Validity Study of Commonly Used Assessments for Course Placement (June 19, 2013)
REL West is collaborating with nine districts in the Silicon Valley Research Alliance (SVRA) in California to explore the question of how the use of test scores (both California Standards Tests, or CSTs, and a diagnostic test) can assist with their grade 8 Algebra I placement decisions. This study will examine the association between the different available assessments and proficiency on the grade 8 Algebra I California Standards tests.
Study of Performance-based Scholarships is Well Implemented (June 4, 2013)
This 2012 randomized controlled trial examined the effects of performance-based scholarships on community college enrollment, credits earned, and academic achievement of 1,502 low-income, independent, adult community college students in New York City who were required to enroll in remedial courses. The students were targeted because of their elevated risk of having financial difficulties in paying for college. This is a well-implemented study, and the research meets WWC evidence standards without reservations.
Deputy Commissioner Joan McLaughlin Named Acting Commissioner of NCSER (June 3, 2013)
IES Director John Q. Easton announced that Joan McLaughlin, the current Deputy Commissioner of the National Center for Special Education Research, has been named Acting Commissioner, effective July 1, 2013.
"Joan has been a great asset to the National Center for Special Education Research. Her background and experience in special education and early childhood is extensive, and her willingness to take on this new role makes Joan the perfect choice to serve as Acting Commissioner," Easton said. "The other commissioners and I look forward to working closely with Joan as we continue to advance IES's mission to provide rigorous and relevant research aimed at improving education outcomes for all students."
McLaughlin first joined the Institute of Education Sciences as Deputy Commissioner of the National Center for Special Education Research in February 2009. In addition to her role as Deputy Commissioner, McLaughlin served as NCSER's program officer for the Early Intervention and Early Learning in Special Education grant program.
Prior to joining IES, McLaughlin spent 16 years working in the Education and Family Services area of Abt Associates Inc., a research consulting firm. While there, she served as principal investigator or project director for numerous evaluations of federal education, food assistance, and early childhood programs. McLaughlin has also served as a program officer in the Office of Analysis and Evaluation at the U.S. Department of Agriculture's Food and Nutrition Service, where she oversaw design, process, and implementation studies of programs and initiatives focused on maternal and child health and child nutrition issues. She also served as a program analyst in the Program Evaluation and Methodology Division of the U.S. Government Accountability Office.
McLaughlin received her bachelor's degree in psychology from the University of Notre Dame and her master's and doctoral degrees in developmental psychology from Cornell University.
McLaughlin replaces Deborah Speece, who is leaving after serving 2 years as Commissioner to become Associate Dean of Research and Faculty Development in the School of Education at Virginia Commonwealth University in Richmond.
Scott Foresman–Addison Wesley Elementary Mathematics Has Mixed Effects for Elementary School Students (May 29, 2013)
The WWC found that Scott Foresman–Addison Wesley Elementary Mathematics has mixed effects on mathematics achievement for elementary school students, based on three studies that included 9,547 students in grades 1-5 from 120 schools in 15 states. Scott Foresman–Addison Wesley Elementary Mathematics is a core curriculum for students in prekindergarten through grade 6 that aims to improve students’ understanding of key math concepts through problem-solving instruction, hands-on activities, and math problems that involve reading and writing.
Saxon Math Has Potentially Positive Effects for Elementary School Students (May 29, 2013)
The WWC found that Saxon Math has potentially positive effects on mathematics achievement for elementary school students, based on two studies that included more than 8,060 students in grades 1–5 from 452 schools in 11 states. Saxon Math is a core curriculum for students in grades K–5 that uses an incremental approach for instruction and assessment.
Condition of Education 2013 (May 23, 2013)
The Condition of Education 2013 summarizes important developments and trends in education using the latest available data. The report presents 42 indicators on the status and condition of education, in addition to Spotlights that look more closely at 4 issues of current interest. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.
Today’s Baccalaureate: The Fields and Courses That 2007–08 Bachelor’s Degree Recipients Studied (May 23, 2013)
This set of Web Tables uses data from the Postsecondary Education Transcript Study (PETS) and the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09) to provide estimates on the broad fields and specific courses baccalaureate degree holders pursue. The tables first present students’ participation in 37 different fields by sex, race/ethnicity, age, first postsecondary institution sector, bachelor’s degree institution sector, and major. The tables then show the courses most commonly taken by bachelor’s degree recipients at large, bachelor’s degree recipients who began in 2-year colleges, and bachelor’s degree recipients who pursue specific majors. The final two tables report the five STEM courses in which non-STEM majors most frequently earned credits, and the five non-STEM courses in which STEM majors most frequently earned credits.
IES Newsletter now available featuring research highlights, upcoming events, and new resources (May 22, 2013)
The May 2013 issue of the IES Newsletter features articles about the use of technology in research projects, a REL-public television partnership to disseminate research findings, results from the NAEP Economics Report Card, research and journal awards to NCSER grantees, NCEE collaborates with Department of Education program offices on large-scale evaluations, new Fast Facts from NCES, research funding opportunities, upcoming events, and other items.
Postsecondary Institutions and Price of Attendance in 2012-13; Degrees and Other Awards Conferred: 2011-12; and 12-Month Enrollment: 2011-12: First Look (Preliminary Data) (May 21, 2013)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2012 collection, which included three survey components: Institutional Characteristics for the 2012-13 academic year, Completions covering the period July 1, 2011, through June 30, 2012, and data on 12-Month Enrollment for the 2011-12 academic year.
Study of School Vouchers and College Enrollment is Well Implemented (May 14, 2013)
This 2012 randomized controlled trial examined the effects of the New York School Choice Scholarships Foundation Program on the college enrollment outcomes of 2,600 first- to fifth-grade New York City public school students. The voucher program provided private school vouchers to public school students from low-income families. This is a well-implemented study, and the research meets WWC evidence standards without reservations.
WWC Reviews Study of Teacher Incentives and Math Achievement (May 14, 2013)
In this 2012 study, researchers examined the impacts of four different types of teacher incentive strategies on student math achievement in nine K–8 public schools in Chicago Heights, Illinois. The four types of incentives experimented with the idea of “loss aversion,” the preference to avoid loss rather than acquire gains, and individual and team responsibility. This study is a well-implemented randomized controlled trial, and the research meets WWC evidence standards without reservations.
IES Releases FY2014 Funding Announcements for Grant Competitions in Education Research and Training (May 3, 2013)
IES has released FY2014 funding announcements for five grant competitions in education research and research training.
IES Releases FY2014 Funding Announcements for Grant Competitions in Education Research and Training (May 2, 2013)
IES has released FY2014 funding announcements for five grant competitions in education research and research training.
WWC Reviews Study of POWERSOURCE© (April 30, 2013)
The POWERSOURCE© intervention is designed to help teachers provide individual instruction to their students in Algebra I. This study examined the impact of POWERSOURCE© on students in seven districts in Arizona and California during the 2007–08 school year. The randomized controlled trial of the teachers is well-implemented and has low levels of sample attrition. This research meets WWC evidence standards without reservations. The randomized controlled trial of the schools does not meet WWC evidence standards due to high levels of attrition, and analytic samples were not demonstrated to be equivalent at baseline.
Study of Playworks Program is Well-Implemented (April 30, 2013)
Playworks is a program that utilizes full-time coaches to provide structured play opportunities during recess and class time. This study examined whether using the Playworks program reduced the number of disciplinary referrals in 25 low-income elementary schools in five US cities during the 2010–11 school year. This study is a well-implemented randomized controlled trial with low attrition at the school level, and the research described in the report meets WWC evidence standards without reservations.
NCES Releases Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2009-10 (Fiscal Year 2010) (April 30, 2013)
In FY 10, current expenditures per pupil in the 100 largest public school districts ranged from a low of $5,528 in Alpine School District, Utah to a high of $19,184 in New York City School District, NY. Expenditures per pupil were next highest in Boston City Schools, MA ($19,169); Montgomery County Schools, MD ($15,582); Atlanta Public Schools, GA ($15,043); Baltimore City Schools, MD ($14,711); and Howard County Schools, MD ($14,704).
In FY 10, local education agencies received $75.3 billion from the federal government for public elementary and secondary education, which represents an increase of 32.7 percent from FY 09.
Economics 2012 (April 24, 2013)
This new report from the National Assessment of Educational Progress (NAEP) reveals how well 12th-grade students know and apply the concepts of microeconomics, macroeconomics, and international trade in real-world contexts.
WWC Quick Review on “The Impact of Dual Enrollment on College Degree Attainment: Do Low-SES Students Benefit?” (April 24, 2013)
This study used data from the National Education Longitudinal Study (NELS:88) to examine the effects of dual enrollment programs for high school students on college degree attainment. Dual enrollment programs allow high school students to take college courses and earn college credits while still in high school.
IES Hosts FY 2014 Funding Opportunities Webinar Series Beginning in May (April 18, 2013)
The Institute of Education Sciences anticipates the Request for Applications for FY2014 research and research training competitions to be released in early May. The Institute will host a series of webinars related to research funding opportunities on Tuesday and Thursday afternoons beginning in May 2013.
These webinars will focus on a range of topics, including overviews of specific funding opportunities, the application process, and grant writing. Descriptions about these webinars and the registration process will be available soon.
Please stay tuned to the IES Newsflash for details about the upcoming webinar schedule.
WWC Quick Review on "Expanding College Opportunities for High-Achieving, Low Income College Students" (April 17, 2013)
This study examined whether providing low income, high-achieving high school seniors with college application guidance and information about the costs of college affected their college application, acceptance, and enrollment patterns.
NCES Releases “The Adult Education Training and Education Survey (ATES) Pilot Study: Technical Report.” (April 9, 2013)
As part of a larger inter-agency effort to develop new federal data on adults’ education and training for work, NCES developed and pilot-tested of a set of survey items on certification, licensure, and educational certificates. The pilot test concluded that the main item on certification and licensure provides a valid measure of these credentials, and that three additional items, on the credential provider, occupational field of the credential, and whether the credential is required for work, can be used to provide key information on these credentials. The use of proxy respondents was also found to be acceptable for measuring (only) key characteristics. For subbaccalaureate certificates, the pilot test produced equivocal results, leading to the recommendation for further work specifically on this educational credential.
This pilot study was undertaken for questionnaire and procedural development purposes only. The estimates from this report should not be cited as population estimates because the sample design and data collection procedures were not intended for that purpose, but rather to support the evaluation of questionnaire items.
To view the full report please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2013190
For more information about NCES’ interagency work on adult education and training, please visit the website for the Interagency Working Group on Expanded Measures of Enrollment and Attainment (GEMEnA). [link to http://nces.ed.gov.surveys/gemena]
Federal Student Loan Debt Burden of Noncompleters (April 9, 2013)
NCES has released "Federal Student Loan Debt Burden of Noncompleters," which focuses on the median cumulative federal education debt (Stafford and Perkins loans) accrued by students who do not complete a postsecondary degree or certificate (“noncompleters”) within 6 years of first enrolling. It is based on data from the two most recent longitudinal studies of beginning postsecondary students conducted by the National Center for Education Statistics: students who first enrolled in 1995-96 (and left without a degree as of 2001) and those who first enrolled in 2003-04 (and left without a degree as of 2009).
WWC Quick Review on “KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report” (March 27, 2013)
The study examined whether attending a Knowledge is Power Program (KIPP) middle school improved students' reading, math, social studies, and science achievement for up to 4 years following enrollment. The study analyzed scores on state assessments for approximately 16,000 students attending 41 KIPP middle schools in 13 states and the District of Columbia. The study reported that students attending KIPP middle schools scored statistically significantly higher than matched students on all of the state assessments and follow-up periods examined, including reading and math 1-4 years following enrollment (effect sizes ranging from 0.05 to 0.36), and social studies and science 3-4 years following enrollment (effect sizes of 0.25 and 0.33, respectively).
NCSER Summary of Research Findings 2006-2012 (March 26, 2013)
The National Center for Special Education Research highlights findings from its funded research projects.
Updated WWC Report on Fast ForWord for Beginning Readers (March 19, 2013)
Fast ForWord is a computer-based reading program intended to help students develop and strengthen the cognitive skills necessary for successful reading and learning. The WWC found that Fast ForWord has positive effects on alphabetics, no discernible effects on reading fluency, and mixed effects on comprehension for beginning readers.
Read Naturally Has Potentially Positive Effects for Adolescent Readers (March 19, 2013)
Read Naturally, a supplemental reading program designed to improve reading fluency, accuracy, and comprehension, uses a combination of books, audio CDs, and computer software. The WWC found that Read Naturally has potentially positive effects on general literacy achievement for adolescent readers.
IDE Update (March 18, 2013)
The International Data Explorer has just been updated with 2011 data for the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS)
Updated Report on Ladders to Literacy Now Available (March 12, 2013)
Ladders to Literacy is a supplemental early literacy curriculum composed of 60 activities designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills. After reviewing the research, the WWC found that Ladders to Literacy has potentially negative effects on oral language and no discernible effects on print knowledge, phonological processing, and math for preschool children, based on two studies that included 139 children in 26 preschool classrooms in southern New Hampshire.
The Effectiveness of School-Based Mentoring Programs (March 12, 2013)
This study examined the effects of Big Brothers Big Sisters (BBBS) school-based mentoring programs on students in grades 4-9 in schools working with ten BBBS agencies across the country. The part of the study that demonstrates the effectiveness of BBBS mentoring relative to a business-as-usual comparison group is a well-implemented randomized controlled trial that meets WWC standards without reservations. The study also examined the effects of using youth mentors versus adult mentors for BBBS school-based mentoring, and this part of the study meets WWC standards with reservations.
WWC Reviews Study of Tools for Getting Along Curriculum (March 12, 2013)
This study examined the impact of Tools for Getting Along (TFGA) on fourth- and fifth-grade students' behavioral outcomes in 14 Florida elementary schools. TFGA is a classroom curriculum that aims to help students develop social problem-solving skills. The study is a well-implemented randomized controlled trial with low levels of sample attrition for three outcomes (rational problem solving, impulsiveness/ carelessness, and avoidance) and this research meets WWC evidence standards without reservations. The analysis samples for six other outcomes that showed high levels of attrition meet WWC evidence standards with reservations.
Algebra I and Geometry Curricula: Results From the 2005 High School Transcript Mathematics Curriculum Study (March 12, 2013)
This report looks at the math coursetaking patterns of America’s high school graduates to examine the content and challenge of Algebra I and Geometry courses in our nation’s public high schools.
RFP: Evaluation of the Comprehensive Technical Assistance Centers (March 7, 2013)
On March 1, 2013, the U.S. Department of Education re-released the Request for Proposals (RFP) for the Evaluation of the Comprehensive Technical Assistance Centers with modifications. Recognizing that a potential conflict of interest (COI) exists for prospective offerors, the Department is implementing a two-phase process for this procurement in which prospective offerors are requested to submit a COI strategy by March 15 for Department review. Other modifications include a reduction in scope and reduced period of performance. Proposals are due May 3.
Dual Enrollment Programs and Courses for High School Students at Postsecondary Institutions: 2010-11 (March 5, 2013)
This report provides national estimates about dual enrollment programs and courses at postsecondary institutions. The estimates presented in this report are based on an institution survey about dual enrollment programs and courses offered by the postsecondary institutions during the 2010-11 school year.
More Research Needed on Second Step (March 5, 2013)
Second Step, a classroom-based social skills program for students in preschool through junior high, is designed to reduce impulsive, high-risk, and aggressive behaviors and increase children's social competence and other protective factors. After reviewing the available research on Second Step and its effects on children classified with an emotional disturbance (or children at risk for classification), the WWC found that none of the studies meet WWC evidence standards. More high-quality research is needed to determine if the program is effective for these children.
Lack of Research Evidence on Voyages Curriculum (March 5, 2013)
Voyages is a supplementary mathematics curriculum that utilizes activity-based instruction, independent student practice, and regular topic assessments. The WWC reviewed the available research on the program and its effects on elementary school students. No studies meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the impacts of Voyages on elementary school students. More high-quality research is needed on the program to determine its effectiveness.
Using Vmath for Struggling Math Students: More Research Needed (March 5, 2013)
Vmath is a supplemental mathematics curriculum for students in grades 2-8 who are struggling with math. After reviewing the available research on Vmath and its effects on elementary school students, the WWC found no studies meeting WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the impacts of Vmath on elementary school students. More high-quality research is needed on the program to determine its effectiveness.
New Early Childhood Education Report: Bright Beginnings (March 5, 2013)
Bright Beginnings is an early childhood curriculum that focuses on building early language and literacy skills through nine thematic units designed to enhance cognitive, social, emotional, and physical development. After reviewing six studies of Bright Beginnings, the WWC identified one study that meets WWC evidence standards with reservations. Based on this study, the WWC determined that the program has no discernible effects on oral language, print knowledge, phonological processing, or math for preschool children.
Does The Creative Curriculum for Preschool Improve School Readiness? (March 5, 2013)
The Creative Curriculum for Preschool is an early childhood curriculum that focuses on project-based investigations designed to foster social/emotional, physical, cognitive, and language development in children. After reviewing 14 studies of The Creative Curriculum for Preschool, the WWC identified two studies that meet WWC evidence standards with or without reservations. Based on these studies of preschool children in Georgia, North Carolina, and Tennessee, the WWC found the program to have no discernible effects on oral language, print knowledge, phonological processing, or math.
Mega-States: An Analysis of Student Performance in the Five Most Heavily Populated States in the Nation (February 21, 2013)
This report features NAEP results in the five largest states: California, Florida, Illinois, New York, and Texas. These states enroll close to 40 percent of the nation’s public school students.
More Research Needed on SIOP for English Language Learners (February 20, 2013)
Sheltered Instruction Observation Protocol (SIOP) is a framework for planning and delivering instruction in science, history, and math to English language learners as well as other students. The framework aims to help teachers integrate academic language development into their lessons, allowing students to learn and practice English as it is used in the context of school. After reviewing the available research on SIOP and its impact on English language learners, the WWC found no studies that meet WWC evidence standards. More research is needed to determine if this method is effective for these students.
More Research Needed on Words Their Way for Beginning Readers (February 20, 2013)
Words Their Way is an approach to phonics, vocabulary, and spelling instruction for students in kindergarten through high school that aims to provide a practical way to study words with students. After reviewing the available research on Words Their Way and its impact on beginning readers, the WWC found no studies that meet WWC evidence standards. More research is needed to determine if the approach is effective for these students.
Is Saxon Math Effective for Middle School Students? (February 20, 2013)
After reviewing the research, the WWC found that Saxon Math has mixed effects on mathematics achievement for middle school students, based on five studies that included 6,601 students in grades 6-8 from 52 schools in four states. Saxon Math is a core curriculum for students in grades K-12 that uses an incremental approach for instruction and assessment.
NCSER Announces 2013 Single-Case Design Summer Training Institute (February 19, 2013)
The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its third Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the capacity of the nation's education researchers to conduct methodologically rigorous single-case intervention studies.
When: June 24th to June 28th, 2013
Where: University of Wisconsin-Madison; Madison, WI
All applications must be received no later than Friday, March 15th, 2013 at 8:00 p.m. EST.
For more information about the Training Institute, including the application procedures,
please visit: http://ies.ed.gov/whatsnew/conferences/?id=1055
NCSER Releases Video Training Modules from Previous Single-Case Design Summer Training Institute (February 19, 2013)
NCSER has released video training modules on single-case design from the 2011 Summer Research Training Institute. These videos provide opportunities for researchers to learn more about how to design scientifically valid single-case design research studies and appropriately analyze single-case data.
Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11 (February 19, 2013)
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year.
WWC Quick Review on "Late interventions matter too: The case of college coaching in New Hampshire" (February 14, 2013)
The study examined whether providing college application coaching to high school seniors increased postsecondary enrollment. The program was aimed at students who were considering applying to college but who had made little or no progress in the application process, and who had a tenth grade test score high enough to warrant applying to college. Study authors found that women who participated in the program enrolled in postsecondary education at a rate that was 12 percentage points higher than women in the control condition (63% versus 51%). This study meets WWC evidence standards without reservations because it is a randomized controlled trial with no attrition. A more thorough review is forthcoming and will examine whether follow-up and subgroup findings meet WWC evidence standards.
WWC Reviews Study of Chicago’s Teacher Advancement Program (February 12, 2013)
This study examined whether the Chicago Public Schools’ Teacher Advancement Program (Chicago TAP) improved student academic achievement and teacher retention in 34 Chicago public schools. Study authors reported no significant differences in academic achievement as a result of the program. The program found no effects on 1 and 2-year teacher retention rates, but found a statistically significant positive effect on 3-year teacher retention rates. Both of these analyses meet WWC evidence standards with reservations.
Study of Middle School Physical Activity and Nutrition (M-SPAN) (February 12, 2013)
This study investigated the effect of the M-SPAN intervention on the physical activity level of middle school students in 24 public middle schools from six districts in Southern California. Researchers reported that M-SPAN improved the amount of time students spent in moderate-to-vigorous physical activity (MVPA). This study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations. The changes in observed outcomes may be in part due to changes in MVPA in intervention schools, high-activity students and low-activity students moving into or out of schools, or a combination of both. This study cannot separate these effects—it can only report on their combined impact. Additionally, because the study analyzed school level data, the magnitude of the effects reported cannot be directly compared to the magnitude of an effect of an intervention that uses student-level data for the analysis.
Literacy Report Reviews the Research on LANGUAGE! Intervention (February 12, 2013)
After reviewing the research, the WWC found that LANGUAGE! has no discernible effects on both reading fluency and comprehension for adolescent readers based on one study of 1,272 students in grades 9 and 10 in one school district in Florida. LANGUAGE! is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests.
Updated WWC Math Report: Investigations in Number, Data, and Space (February 12, 2013)
After reviewing the research, the WWC found that Investigations in Number, Data, and Space has potentially positive effects on mathematics achievement for elementary school students based on two studies that included more than 8,000 students in grades 1–2 and grades 4–5 in 16 districts across 13 states. The activity-based K–5 math curriculum is designed to help students understand number and operations, geometry, data, measurement, and early algebra.
Mark Your Calendars! (February 8, 2013)
Attend our presentation titled "Linking Research to the Classroom: Making Connections for Students with Learning Disabilities" at the LDA's 50th Annual International Conference on Wednesday, February 13, from 2:00-2:50 p.m. in the Bonham D room of the Grand Hyatt San Antonio in San Antonio, Texas.
Study of Summer Reading Intervention Was Well-Implemented (February 5, 2013)
This study examined the impact of a summer literacy program on 46 kindergarten and 47 first-grade students who were at moderate risk for reading difficulties in one Pacific Northwest school district. The study is a well-implemented randomized controlled trial and meets WWC evidence standards without reservations. Researchers found that the summer literacy program had a positive effect on education outcomes for students in both kindergarten and first grade.
New WWC Report Looks at Effectiveness of Social Skills Training (February 5, 2013)
Based on its review of three studies that included 135 children with disabilities in early education settings, the WWC has found that social skills training has no discernible effects on cognition and positive effects on social-emotional development and behavior for these students. Social skills training is a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies.
WWC Quick Review on “Have We Identified Effective Teachers? Validating Measures of Effective Teaching Using Random Assignment” (January 30, 2013)
This study tested whether a measure created by study authors could identify teachers who are effective at increasing student achievement. The authors used 2009-10 school year data to create a single composite measure of teacher effectiveness; this composite measure included estimates of teacher value-added to student test scores, data from classroom observations of teachers, and responses to student surveys. Although this study aims to identify effective teachers in terms of improved student achievement, it is not eligible for review by the WWC because the study does not include identifiable intervention and comparison groups.
GEMS The Real Reasons for Seasons Has Potentially Negative Effects (January 29, 2013)
Great Explorations in Math and Science (GEMS) The Real Reasons for Seasons is a curriculum unit for grades 6–8 that focuses on the connections between the Sun and the Earth to teach students the scientific concepts behind the seasons. Based on evidence from one study of 4,777 seventh-grade students in 10 middle schools in Maryland, the WWC determined that GEMS The Real Reasons for Seasons has potentially negative effects on the general science achievement of middle school students.
Carnegie Learning Curricula and Cognitive Tutor® Has Mixed Effects on Math Achievement (January 29, 2013)
Based on evidence from six studies that included 2,553 high school students from 39 schools, the WWC has found that Carnegie Learning Curricula and Cognitive Tutor has mixed effects on the math achievement of high school students. A secondary math curriculum, the program includes pre-Algebra, Algebra I, Algebra II, and Geometry, and offers textbooks and interactive software to provide individualized, self-paced instruction based on student needs.
Peer-Assisted Learning Strategies Produces No Effects on Elementary Math Achievement (January 29, 2013)
After reviewing the research on Peer-Assisted Learning Strategies, the WWC found that the program has no discernible effects on math achievement for elementary school students based on a study of 328 first-grade students in five elementary schools in the southeastern United States. Peer-Assisted Learning Strategies is a peer-tutoring program for grades K–6 that aims to improve student proficiency in math and other disciplines.
IES Newsletter now available featuring research highlights, upcoming events, and new resources (January 23, 2013)
The January 2013 issue of the IES Newsletter features an announcement about the new NCER Commissioner; results of U.S. student participation in international mathematics, science, and reading assessments; research findings on reclassification policies for English Learners; a REL partnership with historically black colleges and universities; a report to help researchers make research findings more understandable and useful; the summer training institute on cluster-randomized trials; the NAEP Results App; a new Facebook game that helps with college preparation; upcoming events; and other items.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2009–10 (January 22, 2013)
Seventy-eight percent of high school students, nationwide, graduated on time; an increase of 2 percentage points from the previous year. This graduation rate is based on the Averaged Freshman Graduation Rate calculated from enrollment and graduation counts reported to the National Center for Education Statistics at the Institute of Education Sciences, part of the U.S. Department of Education.
This report presents the latest release of the Averaged Freshman Graduation Rate (AFGR) and the Event Dropout Rate. These rates are disaggregated by year, race/ethnicity, gender, and, where applicable, grade.
Application Information – Summer Research Training Institute: Cluster-Randomized Trials (January 17, 2013)
The National Center for Education Research within the Institute of Education Sciences announces its seventh Summer Research Training Institute on Cluster-Randomized Trials. This Training Institute is held to increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education interventions.
When: July 15–25, 2013
Where: Northwestern University, Evanston, IL
All applications must be received no later than March 15, 2013 at 8:00 p.m. ET. For more information about the Training Institute, including the application procedures, please visit: http://ies.ed.gov/whatsnew/conferences/?id=1049
If you need assistance, please contact Dr. Christina Chhin at (202) 219-2280 or christina.chhin@ed.gov.
New WWC Quick Review on “Can Scholarships Alone Help Students Succeed? Lessons from Two New York City Community Colleges” (January 16, 2013)
The study examined the effects of performance-based scholarships for low-income community college students (ages 22-35) who were required to enroll in remedial courses. The study evaluated the impact of the scholarships on continued community college enrollment, credits attempted and earned, and cumulative grade-point average (GPA). All study subjects were eligible for Pell Grants.
Study authors reported findings for a number of outcomes related to enrollment, course taking, and grades. The portion of the study that examined enrollment rates reported that at the end of the two-semester program, 78.1% of the scholarship students were still enrolled, versus 76.6% of the students in the control group. Enrollment for the scholarship and control groups, respectively, was 61.9% versus 60.7% one semester after the program ended, and 51.2% versus 49.5% two semesters after the program ended. None of these differences are statistically significant.
WWC Reviews Research on enVisionMATH (January 15, 2013)
After reviewing the research, the WWC has determined that enVisionMath has potentially positive effects on mathematics achievement for elementary school students, based on one study that included 1,156 elementary school students in grades 2-4 in eight locations across the United States. enVisionMATH is a core curriculum for students in grades K-6 that aims to help students develop an understanding of math concepts through problem-based instruction, small-group interaction, and visual learning with a focus on reasoning and modeling.
Talent Development Middle Grades Program and Its Effects on Literacy (January 15, 2013)
After reviewing the research, the WWC has found that the Talent Development Middle Grades Program has potentially positive effects on comprehension based on one study of adolescent readers from grades 7 and 8 in 29 urban middle schools in the Northeast. The Talent Development Middle Grades Program is a comprehensive reform model for large urban middle schools that aims to improve student achievement by transforming the structure and curriculum.
Projections of Education Statistics to 2021 (January 9, 2013)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions.
WWC Quick Review on "Information and College Access: Evidence From a Randomized Field Experiment" (January 8, 2013)
This study examined the impact of offering an online informational video and financial aid materials to high school students on: (1) their postsecondary aspirations, (2) the accuracy of their understanding of financial aid availability, and (3) the accuracy of their estimates of the economic benefits of postsecondary education. The study found that students offered the video and financial aid calculator reported more accurate assessments of returns to postsecondary education, less concern about postsecondary costs, and higher expectations for their educational attainment. The effects may have been larger for students who originally reported that they were unsure about their expected educational attainment. However, because of the need for additional data from the study authors, the What Works Clearinghouse (WWC) cannot confirm the statistical significance of any of the study's outcomes.
Using Same-Language-Subtitling to Improve Reading Comprehension (January 8, 2013)
This study examined the impacts of Same-Language-Subtitling (SLS), a karaoke-style subtitling intervention, on the reading comprehension skills of special education students. The study is a well-implemented randomized controlled trial of 149 secondary school students in Kaneohe, Hawaii. Researchers found that students using SLS had improved reading comprehension scores on achievement posttests compared to students who did not receive the intervention. The research described in this report meets WWC evidence standards without reservations.
More Research Needed on Tools for Getting Along (January 8, 2013)
Tools for Getting Along is intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. The WWC identified four studies that investigated the effects of the program on children classified as having an emotional disturbance (or children at risk for classification). None of the studies meet WWC evidence standards. More research is needed to determine the effectiveness of Tools for Getting Along for students with disabilities.
Does SpellRead Program Improve Literacy? (January 8, 2013)
After reviewing the research, the WWC finds this literacy program to have potentially positive effects on alphabetics, reading fluency, and comprehension based on two studies that included 137 students in grades 5 and 6 in Pennsylvania and Newfoundland, Canada. SpellRead is a small-group literacy program for struggling readers in grades 2-12.
Trends in Debt for Bachelor’s Degree Recipients a Year After Graduation: 1994, 2001 and 2009 (January 3, 2013)
This report presents a comprehensive set of tables about the debt of recent college graduates for three cohorts of bachelor’s degree recipients spanning a 15-year period. Tables feature statistics on loan repayment, further educational pursuits, and employment status of first-time bachelor’s degree recipients who graduated in 1992–93, 1999–2000, and 2007–08.
First-Year Undergraduate Remedial Coursetaking: 1999-2000, 2003-04, and 2007-08 (January 2, 2013)
This Statistics in Brief uses the National Postsecondary Student Aid Study (NPSAS) to measure the frequency and change of remedial coursetaking in U.S. postsecondary institutions.
IES SBIR Fiscal Year 2013 Program Solicitations Are Now Open (December 21, 2012)
IES SBIR Fiscal Year 2013 Program Solicitations Are Now Open
Through its annual competition, the Institute's Small Business Innovation Research (SBIR) program provides funding to firms and partners for the development and evaluation of commercially viable education technology products. On December 18, 2012, the program released three Fiscal Year 2013 solicitations.
Phase I: Solicitation #ED-IES-13-R-0007 is a request for Phase I proposals for awards up to $150,000 for the development of prototypes of education technology products to improve student learning in education and special education settings. Click here for this solicitation. The due date and time for the receipt of proposals is 2 P.M. EST on February 1, 2013.
Fast-Track: Solicitation #ED-IES-13-R-0006 is a request for Fast-Track (Phase I & II) proposals for awards up to $1,050,000 for development of education technology products designed to improve student learning in education and special education settings. Note: In order to apply for Fast-Track funding, applicants must submit both (1) a full SBIR Phase I proposal and (2) a Fast-Track proposal. SBIR Fast-Track proposals that are submitted without a full Phase I proposal will not be evaluated. Click here for this Fast-Track solicitation. The due date and time for the receipt of proposals is 2 P.M. EST on February 1, 2013.
Phase I for Games: Solicitation #ED-IES-13-R-0008 is a solicitation released by the Institute of Education Sciences (IES) in partnership with the Defense Advanced Research Projects Agency (DARPA). The solicitation requests proposals for the development and evaluation of commercially viable education technology games in select topic areas to support student learning and outcomes in education and special education settings. The four (4) topics within the solicitation include: (1) games for statistics and probability learning (IES topic); (2) games to support English learners (IES topic); (3) neuroplastic games for improving foreign language learning (DARPA topic); and (4) hybrid videogames/graphic novels to support computer science learning (DARPA topic). Click here for this Phase I solicitation. The due date and time for the receipt of proposals is 2 P.M. EST on February 1, 2013.
For more information about the Institute's SBIR program, visit the program website: http://ies.ed.gov/sbir/
WWC Quick Review on “Charter School Performance in New Jersey” (December 21, 2012)
The study examined whether students in grades 3–8 attending charter schools in New Jersey made more gains in math and reading achievement than similar students attending traditional public schools. Based on an analysis across charter schools, the authors reported that charter school students made significantly greater year-to-year gains in math and reading than similar students in non-charter schools. The authors also reported that the impact of attending a charter school on student math and reading achievement gains varied from school to school. Although students at some charter schools showed significantly higher or significantly lower achievement gains compared to students in non-charter schools, most charter schools had student gains that were not different from the gains of students in non-charter schools.
Report on Impacts of the Pacific CHILD Professional Development Program (December 20, 2012)
Study finds professional development program to be effective in improving student reading comprehension and teachers' pedagogical knowledge and instructional practice in the Pacific region.
New Impact Report on the Content Literacy Continuum (December 19, 2012)
Study finds Content Literacy Continuum has no statistically significant impact on students' reading comprehension and accumulation of core credits.
The Impact of the Measures of Academic Progress (MAP) Program on Student Reading Achievement (December 18, 2012)
Study finds Measures of Academic Progress has no statistically significant impact on students' reading achievement in grades 4 and 5.
Thomas W. Brock Named Commissioner of NCER (December 13, 2012)
IES Director John Q. Easton announced that Thomas W. Brock, nationally known for conducting rigorous evaluations and using mixed methods to understand community college reforms and other programs, has been named Commissioner of the National Center for Education Research (NCER), effective January 14, 2013.
"I am pleased to have Tom join the IES senior leadership team as the Commissioner of the National Center for Education Research," Easton said. "His breadth of research knowledge and his experience in the postsecondary realm will serve IES well as we continue to advance and support top-notch research aimed at finding solutions to important education problems. The other center commissioners and I look forward to working closely with Tom."
Brock comes to IES from MDRC, where he most recently served as director of the Young Adults and Postsecondary Education Division, leading MDRC's higher education projects focused primarily on finding ways to increase academic achievement, persistence, and completion among low-income college students.
NCER, one of four centers in the Institute of Education Sciences, supports rigorous research to meet the most critical challenges faced by the nation's education practitioners and policymakers. The center also funds pre-doctoral and post-doctoral research training programs for the next generation of education scientists and researchers. Brock will take over from Elizabeth Albro, NCER Associate Commissioner, who has ably served as Acting Commissioner since the summer of 2011.
Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Provisional Data) (December 11, 2012)
This provisional First Look report is a revised version of the preliminary report released on October 9, 2012. It includes fully edited and imputed data from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components: Enrollment for fall 2011; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2005 at 4-year institutions or in 2008 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2007 at less-than-4-year institutions; and Finance for fiscal year 2011.
Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context (December 11, 2012)
The Progress In International Reading Literacy Study (PIRLS) 2011 is the third administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2011, there were 53 education systems (including countries and other education systems) that participated at grade 4.
Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (December 11, 2012)
The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both.
New Web Tables: Early K–12 Teaching Experiences of 2007–08 Bachelor's Degree Recipients (December 7, 2012)
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, teaching preparation, and educational experiences of 2007–08 first-time bachelor’s degree recipients who taught K–12 for the first time by 2009. In addition to undergraduate experiences, tables display information on teaching-related characteristics of K–12 employment 1 year after bachelor’s degree completion. Results are shown by selected student demographic, enrollment, and teaching preparation characteristics.
Vocabulary Results from the 2009 and 2011 NAEP Reading Assessments (December 6, 2012)
This report presents results focusing on the vocabulary component of the 2009 and 2011 NAEP reading assessments.
NCSER Releases Video Training Modules for PEELS Users (December 4, 2012)
The National Center for Special Education Research has released video training modules for the Pre-Elementary Education Longitudinal Study (PEELS). The PEELS data training modules are intended to be a resource to researchers who would like to use the PEELS dataset to conduct research addressing students with disabilities. These modules provide opportunities for researchers to learn more about the background of the PEELS study, the study design and sampling, the assessments and instruments used to collect PEELS data, how to access and manipulate PEELS data in SPSS and WesVar, and how to conduct longitudinal and regression analyses with PEELS data. To view the PEELS training videos, click here.
IES Releases Report on Translating Effect Sizes for Practitioners and Policymakers (November 28, 2012)
The Institute of Education Sciences (IES) has released a report to help researchers translate effect size statistics into more interpretable forms that are helpful to practitioners, policymakers, and researchers. Aimed at researchers who conduct and report education intervention studies, the purpose of the report is to stimulate and guide researchers to go beyond simply reporting statistics that represent group differences. With what is often very minimal additional effort, those statistics can be translated into forms that allow their magnitude and practical significance to be more readily understood by those who are interested in the intervention evaluation.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2009-10 (Fiscal Year 2010) (November 28, 2012)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2009-10. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
NCES Releases An Overview of Classes Taken and Credits Earned by Beginning Postsecondary Students (November 5, 2012)
These Web Tables provide an overview of classes taken and credits earned by a nationwide sample of first-time beginning postsecondary students based on data from the Postsecondary Education Transcript Study (PETS) of the 2004/09 Beginning Postsecondary Students Longitudinal Study. PETS collected transcripts from all the postsecondary institutions students attended, providing a complete 6-year record of students’ coursetaking and credit accumulation. Topics covered in these Web Tables include precollege credits, remedial education participation, withdrawals and repeated courses, and credits earned in science, technology, engineering, and mathematics (STEM). Tables also present credits earned in each year of enrollment and total credits earned by whether students earned a credential.
NCES Releases Profile of 2007–08 First-Time Bachelor’s Degree Recipients in 2009 (October 31, 2012)
These Web Tables use data from the first follow-up of the 2008 Baccalaureate and Beyond (B&B:08/09) study to display a wide range of information on demographic characteristics, educational experiences, and student loan borrowing of 2007–08 first-time bachelor’s degree recipients. In addition to undergraduate experiences, tables display information on employment, community service, postbaccalaureate enrollment, and student loan debt 1 year after bachelor’s degree completion. Results are shown by selected student demographic and enrollment characteristics.
NCES Releases Tables on Beginning K–12 Teacher Characteristics and Preparation by School Type, 2009 (October 30, 2012)
Research on academic achievement has revealed wide variation in teachers’ qualifications and experiences across schools. These Web Tables present the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. The analysis also compares teachers across a number of key characteristics of the schools in which they taught, including the percentage of students who qualified for free or reduced-price lunch, location (rural, sub-urban/town, or urban), race/ethnicity, and sector (public and private).
Learning from Recent Advances in Measuring Teacher Effectiveness (October 26, 2012)
On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to identify and discuss recent advances in the use of value-added models (VAMs) and student growth models (SGMs) as one measure of teacher effectiveness, including their implications, applications, and limitations for practicing educators; and identify considerations for future research.
School Improvement Grants: Analyses of State Applications and Eligible and Awarded Schools (October 24, 2012)
School Improvement Grants (SIG) are authorized under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA) and provide funds to assist with turning around the nation's persistently lowest-achieving schools. Using publicly-available data, "School Improvement Grants: Analyses of State Applications and Eligible and Awarded Schools" examines (1) the SIG policies and practices states intend to implement based on their Cohort 2 applications for federal SIG funds, (2) the characteristics of schools eligible for and awarded SIG in Cohort 2, and (3) how these intended policies, practices, and school characteristics compare between Cohort 1 and Cohort 2. The first cohort of grantees began implementing reforms in the 2010-11 school year, with a second cohort of grantees beginning reforms in the 2011-12 school year.
Teacher Effectiveness and Student Outcomes in Adulthood (October 23, 2012)
This study of teacher value-added and its impacts on math and reading students in 3,300 well-matched cohorts in a large, urban school district meets WWC evidence standards with reservations. Study authors found that having a high value-added teacher resulted in significant increases in reading and math test scores and having a low-value added teacher resulted in significant decreases.
Study of Help with English Language Proficiency Well-Implemented (October 23, 2012)
The WWC recently reviewed a study that examined the effectiveness of Help with English Language Proficiency (HELP)©, a computer-based supplementary curriculum designed to improve the math achievement of English language learners. The study is a well-implemented randomized controlled trial that was conducted in nine classrooms across three Colorado school districts and the research described in this report meets WWC evidence standards without reservations.
Teacher Performance Bonus Programs and Student Achievement (October 16, 2012)
This study examined the effects of offering a school-wide teacher performance bonus program on students' reading and math achievement. The study is a well-implemented randomized controlled trial of 309 high-poverty New York City public schools serving grades K–8. The research described in this report meets WWC evidence standards without reservations.
WWC Reviews Study of Project STAR (October 16, 2012)
This study examined the impact of the Project STAR (Sit Together and Read) reading program on the literacy skills of 366 preschool students from 85 classrooms in Ohio. The study is a randomized controlled trial, and study authors measured the impact of the program by comparing four measures of literacy skills for the three study groups one and two years after the intervention, a total of 24 comparisons. The study is a randomized control trial with high attrition. However, the authors demonstrated that, for some outcomes, the groups were similar before the program was implemented, therefore, the research described for four of the 24 comparisons meets WWC evidence standards with reservations. The remaining 20 do not meet WWC evidence standards.
More Research Needed on The Spalding Method for Beginning Readers (October 16, 2012)
The WWC identified 17 studies that investigated the effects of The Spalding Method on beginning readers, and none meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions about whether the program works for these students. More research is needed on The Spalding Method to determine its effectiveness.
STEM in Postsecondary Education: Entrance, Attrition, and Coursetaking Among 2003-2004 Beginning Postsecondary Students (October 10, 2012)
To provide a nationally representative portrait of undergraduate students' experiences in STEM education, these Web Tables summarize longitudinal data from a cohort of first-time, beginning students who started postsecondary education in a bachelor's or associate's degree program in 2003-04, examining their entrance into and attrition from STEM fields and the extent to which they participated in STEM coursework over a period of 6 academic years, from 2003–04 to 2008–09.
Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Preliminary Data) (October 5, 2012)
This First Look presents preliminary findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components.
WWC Releases Updated Intervention Report on Success for All for English Language Learners (October 2, 2012)
After updating the July 2007 report to include 13 additional studies, the WWC has determined that no studies of Success for All and its effects on English language learners meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions about the effectiveness or ineffectiveness of Success for All on English language learners. Additional research is needed to determine if the program works for these students.
Study of Teaching the Control of Variables Strategy (CVS) (October 2, 2012)
The WWC recently reviewed a study that examined methods for teaching the CVS, a procedure for conducting a science experiment so that only one variable is tested and all others are controlled. The study is a well-implemented randomized controlled trial of 848 fourth-grade students in 39 classrooms in 12 schools in Fayette County, Kentucky. The research described in this report meets WWC evidence standards without reservations.
Effects of Mastery Learning and Student Team Learning (October 2, 2012)
This study of the effect of mastery learning and student team learning on the math achievement of high school students included 588 ninth-grade students in 16 urban Philadelphia high schools. The study is a well-implemented randomized controlled trial, and the research described meets WWC evidence standards with reservations. Although there were high levels of student attrition, the authors were able to demonstrate equivalence of the analytic samples at baseline.
La Libreta de Calificaciones de la Nación- Lo que cada padre debe saber acerca de NAEP (September 28, 2012)
The NAEP parent brochure What Every Parent Should Know About NAEP is now available in Spanish!
Impact Evaluation of Math Professional Development (September 27, 2012)
This contract was awarded to the American Institutes for Research (AIR). The contractor will conduct a random assignment evaluation of Intel Math and Mathematics Learning Communities, which is an intensive, sustained, and interactive math PD intervention focused on comprehensively enhancing teacher content knowledge and integrating this knowledge into the classroom. The evaluation will examine how the PD intervention is implemented, as well as how the PD intervention impacts teacher knowledge, teacher practice, and student achievement.
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 - First Look (Provisional Data) (September 21, 2012)
This provisional First Look is a revised version of the preliminary report released August 7, 2012. it presents fully edited and imputed data findings on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.
Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11: First Look (Provisional Data) (September 21, 2012)
This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.
IES Newsletter Now Available Featuring Research Highlights, Upcoming Events, and New Resources (September 18, 2012)
The September 2012 issue of the IES Newsletter features an announcement about the newly appointed NCEE Commissioner; the higher education GAPS report; new special education R&D centers; an interview with Li Cai (University of California, Los Angeles), the IES grantee recipient of the presidential award for excellence to education science; WWC Educators’ Practice Guides; the Center for the Study of Adult Literacy and an interview with the principal investigators; new National Board for Education Sciences members; upcoming events; and other items.
More Research Needed on The Spalding Method (September 18, 2012)
The WWC identified 14 studies of The Spalding Method for adolescent readers that were published or released between 1989 and 2011 and none meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the program's effectiveness or ineffectiveness. The program uses explicit, integrated instruction and multisensory techniques to teach spelling, writing, and reading.
NCEE Releases a Report Examining State and District Receipt of Recovery Act K-12 Education Funds (September 18, 2012)
This report uses Department of Education and publicly-available data sources to examine the distribution of Recovery Act K-12 education funds. In particular, data from Recovery.gov (a new cross-agency website developed to gather and make public reporting on the receipt and use of Recovery Act funds) made it possible to examine both grant and sub-grant award amounts and to track funds at the state and district levels. Specifically, the report examines (1) how much states and districts received from the Recovery Act and its different programs and (2) whether and how the distribution of funds varied by key characteristics (e.g., child poverty rates) of the recipient states and districts. Findings lay the groundwork for ED's multi-year evaluation "Charting the Progress of Education Reform: An Evaluation of the Recovery Act's Role", which examines the implementation of Recovery Act promoted K-12 education reforms.
WWC Quick Review on "The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City" (September 18, 2012)
The study examines the effects of private school vouchers on college enrollment outcomes. The vouchers were given to low-income elementary-age students through the New York School Choice Scholarships Foundation (SCSF) program. The study found no differences of the offer of a school voucher on college enrollment; however, there was a positive impact of vouchers on college enrollment (part-time and full-time) for African-American students. In addition, the study reported that African-American students who were offered a school voucher had statistically significantly higher rates of attending a private 4-year university or a selective 4-year university. The study also found no statistically significant effects of school vouchers on any of the outcomes assessed for the subgroup of Hispanic students.
NBES Agenda for October Meeting (September 14, 2012)
The National Board for Education Sciences (NBES) will meet on Friday, October 5, from 8:30 am to 4:30 pm in Washington, DC. The meeting is open to the public. Topics on the agenda include: recent developments at the Institute of Education Sciences (IES); design-based implementation research; discussion of a new IES research topic; and a briefing on policy and legislative issues.
The Nation’s Report Card: Writing 2011 (September 14, 2012)
This report presents results for representative samples of grades 8 and 12 of the National Assessment of Educational Progress (NAEP) 2011 writing assessment, the first large-scale computer-based assessment in writing.
Ruth Curran Neild Named Commissioner of the NCEE (September 5, 2012)
John Q. Easton, Director of IES, announced that Ruth Curran Neild has been named Commissioner of the National Center for Education Evaluation and Regional Assistance starting September 1st. "Ruth has been a superb Associate Commissioner and will bring her steady guidance and creative leadership to the Center," said Easton.
From January 2011 until her appointment as Commissioner, Dr. Neild served as the Associate Commissioner for NCEE's Knowledge Utilization division. In that capacity, she emphasized the importance of both technically excellent education research and its clear, engaging presentation for educators in user-friendly formats. Prior to joining NCEE, she was a Research Scientist at the Johns Hopkins University Center for Social Organization of Schools, where she worked on research projects that ranged from descriptive and correlational to studies of impact. She also served on the standing faculty of the University of Pennsylvania's Graduate School of Education.
Neild is succeeding Rebecca Maynard, who is returning to the University of Pennsylvania. "Ruth is a fantastic choice for this position," said Maynard. "She brings to the job not only years of experience as a producer of highly policy relevant research, but also familiarity with and expertise in the full range of work that goes on in NCEE—from large-scale randomized controlled trials to the dissemination activities of the National Library of Education and ERIC. In the relatively short time Ruth has been at NCEE, she has demonstrated both vision for bringing more rigor and relevance to education research and an amazing talent for recruiting and mentoring staff to carry out the diversity of work that goes on in the center."
As Commissioner, she will oversee NCEE, one of four centers in the Institute of Education Sciences. NCEE helps educators and policy makers make informed decisions about education programs through the work of its two divisions: Evaluation, which conducts large-scale evaluations of federally funded education programs and practices, and Knowledge Utilization, which supports locally developed research and evaluation projects and technical assistance on data use through the ten Regional Educational Laboratories, and the synthesis and widespread dissemination of research through the What Works Clearinghouse, the National Library of Education, and the Education Resources Information Center (ERIC) online database.
Neild said, "Conducting rigorous research on topics of greatest concern to educators and policymakers remains a top priority of NCEE. At the same time, we seek to lead the field in how we communicate about research, including development of products that are user-friendly, engaging, and attuned to the needs of the target audienc
Higher Education: Gaps in Access and Persistence Study (August 28, 2012)
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
Impacts of Charter-School Management Organizations (CMOs) (August 14, 2012)
This recent study of 28 CMOs that operate middle schools and high schools across eight states meets WWC evidence standards with reservations. Although the study matched CMO school students to traditional public school students on observable characteristics, it is possible that there were other differences between the two groups that were not accounted for in the analysis but could have influenced student achievement.
Study of Pathway Project Well-Implemented (August 14, 2012)
The WWC recently reviewed a study that examined the impact of the professional development program Pathway Project on students who were mainstreamed Latino English language learners (ELLs). The study is a well-implemented randomized controlled trial conducted in 15 California schools and the research described in this report meets WWC evidence standards without reservations.
Open Court Reading© Successful at Improving Literacy? (August 14, 2012)
After reviewing the research, the WWC finds the program to have potentially positive effects on comprehension for adolescent readers based on a study of over 900 students from five schools across the United States. Open Court Reading© is a core reading program for grades K–6 designed to teach decoding, comprehension, inquiry, and writing in a logical progression.
IPEDS Analytics: Delta Cost Project Database 1987-2010 and Data File Documentation (August 14, 2012)
This report documents the 2010 data update for the IPEDS Analytics: Delta Cost Project Database. This longitudinal database has been derived from the Integrated Postsecondary Education Data System (IPEDS) data for academic years 1986-87 through 2009-10. Several variables have been derived that ease trend analysis, with a focus on revenues and expenditures at postsecondary institutions.
Student Coaching in College (August 7, 2012)
This study examined whether InsideTrack, a personalized student coaching service for college students, increased rates of staying in and graduating from college. Researchers used 17 lotteries to randomly assign students to either an intervention or a comparison group. Seven of these lotteries were well-executed, and the results based on these lotteries meets WWC evidence standards without reservations. In the remaining 10 lotteries, students were moved between groups after random assignment; but the group of students who received coaching was similar to the group that did not. Therefore, research based on all 17 lotteries meets WWC evidence standards with reservations.
School Vouchers and Academic Achievement (August 7, 2012)
This study examined the effectiveness of the Milwaukee Parental Choice Program (MPCP), which provides vouchers for low-income students to attend private schools. The study compared reading and math achievement for students who received vouchers with similar students who did not. The research described in this report meets WWC evidence standards with reservations.
Thinking Reader and Reading Comprehension (August 7, 2012)
The WWC recently reviewed a study on the effects of Thinking Reader® on reading comprehension. The study is a well-implemented randomized controlled trial conducted in elementary and middle schools, and the research described in this report meets WWC evidence standards without reservations.
WWC Reviews Study of Philadelphia’s Renaissance Schools Initiative (August 7, 2012)
This study examined the effects of Philadelphia's Renaissance Schools Initiative on students in K-8 schools after 1 year of implementation. The initiative is based on school reform strategies designed to turn around chronically low-performing schools. The study compared Renaissance Schools to other low-performing schools. However, student achievement at Renaissance schools differed from comparison schools prior to implementation of the initiative, therefore, the study does not meet WWC evidence standards.
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010–11 - First Look (Preliminary Data) (August 7, 2012)
This First Look presents preliminary data from the Winter 2011-12 Integrated Postsecondary Education Data System, including data on the number of staff employed in Title IV postsecondary institutions in fall 2011 by occupational category, length of contract/teaching period, employment status, faculty and tenure status, academic rank, race/ethnicity, and gender. The report also contains data on student financial aid, including the number of undergraduate students receiving aid and the amount of aid received by those students for the 2010-11 academic year.
WWC Training Opportunity at SREE fall conference in Washington, DC September 8–9 (August 2, 2012)
IES is sponsoring an upcoming training session on the WWC review standards and procedures for assessing whether individual research studies meet WWC standards. Attending this two-day session is the first step in the process of becoming a WWC-certified reviewer. Space is limited. Register now!
Can Music Instruction Help Teach Fraction Concepts? (July 31, 2012)
This study examined the effectiveness of using music instruction to teach basic fraction concepts to third-grade students. The research described in this report does not meet WWC evidence standards. The intervention was implemented by a single team consisting of a music teacher and a university researcher. Therefore, it is not possible to separate the effect of the intervention from the effect of their teaching abilities.
LEAP for Children with Autism Spectrum Disorder Studied (July 31, 2012)
This study examined the effectiveness of a two-year Learning Experiences and Alternative Program for Preschoolers and Their Parents (LEAP) training and support model for teachers on improving outcomes of preschool children with Autism Spectrum Disorder. This study is a well-implemented randomized controlled trial and meets WWC evidence standards without reservations.
First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) (July 25, 2012)
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11; their overall achievement in reading and mathematics in the fall and spring of kindergarten; and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds.
Special Needs Report: Reading Mastery (July 17, 2012)
The WWC found Reading Mastery to have no discernible effects on reading comprehension and potentially negative effects on alphabetics, reading fluency, and writing for students with learning disabilities.
New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates (July 17, 2012)
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans).
Trends Among Young Adults Over Three Decades, 1974-2006 (July 17, 2012)
This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured 2 years after their senior year of high school.
America's Children in Brief: Key National Indicators of Well-Being, 2012 Released Online (July 13, 2012)
America's Children in Brief, 2012 is a compendium of indicators depicting the latest data and recent trends today's children , prepared by the 22 Federal agencies of the Federal Forum on Child and Family Statistics. The 16th in an ongoing series, America's Children in Brief, 2012 highlights 14 of the report's 41 key indicators on important aspects of children's lives and features seven domains--family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. All indicator tables and figures are available online at childstats.gov.
According to this year's report, the infant mortality rate, the preterm birth rate, and the adolescent birth rate all continued to decline, average mathematics scores increased for 4th and 8th grade students, and the violent crime victimization rate among youth fell, as did the percentage of young children living in a home where someone smoked.
The 2012 Childstats website includes 69 tables and 64 figures that describe the population of children and depict child well-being in the areas of family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health.
Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11, and 12-Month Enrollment: 2010-11 (July 12, 2012)
This First Look presents preliminary data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year.
NCSER Announces New FY 2012 Research and Research Training Grants (July 9, 2012)
IES made a series of new research and training grant awards in June 2012. A list of these awards follows.
NCER Announces New FY 2012 Research and Research Training Grants (July 9, 2012)
IES made a series of new research and training grant awards in June 2012. A list of these awards follows.
The National Indian Education Study: 2011 (July 3, 2012)
Interested in the education experience of American Indian/Alaskan Native students? The NIES report provides information about AI/AN exposure to Native American culture as well as their academic performance in reading and math. Teacher data is also examined.
Does Reading Edge Work for Adolescent Readers? (June 26, 2012)
Reading Edge is a middle school literacy program that emphasizes cooperative learning, goal setting, feedback, classroom management, and metacognitive strategy. Based on one study that meets WWC standards, the WWC found Reading Edge to have no discernible effects on comprehension for adolescent readers.
Updated Report on Cooperative Integrated Reading and Composition (CIRC) (June 26, 2012)
CIRC is a reading and writing program for students in grades 2-6. This updated report includes reviews of 27 new studies. Based on the studies that meet standards, the WWC found the program to have potentially positive effects on comprehension and no discernible effects on general reading achievement for beginning readers.
New Practice Guide: Teaching Elementary School Students to Be Effective Writers (June 26, 2012)
Four strategies to improve elementary students' writing are described in a new practice guide from the What Works Clearinghouse (WWC). The practice guide recommends that teachers provide daily time for students to write, teach students to use the writing process for a variety of purposes, teach students to become fluent with basic writing skills, and create an engaged community of writers. For each recommendation, the practice guide presents implementation ideas and examples, summaries of supporting research, and solutions to common roadblocks.
IES Announces 11 FY 2012 Small Business Innovation Research Awards (June 25, 2012)
The IES Small Business Innovation Research (SBIR) program has awarded contracts to 11 firms in response to solicitations that closed in February 2012. These awards were in one of two categories as described below.
Education Track: Phase I Awards
Seven Phase I awards were made in amounts up to $150,000 for six months. These project teams will carry out the early stage development of prototypes of commercially viable education technology products to support student learning or to facilitate teacher practices. During the projects, awardees will conduct iterative research to inform refinements to the technology and pilot research to demonstrate the feasibility of the prototypes in laboratory or education delivery settings. These awards are:
Possible Worlds: Explorer Series
1st Playable Productions, Tobi Saulnier
Social Tutor for Supporting the Transition From Elementary to Middle school
3-C Institute for Social Development, Melissa DeRosier
iCivics+: Games and Games-Based Assessments to Prepare Students for Better Citizenship
Filament Games, Dan White
GoCivics Mock Trial
Filament Games, Beth Quinn
The American War Featuring Valley Sim
Flip Learning, Christian Speilvogel
Ko's Journey: Empires
Imagine Education LLC, Scott Laidlaw
myEdna: Web 2.0 Teacher Personal Assistant
Improve LLC, Nona Ullman
Special Education Track: Phase I Awards
Four Special Education Phase I awards were made in amounts up to $150,000 for 6 months to support the early stage development of commercially viable education technology products used by children, students, or teachers (or other instructional personnel or service providers) in special education. During the projects, awardees will conduct iterative research to inform refinements to the technology and pilot research to demonstrate the feasibility of the prototypes in laboratory or special education delivery settings.
These awards are:
PEAT Communication Scheduler for Autism
Attention Control Systems LLC, Richard Levinson
App for Speech Development for Students with ASD<
WWC Training Opportunity at SREE fall conference in Washington, DC September 8–9 (June 19, 2012)
IES is sponsoring an upcoming training session on the WWC review standards and procedures for assessing whether individual research studies meet WWC standards. Attending this two-day session is the first step in the process of becoming a WWC-certified reviewer. Space is limited. Register now!
Science in Action: Hands-On and Interactive Computer Tasks (June 19, 2012)
This report presents findings about student performance on activity-based tasks administered to students at grades 4, 8, and 12 as part of the 2009 NAEP science assessment.
Calling all education reporters! Join us for a webinar! (June 14, 2012)
Calling all education reporters! You play a vital role in disseminating the latest news on education research and policy. Join us for a new webinar - Bringing Evidence-Based Results to the Public: Using the WWC as a Resource for Education Reporting - Monday, June 18, 1:00 p.m. (EDT). Find out how the WWC can be a go-to resource for your education reporting. We’ll cover the value of using evidence-based information, examples from recent publications, and how to use the WWC website. Register now at https://mathematicampr.webex.com/mathematicampr/onstage/g.php?t=a&d=660488035.
New NCES Snapshot From the International Data Explorer Focuses on Low-Performing Students (June 13, 2012)
Does the U.S. have higher proportions of low-performing students than do our economic peers around the world?
Digest of Education Statistics, 2011 (June 13, 2012)
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.
Use of Daily Report Cards for Special Needs Students Studied (June 12, 2012)
This study examined whether the use of daily report cards in elementary school improved behavior and academic achievement among students with special needs. This study is a well-implemented randomized controlled trial that meets WWC evidence standards without reservations.
WWC Reviews Study of Problem Based Economics Instruction (June 12, 2012)
Researchers assessed the effectiveness of Problem Based Economics Instruction by comparing the economics knowledge of students in intervention and comparison groups. This study is a well-implemented randomized controlled trial with high levels of teacher attrition. Therefore, the study meets WWC evidence standards with reservations.
Can Linguistic Modification Help Struggling Readers With Math? (June 12, 2012)
This study examined the effectiveness of linguistic modification as a way of removing language barriers in math assessments for English language learners and non-English language learners struggling with reading. A well-implemented randomized controlled trial, this study meets WWC evidence standards without reservations.
Special Needs Report: Phonological Awareness Training (June 5, 2012)
Phonological awareness training is any practice that aims to help children detect and manipulate sounds in words independent of meaning. The WWC found phonological awareness training to have potentially positive effects on communication/language competencies for children with learning disabilities in early education settings.
Special Needs Report: Early Risers (June 5, 2012)
Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The WWC found Early Risers to have no discernible effects on external behavior and emotional/internal behavior and potentially positive effects on social outcomes and academic performance for children classified as having an emo¬tional disturbance.
Special Needs Report: Peer-Assisted Learning Strategies (PALS) (June 5, 2012)
PALS is a peer-tutoring program designed to supplement existing reading and math curricula. The WWC found PALS to have potentially positive effects on reading fluency and reading comprehension and no discernible effects on mathematics for students with learning disabilities.
New Science Report: Great Explorations in Math and Science® (GEMS®) Space Science (June 5, 2012)
GEMS® Space Science is an instructional sequence for grades 3–5 that covers fundamental science concepts. Based on its review of the research, the WWC found the program to have potentially positive effects on general science achievement for elementary school students.
IES Newsletter now available featuring research highlights, training opportunities, award-winning resources (June 4, 2012)
Take a look at the latest issue of our newsletter for a variety of articles on the activities supported by the Institute of Education Sciences. The news includes articles about:
- REL work on college and career readiness
- Research grant reviews for FY 12
- A feasibility study on the condition of school facilities
- Interview with IES grantee Catherine Bradshaw on bullying and school climate
- IES Director John Q. Easton's speech at National Council on Measurement in Education
- IES grantees recognized by Council for Exceptional Children for contributions to education of children and youth with disabilities
- Upcoming funding webinars
WWC Quick Review on "Findings from a Randomized Experiment of Playworks" (June 1, 2012)
This randomized controlled trial examined the effects of offering Playworks--a program in which full-time coaches provide opportunities for organized play during recess and class time--on school climate, student behavior, and other disciplinary and developmental outcomes. The authors found no differences between Playworks and non-Playworks schools for any of the 11 measures of school discipline. In addition, the authors found no differences in 30 outcomes measured by student survey responses. Finally, the authors found that four of the 30 outcomes measured by teacher survey responses were more favorable in the Playworks schools.
Classroom Assessment Study Focus of New WWC Single Study Review (May 30, 2012)
This study used a random assignment design to investigate the impact of Classroom Assessment for Student Learning (CASL) on elementary students' mathematics achievement. The study analyzed data from 2,860 students in 33 schools with CASL and 3,379 students in 34 comparison schools without CASL. The research described in the report meets WWC evidence standards without reservations. Researchers assessed the effectiveness of the CASL program by comparing mathematics achievement of students in the CASL and comparison groups in the spring of the implementation year.
WWC Reviews Study on Odyssey Math for Fourth-Grade Students (May 30, 2012)
The WWC has reviewed a recent study of the web-based mathematics curriculum and assessment tool Odyssey Math, developed by CompassLearning, Inc. The research described in the report meets WWC evidence standards without reservations. The study examined the effects of Odyssey Math on the mathematics achievement of about 2,456 fourth-grade students from 122 classrooms. Researchers assessed the effectiveness of Odyssey Math by comparing the mathematics achievement of students in the treatment and comparison groups in the spring of the implementation year.
NCEE Releases Report on the Inclusion of Students with Disabilities in School Accountability Systems (May 29, 2012)
This interim report presents descriptive information on school-level accountability, adequate yearly progress (AYP), and school improvement status of schools accountable and schools not accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act. Based on U. S. Department of Education EDFacts data from the 2005-06 to 2008-09 school years for up to 40 states, key findings from the study include:
- Across the 40 states with relevant data, 35 percent of public schools were accountable for the performance of the SWD subgroup in the 2008-09 school year, representing 58 percent of tested SWDs in those states. In those same 40 states, 62 percent of middle schools were accountable for SWD performance, while 31 percent of elementary schools and 23 percent of high schools were accountable.
- In 20 states that had relevant data for all fours years, there was a steady increase in the percentage of SWD-accountable schools, from 25 percent in the 2005-06 school year to 34 percent in the 2008-09 school year.
- In 32 states with relevant data, 55 percent of public schools were not accountable for the SWD subgroup in any of the 4 years examined, while 18 percent of schools that were consistently accountable in each of the 4 years.
- In 37 states with relevant data, nine percent of all public schools missed AYP in the 2008–09 school year because of SWD subgroup performance and other reason(s), and 5 percent missed it solely because of SWD subgroup performance. Together these schools served 28 percent of tested SWDs in all public schools in these states.
- Among schools that were consistently accountable for the performance of the SWD subgroup during the 4 years across 27 states, 56 percent were never identified for school improvement over this time period. By comparison, among schools that were not accountable for SWD subgroup performance in any of the 4 years, 76 percent were never identified for improvement.
NBES Agenda for June meeting (May 24, 2012)
The National Board for Education Sciences (NBES) will meet on Wednesday, June 20, from 8:30 am to 5:00 pm in Washington, DC. The meeting is open to the public. Topics on the agenda include: recent developments at the Institute of Education Sciences (IES); communicating research effectively to diverse audiences; recent research on instructional quality; IES’s peer review process; and a discussion of legislative and policy issues.
The Condition of Education 2012 (May 24, 2012)
The 49 indicators presented in "The Condition of Education 2012" provide a progress report on education in America and include findings on the demographics of American schools, U.S. resources for schooling, and outcomes associated with education.
New Practice Guide: Improving Mathematical Problem Solving in Grades 4 Through 8 (May 22, 2012)
As students advance to more complex topics in mathematics, strong problem-solving skills are essential. This guide gives educators five recommendations for improving the mathematical problem-solving skills of their students. Strategies include incorporating problem-solving activities into daily instruction and using visual representations and multiple strategies to solving problems.
View the ELS:2002 Third Follow-up Field Test Methodology Report (May 17, 2012)
Interested to learn more about the planned data collection for the ELS:2002 Third Follow-up? View the Field Test Methodology Report for the field test, conducted summer through fall of 2011.
Commissioner's Note on Data Quality as it relates to the Common Core of Data: 2009–10 (May 16, 2012)
In response to some misreported, school-level data reported on the NCES Common Core of Data (CCD) 2009–10 Elementary and Secondary School Universe Survey, NCES Commissioner Jack Buckley has issued a statement and released an errata table identifying the known, misreported items.
2008-09 Baccalaureate and Beyond Longitudinal Study: Restricted-Use First Follow-up Data Files and File Documentation (May 15, 2012)
The Baccalaureate and Beyond Longitudinal Study (B&B) examines students’ education and work experiences after they complete a bachelor’s degree, with a special emphasis on the experiences of new elementary and secondary teachers. The B&B:08/09 cohort also includes an oversample of STEM graduates
The Nation's Report Card: Science 2011 (May 10, 2012)
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in science at grade 8. National results are based on representative samples of public and private school students from all 50 states, the District of Columbia, and Department of Defense schools. State results are reported separately for public-school students from these states and jurisdictions. Student performance is reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and type of school) are included, as well as sample assessment questions with examples of student responses. Results from the 2011 assessment are compared to those from 2009. The Technical Notes provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners.
NAEP Science 2011 State Snapshot Reports (May 10, 2012)
Each state and jurisdiction that participated in the NAEP 2011 science assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2011 to other states/jurisdictions is also displayed.
WWC Quick Review: Preschool Reading Study (May 10, 2012)
The study examined the impact of Project STAR (Sit Together and Read) on literacy skills of preschool students. Project STAR is a program in which teachers read books aloud to their students and use instructional techniques designed to encourage children to pay attention to print within storybooks. The study is a randomized controlled trial that did not provide sufficient information to determine attrition or baseline equivalence of the analytic samples. A more thorough review (forthcoming) will determine whether this study may meet WWC evidence standards with or without reservations.
More Research Needed on The Center for Learning Technologies in Urban Schools (LeTUS) Program (May 8, 2012)
The LeTUS program is a three-year, project-based, technology-integrated middle school science curriculum for grades 6-8. No studies of the LeTUS program identified by the WWC meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on middle school students.
New Science Report: Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces (May 8, 2012)
ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." Based on its review of the research, the WWC found the program to have no discernible effects on general science achievement for middle school students.
WWC Reviews Research on Technology Enhanced Elementary and Middle School Science (TEEMSS) (May 8, 2012)
TEEMSS is a physical science curriculum for grades 3–8 that involves the investigation of real-world phenomena. Based on its review of the research, the WWC found TEEMSS to have potentially positive effects on general science achievement for elementary school students.
Impacts of Title I Supplemental Educational Services on Student Achievement (May 3, 2012)
A new report examines the potential achievement benefits of Title I Supplemental Education Services on the reading and mathematics achievement of students in six school districts where services are oversubscribed. "Impacts of Title I Supplemental Educational Services on Student Achievement," uses a regression discontinuity design to obtain estimates of the impacts of SES in the six study districts in three states (Connecticut, Ohio, and Florida) where more eligible students applied for SES than could be served with available funds, requiring prioritization of SES to the lowest-achieving students among the eligible applicants. Analyses compare the outcomes of students just below and above the cutoff value for receiving services.
The report presents analyses based on district data collected on all SES applicants and survey data collected from SES providers serving the six study districts.
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11 (May 1, 2012)
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2010-11 (May 1, 2012)
This First Look presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2010-11 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2010–11 (May 1, 2012)
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2010-11 school year.
Updated Report on Peer-Assisted Learning/Literacy Strategies (PALS) (May 1, 2012)
The WWC's report on PALS includes reviews of 34 new studies. PALS are peer-tutoring programs that supplement the primary reading curriculum for students in kindergarten through sixth grade. Based on the studies that meet WWC standards, the WWC found PALS to have potentially positive effects on alphabetics, no discernible effects on fluency, and mixed effects on comprehension for beginning readers.
REL Program Releases Reports on California's Evaluation Practices and Oregon's Math Requirements (April 27, 2012)
The REL program announces the release of two fast response reports. The first, How California's local education agencies evaluate teachers and principals, was written by the 2006-11 REL West at WestEd. This report summarizes the results of a statewide survey of teacher and principal evaluation practices across school districts and charter schools funded by districts in California.
The second report, Meeting Oregon's new high school math graduation requirements: examining student enrollment and teacher availability, was produced by the 2006-11 REL Northwest at Education Northwest. The study was motivated by a 2005 Oregon law that requires students to take three years of mathematics courses at the algebra I level or above (advanced math), beginning with the Class of 2014. This study examines the percentage of Oregon students enrolled in high school-level math courses during 2006/07 and 2007/08 who would have been on track to graduate had the new mathematics requirements been in place. It also examines whether there would have been an adequate supply of teachers endorsed to teach advanced math in 2006/07 and 2007/08, had the new requirements been in place.
WWC Quick Review: Music Instruction and Fractions (April 26, 2012)
The study examined the effectiveness of an intervention designed to teach mathematical concepts through music. Specifically, it investigated the effect of the intervention on third-grade students’ understanding of fractions. The results reported in the paper are based on an analysis that does not meet WWC evidence standards because a required statistical adjustment for initial differences between the students who received the music intervention and those who did not was not included. The authors described an additional analysis which may have included the statistical adjustment, but the results of that analysis were not presented in the paper. A more thorough review (forthcoming) will examine whether this analysis may meet WWC evidence standards with reservations.
Technical Methods paper on comparing experimental and non-experimental designs (April 26, 2012)
This NCEE Technical Methods Paper compares the estimated impacts of the offer of charter school enrollment using an experimental design and a non-experimental comparison group design. The study examined four different approaches to creating non-experimental comparison groups ordinary least squares regression modeling, exact matching, propensity score matching, and fixed effects modeling. The data for the study are from students in the districts and grades that were represented in an experimental design evaluation of charter schools conducted by the U.S. Department of Education in 2010 (For more information, see: http://ies.ed.gov/ncee/pubs/20104029/index.asp)
The study found that none of the comparison group designs reliably replicated the impact estimates from the experimental design study. However, the use of pre-intervention baseline data that are strongly predictive of the key outcome measures considerably reduced, but did not eliminate the estimated bias in the non-experimental impact estimates. Estimated impacts based on matched comparison groups were more similar to the experimental estimators than were the estimates based on the regression adjustments alone, the differences are moderate in size, although not statistically significant.
REL Program Releases Reports on Pre-Kindergarten Participation in West Virginia and Performance of Hispanic Students in Pennsylvania (April 26, 2012)
The REL program announces the release of two reports. The first, Prekindergarten participation rates in West Virginia, was produced by the 2006-11 REL Appalachia at CNA. This brief compares the shares of preK seats provided by public school systems and collaborative partners--federal or private--and analyzes participation based on socioeconomic and racial/ethnic subgroups and district characteristics. This report updates through 2010/11 a previous report that covered school years 2002/03-2006/07.
The second, Analyzing performance by Pennsylvania grade 8 Hispanic students on the 2007/08 state assessment, was produced by the 2006-11 REL Mid-Atlantic at Penn State University. The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 and 2008/09. It also examines how grade 8 Hispanic students' performance varies by key student and school characteristics.
Replicating Experimental Impact Estimates Using a Regression Discontinuity Approach (April 25, 2012)
This NCEE Technical Methods Paper compares the estimated impacts of an educational intervention using experimental and regression discontinuity (RD) study designs. The analysis used data from two large-scale randomized controlled trials—the Education Technology Evaluation and the Teach for America Study—to provide evidence on the performance of RD estimators in two specific contexts. More generally, the report presents and implements a method for examining the performance of RD estimators that could be used in other contexts. The study found that the RD and experimental designs produced impact estimates that were meaningful in size, though not significantly different from one another. The study also found that manipulation of the assignment variable in RD designs can substantially influence RD impact estimates, particularly if manipulation is related to the outcome and occurs close to the assignment variable's cutoff value.
REL Program Releases Reports on Minnesota Science Achievement and On-Track Graduation Rates (April 25, 2012)
The 2006-11 REL Midwest at Learning Point Associates released two Issues and Answers reports. The first, Performance in science on the Minnesota Comprehensive Assessments (MCA)-Series II for students in grades 5 and 8, examined how grade 5 and grade 8 student achievement on the 2009/10 MCA-II science assessment differed by student and school characteristics (gender, eligibility for free or reduced-price lunch, special education status, race/ethnicity, and prior-year academic achievement). The study found that most of the variation in scores was associated with demographic differences among students rather than with differences between schools.
The second, Using the freshman on-track indicator to predict graduation in two urban districts in the Midwest Region, examines how well the freshman on-track indicator developed by the Consortium on Chicago School Research predicts on-time graduation in two urban districts in the Midwest Region. This indicator classifies students at the end of the first year of high school as on-track or off-track to graduate based on grade 9 course credits earned and failures.
Application Information – Summer Research Training Institute: Quasi-Experimental Design and Analysis in Education (April 24, 2012)
The National Center for Education Research, within the Institute of Education Sciences, is pleased to announce its third annual Summer Research Training Institute on Quasi-Experimental Design and Analysis in Education.
Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8 (April 24, 2012)
This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year.
More Research Needed on Play-based Interventions (April 24, 2012)
Play-based interventions are practices designed to help young children with disabilities to better explore, experiment, interact, and express themselves. No studies of play-based interventions identified by the WWC meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of this method for children with disabilities.
Special Needs Report: Milieu teaching (April 24, 2012)
Milieu teaching is a practice that involves arranging stimuli in a preschool child’s natural environment to create a setting that encourages the child to engage in a desired behavior, such as using targeted language structures. Based on its review of the research, the WWC found milieu teaching to have no discernible effects on communication/language competencies for preschool children with disabilities.
REL Reports Describe Achievement of English Language Learner Students in the Mid-Atlantic Region (April 24, 2012)
This series of reports written by the 2006-11 REL Mid-Atlantic at Penn State University describe the enrollment and achievement trends of limited-English proficient (LEP) students in public schools between 2002/03 and 2008/09. They document achievement gaps between LEP and general education students in language arts and mathematics, as measured by state assessments administered in grades 3, 4, 8, and 11. REL Mid-Atlantic at Penn State produced studies for New Jersey, Pennsylvania, Maryland, Delaware, and the District of Columbia.
The International Reading Association (IRA) 2012 Annual Convention (April 23, 2012)
Attend our presentation titled "Introduction to the What Works Clearinghouse Writing Practice Guide" at the IRA Celebrating Teachers 2012 Convention on Tuesday, May 1, from 1:00 p.m.-2:00 p.m. in room #W193AB of the McCormick Place Convention Center, West building in Chicago, IL.
The National Council of Teachers of Mathematics 2012 Annual Meeting and Exposition (April 23, 2012)
Attend our presentations on "Connecting Research to the Classroom: Effective Fractions Instruction K–8" on Thursday, April 26, from 2 p.m.–3 p.m. and "Evidence-Based Strategies for Improving Mathematical Problem Solving in Grades 4–8" on Saturday, April 28, from 11 a.m.-12 p.m. at the Philadelphia Convention Center in Philadelphia, PA.
Application Information – Summer Research Training Institute: Design, Implementation, and Analysis of Within-Study Comparison (April 23, 2012)
The National Center for Education Research, within the Institute of Education Sciences, is pleased to announce a Summer Research Training Institute on the Design, Implementation, and Analysis of Within-Study Comparison.
New Literacy Report: High School Puente Program (April 17, 2012)
The High School Puente Program aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities. No studies of the High School Puente Program identified by the WWC meet evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program on adolescent literacy.
Cross-national comparisons of instructional time (April 9, 2012)
New tables with cross-national comparisons of average numbers of hours of instruction in and out of schools.
WWC Quick Review: An Evaluation of the Chicago Teacher Advancement Program (Chicago TAP) (April 9, 2012)
The study examined whether the Chicago Public Schools’ Teacher Advancement Program (TAP), which provides mentoring, leadership opportunities, and financial incentives to teachers, improved student academic achievement and teacher retention. The study examined the academic achievement of more than 7,600 students in grades 4–8 from 34 schools in the Chicago Public School system. Implementation was staggered across all schools, with the schools randomly assigned to implement later serving as the comparison group for the analysis. The analysis of teacher retention was based on a matched sample of over 2,600 teachers in Chicago TAP and conventional public schools.
What Works Clearinghouse at CEC Convention and Expo (April 6, 2012)
Attend our presentation on "Connecting Research to the Classroom: Early Childhood Education for Children with Learning Disabilities" at the CEC Convention and Expo on Saturday, April 14, from 10:30 a.m.–11:30 a.m. in room #105 of the Colorado Convention Center in Denver, Colorado.
Milwaukee Parental Choice Program Longitudinal Educational Growth Study Fifth Year Report (April 5, 2012)
The study examined the effectiveness of the Milwaukee Parental Choice Program (MPCP), which provides vouchers for low-income students to attend private schools. The study examined the four-year academic achievement growth of more than 600 students who were given a voucher in the 2006–07 school year, compared to the academic achievement growth of a matched sample of students who had attended Milwaukee public schools.
REL Report Examines the Impact of Hybrid Algebra 1 Instruction on Student Achievement (April 4, 2012)
The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program.
Moving Teachers: Implementation of Transfer Incentives in Seven Districts (April 3, 2012)
A new report describes implementation and intermediate impacts of an intervention designed to provide incentives to induce a school district's highest-performing teachers to work in its lowest-achieving schools. The report, "Moving Teachers: Implementation of Transfer Incentives in Seven Districts," uses random assignment within each district to form two equivalent groups of classrooms at the same grade level ("teacher teams"), a treatment group that had the chance to participate in the intervention and a control group that did not. Analyses include 90 vacancy pairs and 86 schools in the 7 study districts.
Data for this report were collected on program implementation and teacher- and principal-reported behaviors and perceptions.
REL Report Examines the Impact on Student English Language Proficiency of Classroom Materials in Combination with Teacher Professional Development (April 3, 2012)
The 2006-11 Regional Educational Laboratory Central at McREL conducted a randomized controlled trial to examine the impact on student English language proficiency of the On Our Way to English (OWE) curriculum, offered in combination with the Responsive Instruction for Success in English (RISE) teacher professional development.
Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (April 2, 2012)
This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists.
IES Announces New Series of Funding Webinars (March 30, 2012)
The Institute of Education Sciences will host a series of funding opportunities webinars in April - August, 2012. These webinars will focus on a wide range of topics for applicants to the FY 2013 grant programs, including the application process, grant writing, and overviews of specific funding opportunities. Full descriptions of the webinars are available and registration is now open. For further information and to register, browse to http://ies.ed.gov/funding/webinars/index.asp
Scientific Integrity Policy (March 30, 2012)
The Institute of Education Sciences invites comments on the draft Scientific Integrity Policy document available here. This document is intended to describe the ways in which the Department of Education supports the integrity of the scientific activities supported by the Department. Comments are requested by May 15, 2012.
IES Announces New Series of Funding Opportunities Webinars (March 30, 2012)
The Institute of Education Sciences will host a series of funding opportunities webinars in April - August, 2012. These webinars will focus on a wide range of topics for applicants to the FY 2013 grant programs, including the application process, grant writing, and overviews of specific funding opportunities. Full descriptions of the webinars are available and registration is now open. For further information and to register, browse to http://ies.ed.gov/funding/webinars/index.asp
REL Report Describes Characteristics of Beginning Teachers (March 29, 2012)
Produced by the 2006-11 REL Northeast and Islands and Education Development Center, Inc., the report describes the characteristics and experiences of beginning public school teachers (teachers with fewer than five years of teaching experience) in the Northeast and Islands Region states and compares them with the characteristics and experiences of beginning teachers nationally using data from the 2007/08 Schools and Staffing Survey. The study focuses on variables related to teachers' preparation and workplace supports that research suggests might be associated with their perceptions of preparedness, effectiveness, and retention.
IES Newsletter now available featuring research highlights, training, staff activities, new resources (March 29, 2012)
Take a look at the latest issue of our newsletter for a variety of articles on the activities supported by the Institute of Education Sciences. The news includes articles about:
- TALIS, a new teaching and learning international survey
- A redesign of the What Works Clearinghouse Quick Reviews
- New research and research training grants
- An IES-funded technology intervention that won the top Immersive Learning Award
- The NCES-hosted symposium on testing integrity
- A new web search tool for postsecondary education data users
- By the end of the first year following the introduction of AMSTI, mathematics achievement for students in the AMSTI schools was significantly higher than that for students in the control schools. The difference in achievement was roughly equivalent to 28 additional days of instruction.
- There was no significant difference in science achievement after the first year of the program between students in the AMSTI and control schools.
- Contrary to the theory of action for AMSTI, the study found no evidence that teachers in the AMSTI schools were more likely than teachers in the control schools to use active learning classroom practices for math and science instruction. Preliminary analysis of student achievement outcomes two years following the introduction of AMSTI suggests that AMSTI may have resulted in higher student achievement in both mathematics and science.
- Grade 1 students that participated in Number Rockets performed, on average, 7.31 percentile points higher in math achievement than comparison students.
- Students who participated in the Number Rockets program scored at the same levels on post tests of letter- and word-reading skills as students who did not participate in the program. Further, "pulling out" students from non-math classes for additional math tutoring did not appear to reduce student achievement in reading.
- The effect of the program was seen for all students, regardless of their level of math achievement prior to the program.
- Among students who received the Number Rockets intervention, there was no difference in achievement by the number of tutoring sessions provided.
- Success in Sight did not produce a statistically significant impact on student reading or mathematics achievement after two years of implementation.
- Teachers who were in Success in Sight schools reported similar levels of engagement in data-based decision making, purposeful community, and shared leadership as teachers who did not receive the intervention.
- REL Appalachia, operated by CNA (Director: Robert Muller)
- REL Central, operated by Marzano Research Laboratory (Director: Robert Marzano)
- REL Mid-Atlantic, operated by ICF International (Director: Teresa Duncan)
- REL Midwest, operated by Learning Point Associates/American Institutes for Research (Director: Matt Dawson)
- REL Northeast, operated by Education Development Center, Inc. (Director: Jill Weber)
- REL Northwest, operated by Education Northwest (Director: Steve Fleischman)
- REL Pacific, operated by McREL (Director: Nolan Malone)
- REL Southeast, operated by The Florida Center for Reading Research, Florida State University (Director: Barbara Foorman)
- REL West, operated by WestEd (Director: Gary Estes)
- Consistent with the program design, RCCs worked directly with states on an ongoing basis in over 80 percent of sampled projects in each year, and CCs focused on synthesizing, translating, and delivering knowledge to RCCs and states in more than 70 percent of sampled projects in each year.
- Centers addressed the most frequently cited state priority of "statewide systems of support," and an increasing number of state managers reported each year that Center assistance served their purposes. In 2008-09, 82 percent of state managers reported that Center assistance expanded state capacity in "statewide systems of support" to a "great" or "moderate" extent.
- On average across each of the three years, expert panels rated sampled project materials as "moderate" to "high" quality, and project participants rated the sampled projects "high" on relevance and usefulness. Ratings were on a 5-point scale, with 3 representing "moderate" and 4 representing "high."
- State Part C agencies support the transition of toddlers with disabilities to Part B preschool-age special education programs, but Part C has not expanded to serve children until kindergarten. At age 3, toddlers receiving Part C services transition to Part B services (if eligible), typically involving a change in lead agency (in 46 states) and often a change in support staff, service settings, and services.
- Most school districts (85 percent) do not use IDEA Part B funds to provide Coordinated Early Intervening Services (CEIS). IDEA 2004 permits, and in some cases requires, school districts to use some of their Part B funds to provide CEIS, services for students not yet identified as needing special education. These services are meant to address the overrepresentation of racial/ethnic minority students in special education.
- Most school districts implement Response to Intervention (RtI), use RtI data when determining specific learning disability (SLD) eligibility, and support RtI with district general funds. RtI, a range of practices for monitoring student academic and behavioral progress and providing targeted interventions, was added to IDEA in 2004 as a way to inform the determination of SLD and implement CEIS.
- Two Research & Development Centers -- "Serious Behavior Disorders at the Secondary Level" and "Cognition and Mathematics Instruction" -- plus interviews with principal investigators of each center
- The Director's trip to Australia and New Zealand to participate in school reform discussions
- A new study aimed at national goal of increasing college success
- Research priorities approved by the National Board for Education Sciences
- New NAEP Website tools
- For first graders, the average math achievement of students in schools using Math Expressions was higher than in schools using Investigations and schools using SFAW. The difference is equivalent to moving a student from the 50th to the 54th percentile.
- For second graders, the average math test score for students in schools using Math Expressions and schools using Saxon was higher than that of students in schools using SFAW. The differences are equivalent to moving a student from the 50th to the 55th and 57th percentile, respectively. Saxon teachers reported spending an average of one hour more on math instruction per week than teachers using other curricula.
- Almost all teachers reported using their assigned curriculum and, based on classroom observations, the instructional approaches of teachers in the four curriculum groups differed in expected ways. Student-centered instruction and peer collaboration were highest in Investigations classrooms, and teacher-directed instruction was highest in Saxon classrooms.
- Four jurisdictions require teacher candidates to take a set number of credit hours focused on special education or teaching students with exceptionalities; four others require approved professional preparation programs to demonstrate that courses develop knowledge and skills in this area.
- Two jurisdictions require general education teacher candidates to spend at least part of their student teaching experience working in classrooms with students with disabilities.
- Five jurisdictions use professional teaching standards to outline the knowledge, skills, and practices required of general education teachers to teach students with disabilities.
- Eight special education content areas for teacher preparation were required or recommended by one or more jurisdictions, such as understanding the development of exceptional children; adapting, differentiating, accommodating, or modifying instruction; and participating in field experiences with students with disabilities.
- State education agencies continue to review and update their policies in this area. All the jurisdictions examined either have some requirements in place or are adopting such policies.
- All Comprehensive Centers reported planning their work in coordination and consultation with their clients, making adjustments in their work plan during the year.
- Consistent with the mission of providing "front-line" assistance, RCC projects more often involved sustained interaction with participants through ongoing consultation and follow up (82 percent of RCC projects in the sample) than did the work of CCs (22 percent of CC projects in the sample). CC assistance most often focused on delivery of research information (74 percent of CC projects), consistent with the CCs' focus on synthesizing, translating, and delivering knowledge on a particular topic.
- More than one third of state administrators reported that the Centers "served the state's purposes completely," with another 52 percent reporting that "it was a good start."
- The results suggest that there needs to be careful consideration of system error rates when only several years of data are used for analysis. Simulation results indicate that categorizing teachers as low or high performing based on average achievement gains for their students is error prone. These simulations also demonstrate that the amount of error can be reduced by increasing the number of years of student achievement gains that are measured for a given teacher.
- The simulations suggest that, if three years of single classroom data per year are available for each teacher and the system aims to identify low performing teachers, then 1 in 4 teachers who are truly average in performance may be erroneously classified as performing significantly below the district average. They also suggest that 1 in 4 teachers whose true performance is lower than the district average by 3 to 4 months of student learning per year may be overlooked. In contrast, with 10 years of classroom data per teacher (or, for example, two years of data for teachers who teach five classrooms per year), the error rates fall to 11 percent. Similar error rates would be observed if the system aims to identify high performing teachers.
- The simulations also indicate that overall false positive and negative rates are likely to be smaller if the analysis considers a broader set of teachers who are subject to misclassification. For example, for a system that aims to identify low performers and with three years of available data, about 10 percent of all teachers who are truly average or better are expected to be erroneously identified as significantly below average. Similarly, about 10 percent of all teachers who are lower than the district average by at least 3 to 4 months of student learning per year will not be identified as low performers.
- Researchers at C.N.A. Corporation will test whether implementation of a teacher professional development program, Using Data, will help teachers make better use of assessment and other data and will in turn improve student performance in mathematics.
- At the University of Delaware, a research team will develop a writing curriculum designed for remedial college-level students whose ability to continue in college depends upon completing this composition class.
- A team at the University of Georgia will explore the processes through which two widely used reading practices (repeated readings and guided wide reading) affect reading fluency, underlying reading behaviors, expression while reading, and comprehension outcomes for participating second graders.
- The National Research and Development Center on Scaling Up Effective Schools will conduct value-added analyses to identify high schools that effectively serve traditionally low performing students and those that are not effective. They will then determine which practices are differentially associated with the effective high schools. Based on those findings, a team of researchers, district personnel and teachers will design a process to transfer these practices to high schools that are less effective with such students, and assess the impact of this transfer. The Center is a joint effort of Vanderbilt University, the University of Wisconsin, Florida State University, the Education Development Center, Inc., Broward County Public Schools in Florida, and the Dallas Independent School District in Texas.
- Deborah Loewenberg Ball is currently Dean of the School of Education and William H. Payne Collegiate Professor at the University of Michigan. She conducts research on mathematics instruction and on professional education to improve the quality and effectiveness of teaching.
- Adam Gamoran is the John D. MacArthur Professor of Sociology and Educational Policy Studies and Director of the Wisconsin Center for Education Research at the University of Wisconsin-Madison. He has been on the University faculty since 1984. From 2001-2004, he served as chair of the department of sociology, and from 2008-2009 he served as interim dean of the School of Education.
- Bridget Terry Long is currently a Professor of Education and Economics at the Harvard University Graduate School of Education. Dr. Long is also a Research Associate of the National Bureau of Economic Research (NBER) and a Research Affiliate of the National Center for Postsecondary Research (NCPR).
- Margaret R. (Peggy) McLeod is currently Executive Director of Student Services and Special Education in the Alexandria City Public Schools. She has also worked as a consultant to national advocacy and professional organizations, universities, states, and school districts.
- On average, charter middle schools that held lotteries were neither more nor less successful than traditional public schools in improving math or reading test scores, attendance, grade promotion, or student conduct within or outside of school. Being admitted to a study charter school did significantly improve both students' and parents' satisfaction with school.
- Charter middle schools' impact on student achievement varied significantly across schools.
- Charter middle schools in urban areas, as well as those serving higher proportions of low-income and low achieving students were more effective than were other charter schools in improving math test scores.
- Some operational features of charter middle schools were associated with more positive (less negative) impacts on achievement. These features include smaller enrollments and the use of ability grouping in math or English classes. There was no significant relationship between achievement impacts and the charter schools' policy environment.
- Linguistically modifying the language of mathematics test items did not change the math knowledge being assessed.
- The effect of linguistic modification on students' math performance varied between the three student subgroups. The results also varied depending on how scores were calculated for each student.
- For each of the four scoring approaches analyzed, the effect of linguistic modification was greatest for EL students, followed by NEP and EP students.
- Districts with extremely high student mobility are often rural, have higher than state average shares of students eligible for free or reduced-price lunch, and are on or near American Indian reservations.
- Only in Wyoming did rural locales have higher student mobility than did city and town locales. In North Dakota mobility percentages were higher in both towns and rural areas than in cities or suburbs.
- Comparisons in each state among the three rural locale codes did not show a consistent pattern of mobility levels.
- No conclusive evidence that the OSP affected student achievement overall, or for the high priority group of students who applied from "schools in need of improvement."
- The Program significantly improved students' chances of graduating from high school, according to parent reports. Overall, 82 percent of students offered scholarships received a high school diploma, compared to 70 percent of those who applied but were not offered scholarships.
- Although parents had higher satisfaction and rated schools as safer if their child was offered or used an OSP scholarship, students reported similar ratings for satisfaction and safety regardless of whether they were offered or used a scholarship.
- The report finds that over the past quarter century, minority students have made gains in key education areas, such as completing high school and earning a college degree. However, gaps in academic performance persist between students of most minority groups and White students.
- In 2004, minorities represented 42 percent of the public prekindergarten through secondary school enrollment; however, this percentage ranged widely by state, from 80 percent in Hawaii to 4 percent in Vermont.
- On the 2005 National Assessment of Educational Progress (NAEP) mathematics assessment, higher percentages of Asian/Pacific Islander 4th-graders and 8th-graders scored at or above Proficient than did American Indian/Alaska Native, Black, Hispanic, and White students at the same grade levels.
- In 2005, the percentage of 16- to 24-year-olds who were high school status dropouts (the percentage who had not completed high school and were not currently enrolled) was higher among Hispanics than among Blacks, Whites, and Asian/Pacific Islanders.
- Among Hispanic 16- to 24-year-olds, the percentage of status dropouts among those who were foreign born (38 percent) was more than twice that of their native counterparts (13 percent).
- Between 1976 and 2004, the percentage of total undergraduate enrollment who were minority students increased from 17 to 32 percent. In 2004, more postsecondary degrees were awarded to Blacks than Hispanics, despite the fact that Hispanics represented a larger percentage of the total population.
- From 1990 to 2005, all racial/ethnic groups experienced an increase in the percentage of adults age 25 and over who had completed high school, and the percentages of White, Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native adults with bachelor’s degrees also increased.
- These 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers, in 2003-04.
- The 100 largest districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2002-03. Across these districts, the averaged freshman graduation rate was 68.8 percent. In 19 of the 100 largest districts the rate was 80 percent or higher. The rate was less than 50 percent in 8 of the 100 largest districts.
- Three states – California, Florida, and Texas – accounted for 41 of the 100 largest public school districts.
- Current per-pupil expenditures in fiscal year 2003 ranged from a low of $4,413 in Alpine School District, Utah to a high of $17,652 in Newark City, New Jersey.
- Fourth-grade students scored higher than either previous year, and lower-performing students made the largest gains since 2000.
- Eighth-graders' overall performance remained unchanged compared with either previous year; gains by lower-income students narrowed the gap since 2000.
- Scores for twelfth-graders remain unchanged since the last assessment, but are lower than in 1996. However, the White-Black gap has widened since 2000.
- Fourth-graders in 9 states showed increases in scores since 2000.
- Eighth-graders in 11 states posted increases for 2000, 4 declined.
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REL Report Describes English Language Learner Enrollment (March 29, 2012)
This technical brief by the 2006-11 REL Appalachia at CNA describes English language learner student enrollment across school districts in the four REL Appalachia Region states (Kentucky, Tennessee, Virginia, and West Virginia) for 2005/06-2008/09, updating an earlier report covering 1998/99-2004/05. The current brief expands on the earlier report by looking at data by grade span (kindergarten, 1-3, 4-6, 7-8, 9–12) and by geographic locale (city, suburb, town, rural).
REL Report Describes School Improvement Patterns in the Midwest (March 28, 2012)
Characteristics of Midwest Region school districts identified for improvement presents statistical profiles of school districts designated as "in improvement" in the Midwest Region states as of 2009/10. It compares the prevalence and characteristics of these districts and those of districts "not in improvement." It also reports the prevalence of districts in improvement under three states’ own accountability systems.
REL Report Describes the Principal Workforce in Wisconsin (March 28, 2012)
A descriptive analysis of the principal workforce in Wisconsin describes trends in demographic characteristics and retention rates in the Wisconsin principal workforce between 1999 and 2009. Over this period, the principal workforce remained predominantly White and male, but the share of female and racial/ethnic minority principals rose. Fewer than half of new principals remained as principals in Wisconsin after eight years.
REL Study Examines Impact of 6th Grade Math Curriculum (March 27, 2012)
The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students.
CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other. The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region , found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region.
Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007 (March 27, 2012)
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2011 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2010; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2007 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2006 at less-than-4-year institutions; and Finance for fiscal year 2010.
REL Study Examines Impact of Middle School Science Professional Development Program. (March 22, 2012)
The study, Effects of Making Sense of SCIENCE professional development on the achievement of middle school students, including English language learners, found that grade 8 teachers who received the professional development had greater content knowledge about force and motion and confidence in teaching force and motion than teachers who did not receive the professional development. However, there was no impact of the program on students' physical science test scores.
The Making Sense of ScienceTM Force and Motion course for teachers incorporates physical science content, analysis of student work and thinking, and classroom instruction to develop teacher expertise about force and motion and science instruction. The course emphasizes inquiry-based instruction practices.
REL Study Examines Impact of Literature-Based Character Education Program in Elementary Schools (March 21, 2012)
The 2006-11 Regional Educational Laboratory West at WestEd has concluded a randomized controlled trial in California that evaluated Lessons in Character, a character education program designed to integrate easily into a schools' existing English language arts curriculum.
The study, Lessons in Character Impact Evaluation, found no effect of the program on the academic achievement, social competence, or problem behavior of students who participated in the program, compared to students who did not participate.
Lessons in Character is a supplementary literature-based language arts program that uses a collection of multicultural literature, classroom lessons, and decision-making training to enhance student problem solving skills; promote student understanding, endorsement, and behavioral enactment of core values; and boost language, grammar, mechanics (punctuation, spelling), and composition skills.
WWC Reviews Research on Project SEED (March 20, 2012)
Project SEED is a supplemental math program for low-achieving students in grades 3 through 8 that aims to encourage active student learning and improve critical thinking and articulation skills. No studies of Project SEED identified by the WWC meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Project SEED.
WWC Quick Review: Philadelphia’s Renaissance Schools Initiative (March 15, 2012)
The study examined the effectiveness of Philadelphia’s Renaissance Schools Initiative after one year of implementation. The Renaissance Schools Initiative, which began in the 2010–11 school year, aimed at improving low-performing schools by providing new management, additional resources, and new educational strategies.
WWC Reviews Research on First Step to Success (March 13, 2012)
First Step to Success is an early intervention program designed to help children at risk for developing aggressive or antisocial behavioral patterns. Based on its review of the research, the WWC found the program to have positive effects on external behavior, potentially positive effects on emotional/internal behavior, social outcomes, and other academic performance, and no discernible effects on reading achievement/literacy for children classified with an emotional disturbance.
IES Releases FY2013 Funding Announcements for Grant Competitions in Education and Special Education Research and Training (March 9, 2012)
IES has released FY2013 funding announcements for seven grant competitions in education research, special education research, and research training.
WWC Quick Review: School Choice and Crime (March 8, 2012)
This study examined the effect of public school choice on adult crime and school-based outcomes. Prior to the 2002–03 school year, the Charlotte–Mecklenberg school district switched from forced desegregation to a district-wide open enrollment lottery. This study focuses on more than 2,000 male students in grades 6–11 who participated in the subset of these admission lotteries in which the assignment process was random.
What Works Clearinghouse at NASSP Breaking Ranks K–12 Conference (March 7, 2012)
Attend our presentation on "Using Student Achievement Data to Improve Student Performance" at the NASSP’s Breaking Ranks K–12 Conference on Friday, March 9, from 11:15 a.m.–12:30 p.m. in room #22 of the Tampa Convention Center in Tampa, Florida.
WWC Quick Review: Charter-School Management Organizations (March 7, 2012)
The study examined the effect of non-profit charter-school management organizations (CMOs) on middle school academic achievement and rates of high school graduation and post-secondary enrollment. Within eight geographically diverse states, the authors matched each charter school student with similar students attending conventional public schools. The sample included nearly 14,000 students attending 68 middle schools operated by 22 CMOs and nearly 3,000 students who attended 13 high schools operated by six CMOs.
REL Study Examines Impact of a Summer Reading Program (March 7, 2012)
The 2006-2011 REL Southwest at Edvance conducted a large-scale, multidistrict randomized control trial to examine the effectiveness of a summer reading initiative for economically disadvantaged grade 3 students who scored below the 50th percentile nationally in reading. The program was designed to reduce summer reading loss, a well-documented decline in reading skills that occurs when students are not in school over the summer.
BPS:04/09 Transcript Data Available (March 7, 2012)
Data from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) transcripts are available for use on NCES’s web-based data analysis tool – PowerStats, and as a restricted-use data file.
NCSER Announces FY 2012 Research and Research Training Grants (March 6, 2012)
IES recently made new research and research training grant awards for applications considered under the June 2011 deadline. A list of these awards follows.
NCER Announces New FY 2012 Research and Research Training Grants (March 6, 2012)
IES recently made new research and research training grant awards for applications considered under the June 2011 deadline. A list of these awards follows.
REL Study Examines Impact of Child Caregiver Training Program (March 6, 2012)
The 2006-2011 Regional Educational Laboratory (REL) West at WestEd conducted a rigorous study of the impact of an on-site caregiver training intervention, the Program for Infant/Toddler Care (PITC), on child development and childcare program quality. The study was conducted in Southern California and Arizona.
WWC Quick Review: Gathering Feedback for Teachers (March 2, 2012)
This study examined five instruments used to assess the effectiveness of teacher practices based on classroom observations. The study first examined whether observers could reliably assess teachers with each instrument, and then examined how well each instrument, along with other information, predicted student achievement.
WWC Quick Review: The Long-Term Impact of Teachers (March 1, 2012)
This study examined whether being taught by a teacher with a high "value-added" improves a student’s long-term outcomes. The study analyzed more than 20 years of data for nearly one million fourth- through eighth-grade students in a large urban school district.
REL West Report Presents Findings from a Rigorous Study of a Teacher Professional Development Program for English Language Learners (March 1, 2012)
To add to the evidence base on effective strategies for teaching English language learner students, the 2006-2011 REL West at WestEd conducted a rigorous study of the impact on middle grades student achievement of a teacher professional development program.
The program, Quality Teaching for English Learners (QTEL), is an approach to improving the teaching of English language learner students. The program aims to enhance the ability of teachers to work with English language learner students and increase the quality of instruction for all other students in the mainstream classroom. QTEL summer institutes consist of seven days of professional development to provide a foundation for using new tools and processes for the academic and linguistic development of adolescent English language learner students.
This study, Evaluation of Quality Teaching for English Learners (QTEL) Professional Development, examined QTEL's effects on student outcomes in English language arts and English language development, as measured by the California Standards Test and the California English Language Development Test. No significant effects of QTEL were found on student achievement. For teachers, no significant effects were found on attitudes, knowledge, or practice, as measured by the teacher survey, teacher knowledge assessment, and a classroom observation protocol, respectively.
The study sample included middle schools in urban and suburban areas of three Southern California counties. The study was conducted from 2007-2010.
REL Report Describes Performance-Based Teacher Evaluation Systems in Five States (February 29, 2012)
A combination of recent research and federal and state interest in measuring teacher effectiveness has galvanized support for reform of teacher evaluation systems. The application guidelines for the 2009 Race to the Top federal grant competition called for states to develop systems that evaluate teacher effectiveness using multiple rating categories--not the traditional binary choice of satisfactory/unsatisfactory--and data on student growth.
REL Releases Reports on Teacher Retirement Patterns in California (February 29, 2012)
This study examines retirement patterns of California educators (primarily teachers and school-site administrators) from 1995/96 to 2009/10 to determine how the recent economic recession and the aging of the baby boomer population have affected California educators' age distribution and retirement rates.
REL Report Profiles Partnerships Between Tribal Education Departments and Local Education Agencies (February 28, 2012)
Partnerships between tribal education departments and local education agencies examines nine partnerships between tribal education departments--organizations overseeing American Indian education--and local education agencies (school districts). Individual profiles describe how each partnership works, focusing primarily on collaborative activities intended to improve education outcomes for American Indian students.
REL Report Examines What Central Region States Expect K–8 General Education Teachers to Know and be able to do in Order to Teach English Language Learner Students (February 28, 2012)
Teaching English language learner students: professional standards in elementary education in Central Region states, examines what Central Region states expect K-8 general education teachers to know and be able to do in order to teach ELL students. The report reviews state documents on professional teaching standards for coverage of six topics that an earlier study on teaching standards found to be important for improving these students' achievement.
I CAN Learn for High School Math? WWC Reviews the Research (February 28, 2012)
I CAN Learn is a computer software system that provides math instruction through a series of interactive lessons. Based on its review of the research, the WWC found the pre-algebra and algebra components of I CAN Learn® to have no discernible effects on math achievement for high school students.
Indicators of School Crime and Safety: 2011 (February 22, 2012)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools.
Does Study of My Teaching Partner-Secondary Meet WWC Standards? (February 22, 2012)
The WWC has reviewed a recent study of the professional development program My Teaching Partner-Secondary. The research described in the report based on the intervention year meets WWC evidence standards. The analyses based on the post-intervention year meet WWC evidence standards with reservations because unaccounted-for differences between the two groups of students in the post-intervention group may have existed before the intervention.
Study of Alabama STEM Initiative Finds Positive Impacts (February 21, 2012)
REL Southeast recently conducted a randomized control trial on the effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI) in grades 4-8. Introduced in 2002, AMSTI is a whole-school reform initiative providing professional development, access to materials and technology, and in-school support for teachers.
The REL Southeast study, titled Evaluation of the Effectiveness of the Alabama Math, Science, and Technology Initiative (AMSTI), was conducted in five regions of the state. The study randomly assigned 82 schools, which contained about 780 teachers and approximately 30,000 students, to receive the treatment. Findings include:
TIMSS 1999 Video Study of eighth-grade mathematics and science teaching restricted-use database and videos (NCES 2012-003) (February 17, 2012)
The TIMSS 1999 Video Study focused on eighth-grade mathematics and science teaching in seven countries, including the United States. The videos and other data (including transcripts and ancillary classroom materials) collected from the study are now available under a restricted-use license.
ThinkerTools for Science Education: WWC Looks at the Research (February 14, 2012)
ThinkerTools is a computer-based program that aims to develop students' understanding of physics and scientific modeling. No studies of ThinkerTools meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program.
WWC Reviews Research on Science Program: Chemistry That Applies (February 14, 2012)
An instructional unit for grades 8-10, Chemistry That Applies is designed to help students understand the law of conservation of matter. Based on its review of the research, the WWC found the program to have potentially positive effects on general science achievement.
REL Report Examines Effectiveness of a Supplemental Math Tutoring Program on Student Achievement (February 14, 2012)
To increase the evidence base on remediation in early math, the 2006-2011 REL Southwest at Edvance Research conducted a rigorous experimental study of the impact of the Number Rockets small group tutoring program on grade 1 math achievement. Number Rockets is an early mathematics intervention targeted to students at risk of falling behind.
This study, Evaluation of Number Rockets: A Tier-2 Intervention for Grade 1 Students at Risk for Difficulties in Mathematics, found that the Number Rockets intervention had a positive effect on math achievement in grade 1, without having a negative effect on reading achievement. Comparison students received regular core mathematics instruction but no additional support.
Specific findings include:
REL Report Examines the Title I Supplemental Educational Services Program in the Appalachia Region (February 10, 2012)
Under the No Child Left Behind (NCLB) Act of 2001, students from low-income households are eligible for extra academic assistance if they attend a Title I school that has not made adequate yearly progress for at least three consecutive years. Supplemental educational services usually involve individual or small-group tutoring beyond regular school hours in reading and math. This 2006-2011 REL Appalachia at CNA report, A Descriptive Study of Enrollment in Supplemental Educational Services in the Four REL Appalachia Region States, examines the 2007/08 Title I supplemental educational services program by school locale in the Appalachia Region. The study examines enrollment rates, the number of tutoring hours contracted for and attended, and variation in the type of instruction provided.
REL Technical Brief Updates Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region (February 9, 2012)
Nationally, many public school students fail to graduate from high school. Those most at risk for not graduating continue to be non-White students living in low-income, urban areas. To learn what dropout prevention programs and policies low-income school districts with high racial/ethnic minority student populations in the Northeast and Islands Region are implementing, (Myint-U. et al. 2009) constructed an interactive database covering nine pilot districts. This REL Northeast and Islands Technical Brief, Updating a Searchable Database of Dropout Prevention Programs and Policies in Nine Low-Income Urban School Districts in the Northeast and Islands Region, builds on the Myint-U. et al. (2009) report, describing updates to the database in 2011 and characteristics of new, discontinued, and sustained programs since 2006/07.
NCES to Host Symposium on Testing Integrity with Live Webcast (February 8, 2012)
On February 28, beginning at 9:00AM EST, NCES will host a Testing Integrity Symposium to identify and discuss important issues in testing integrity. A distinguished body of panelists will share information about best practices that have been used to prevent, detect, and respond to irregularities in academic testing. Panelists will also discuss the role of technology in maintaining testing integrity. A live webcast will broadcast the discussions throughout the day.
REL Report Examines Effectiveness of Success in Sight Program on Student Achievement (February 8, 2012)
The 2006-2011 REL Central at McREL conducted a randomized control trial of the Success in Sight school improvement intervention in elementary schools in Missouri and Minnesota. Success in Sight is a district-wide intervention designed to help schools, leadership teams, and teachers systematically and systemically engage in continuous school improvement practices to advance the learning of all students. The program focuses on improving data-based decision making, building a purposeful community with a collective belief that the community can achieve its goals, shared leadership, research-based practices, and a cycle of continuous improvement.
The study included approximately 8,200 students and 1,500 teachers in grades 3 through 5 across 52 schools in 8 school districts. The study found that students who attended schools participating in the Success in Sight intervention had comparable levels of math and reading achievement as students who attended schools that did not participate in the intervention.
Key results include the following:
NBES Agenda for February meeting (February 7, 2012)
The National Board for Education Sciences (NBES) will meet on Friday, February 24, from 8:30 am to 5:00 pm in Washington, DC. The meeting is open to the public. Topics on the agenda include: recent developments at the Institute of Education Sciences (IES); how to reach practitioners and policy-makers with research results; other federal agencies' experiences in scaling up promising models; a review of IES's funded research grants; and a legislative update.
New Quick Review: Study of Childhood Education Program (February 7, 2012)
This study examined the effect of an early childhood education program on educational attainment by age 28, including on-time high school graduation, high school completion, and college attendance and graduation. The research described in this report meets WWC evidence standards with reservations. Individuals who attended the program may have differed from individuals in the comparison group in ways not controlled for in the analysis.
WWC Reviews Study of Professional Development for Math Teachers (February 7, 2012)
This study examined whether a professional development program for seventh-grade mathematics teachers improved the teachers’ knowledge of rational number topics and the performance of their students on a rational number test. The research described in this report meets WWC evidence standards and is a well-executed randomized controlled trial with low attrition.
The Incredible Years for Preschoolers with Disabilities? WWC Looks at the Research (February 7, 2012)
The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0-12 who have exhibited difficult behavior. No studies of The Incredible Years for preschool children with disabilities meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the program for these students.
What Are Districts’ Written Policies Regarding Student Substance-Related Incidents? (February 1, 2012)
Recent events have increased interest in district policies relating to student substance use and whether they best serve the needs of their communities and students. To better understand the nature of the policies that may be in use around the country, the Institute of Education Sciences commissioned a study to examine the features of the written substance-related policies for the 100 largest school districts in the country.
Application Information – Summer Research Training Institute: Cluster-Randomized Trials (February 1, 2012)
The National Center for Education Research, within the Institute of Education Sciences, is pleased to announce its sixth Summer Research Training Institute on Cluster-Randomized Trials. This Training Institute is held to increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education interventions.
When: July 15 – 26, 2012
Where: Northwestern University; Evanston, IL
All applications must be received no later than March 16, 2012 at 8:00 p.m. ET. For more information about the Training Institute, including the application procedures, please visit: http://ies.ed.gov/whatsnew/conferences/?id=965
If you need assistance, please contact Dr. Christina Chhin, at (202) 219-2280 or christina.chhin@ed.gov
REL Technical Brief Examines how Prepared Texas Students are for College-Level Reading (January 31, 2012)
Many students graduate from high school unprepared for the rigorous reading required in entry-level college and career work. This 2006-2011 REL Southwest at Edvance Research Technical Brief, How prepared are subgroups of Texas students for college-level reading? Applying a Lexile-based approach, builds on a recent report (Wilkins et al. 2010) that used the Lexile measure to estimate the proportion of Texas grade 11 public school students in 2009 ready for entry-level college reading in English. The previous study examined the overall grade 11 Texas student population; this brief uses the same methodology but disaggregates the data by student subgroup.
English Language Proficiency Levels of Limited-English-Proficient Students in Idaho (January 31, 2012)
This study, English language proficiency levels of limited-English-proficient students in Idaho, examines statewide results on the Idaho English Language Assessment (IELA), the federally mandated annual assessment Idaho administers to all limited-English-proficient (LEP) students. It documents the distribution of LEP students across English proficiency levels on the IELA in 2010 and compares it with results for 2007. It shows how the distribution varied for LEP students by grade spans in listening, speaking, reading, writing, and comprehension. It also compared results across subgroups of LEP students based on gender, participation in the free or reduced-price lunch program, Spanish as the primary language, enrollment in a U.S. public school for the first time in the previous 12 months, migrant status, and enrollment in special education.
REL Report on the Common Core State Standards in the Southeast Region States (January 31, 2012)
This study, Plans to adopt and implement Common Core State Standards in the Southeast Region states, produced by the 2006-2011 REL Southeast at the University of North Carolina at Greensboro examines the processes for adopting and implementing the common standards and aligning assessment programs to the common standards in the Southeast Region states (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina). The Common Core State Standards Initiative is a state-led effort to establish a common set of expectations for what K-12 students are expected to know and be able to do in English language arts and math. The Common Core State Standards were released in June 2010. As of November 2011, 45 states, the District of Columbia, and two territories have adopted the standards and were planning to implement them and align assessments to them.
New Quick Review: Study of Small Schools (January 31, 2012)
This study examined whether winning an admissions lottery for a small school of choice improved high school students’ progress toward graduation and graduation rates. The study analyzed data on more than 21,000 students in New York City who participated in a ninth-grade admissions lottery for a small school of choice. The research described in the report meets WWC evidence standards with reservations because carrying out the lotteries using the method described in the report may have resulted in nonrandom differences between the study groups.
WWC Reviews Research on Odyssey Reading for Adolescent Literacy (January 31, 2012)
Odyssey Reading is a web-based K–12 reading/language arts program that uses an interactive, differentiated instructional approach to teach students phonics, context, decoding, and comprehension. No studies of Odyssey Reading reviewed by the WWC meet WWC evidence standards. Therefore, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of Odyssey Reading on adolescent learners.
What Does the Research Say About Peer-Assisted Learning Strategies for Adolescent Literacy? (January 31, 2012)
The Peer-Assisted Learning Strategies program is a supplementary component to the primary reading curriculum that incorporates peer-tutoring instruction. Based on its review of the research, the WWC finds the program to have potentially positive effects on comprehension for adolescent learners.
IES Newsletter now available (January 25, 2012)
The January 2012 issue of the IES research newsletter features an article about the recently awarded Regional Educational Laboratory contracts, financial aid calculators on college websites; an interview with CALDER director Jane Hannaway; new data collection methods for the National Household Education Survey; NCSER-funded researcher Nicola Wolf Nelson, recipient of the American Speech-Language-Hearing Association’s highest award; Small Business Innovation Research funding opportunities; and other items.
Summer Research Training Institute on Single-Case Design Research (January 25, 2012)
The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its second Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the capacity of education researchers nationally to conduct methodologically rigorous single-case intervention studies.
When: June 25 to June 29 2012
Where: University of Wisconsin-Madison, Madison, WI
All applications must be received no later than Friday, March 9, 2012 at 8:00 p.m. EST. For more information about the Training Institute, including the application procedures, please visit: http://ies.ed.gov/whatsnew/conferences/?id=964
Beginning Subbaccalaureate Students’ Labor Market Experiences: Six Years Later in 2009 (January 18, 2012)
These Web Tables use data from the 2004/09 Beginning Postsecondary Students Longitudinal Study to identify and present the demographic and employment characteristics of certificate and associate’s degree completers and noncompleters. Labor market experiences presented include employment status as of spring 2009, unemployment spells since last enrolled, median salary earned as of spring 2009, employer-offered benefits, and job satisfaction.
IES SBIR Fiscal Year 2012 Program Solicitations are Now Open (January 4, 2012)
The Institute has released three Fiscal Year 2012 solicitations.
* Phase I in Education: Solicitation #ED-IES-12-R-0006 is a request for Phase I proposals for awards up to $150,000 for the research and development of prototypes of education technology products to improve student learning directly or indirectly (e.g., through teacher practices) in authentic education delivery settings (e.g., schools, after-school programs, or distance learning programs), or to facilitate research in the field of education. Note: The Institute is not offering the Fast-Track option through it education track in Fiscal Year 2012. The Institute does anticipate that the Fast-Track option will be offered in Fiscal Year 2013. This solicitation can be found by clicking here. The due date and time for the receipt of proposals is 11 A.M. EST on February 22, 2012.
* Phase I in Special Education: Solicitation #ED-IES-12-R-0007 is a request for Phase I proposals for awards up to $150,000 for the research and development of prototypes of technology products used by infants, toddlers, or students with or at risk for disabilities, or teachers (or other instructional personnel, related services providers, or family members) in early interventions or special education. This Phase I solicitation can be found by clicking here. The due date and time for the receipt of proposals is 11 A.M. EST on February 22, 2012.
* Fast-Track in Special Education: Solicitation #ED-IES-12-R-0005 is a request for Fast-Track (Phase I & II) proposals for awards up to $1,050,000 for the research and development of technology products used by infants, toddlers, or students with or at risk for disabilities, or teachers (or other instructional personnel, related services providers, or family members) in early interventions or special education. Note: In order to apply for Fast-Track funding in Special Education, applicants must submit both (1) a full SBIR Phase I proposal and (2) a Fast-Track proposal. SBIR Fast-Track proposals that are submitted without a full Phase I proposal will not be evaluated. This Fast-Track solicitation in special education can be found by clicking here. The due date and time for the receipt of proposals is 11 A.M. EST on February 22, 2012.
New Five-Year Contracts for Regional Educational Laboratories Began on January 3 (January 4, 2012)
The New Year marked the start of ten new five-year contracts for the Regional Educational Laboratories (RELs). The mission of the REL program is to help states and school districts systematically use research and data to answer important issues of policy and practice with the goal of improving student outcomes.
The RELs' research and technical assistance addresses issues of regional importance that often are of national concern, as well. For example, they will address issues related to improving early childhood education; identifying and retaining effective teachers and principals; adopting and implementing rigorous academic standards and assessments; increasing college readiness, access, and completion; and improving low-achieving schools.
Each REL will build research capacity and a knowledge base by assisting states, districts, and schools in using their data systems; conducting high quality research and evaluation; providing opportunities for practitioners to learn about the best education research; and helping education policy makers and practitioners incorporate data-based practices into regular decision-making.
The RELs will carry out these priorities primarily through "research alliances," which are partnerships among practitioners, policy makers, the REL and others to develop a thorough understanding of an education issue of concern.
The REL regions and 2012-2017 contractors are:
Request for Comment on Proposed Policy Regarding Public Access to Data and Publications from Federally Funded Research (December 21, 2011)
The Office of Science and Technology Policy (OSTP) recently released two Requests for Information (RFI) on long-term preservation of and public access to the results of federally funded research, including digital data and peer-reviewed publications.
Please view the links below, highlighting the release of the two RFIs. We encourage you to review and consider the questions outlined in each RFI. You can provide comments to the questions by email to digitaldata@ostp.gov and publicaccess@ostp.gov. All comments are due by January 2, 2012.
OSTP announcement on the release of the Requests for Information: http://www.whitehouse.gov/blog/2011/11/07/request-information-public-access-digital-data-and-scientific-publications
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Request for Information on Public Access to Digital Data: http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28621.pdf
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Request for Information on Public Access to Peer-Reviewed Publications from Federally Funded Research:
http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28623.pdf.
Request for Comment on Proposed Policy Regarding Public Access to Data and Publications from Federally Funded Research (December 21, 2011)
The Office of Science and Technology Policy (OSTP) recently released two Requests for Information (RFI) on long-term preservation of and public access to the results of federally funded research, including digital data and peer-reviewed publications.
Please view the links below, highlighting the release of the two RFIs. We encourage you to review and consider the questions outlined in each RFI. You can provide comments to the questions by email to digitaldata@ostp.gov and publicaccess@ostp.gov. All comments are due by January 2, 2012.
OSTP announcement on the release of the Requests for Information: http://www.whitehouse.gov/blog/2011/11/07/request-information-public-access-digital-data-and-scientific-publications
.
Request for Information on Public Access to Digital Data: http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28621.pdf
.
Request for Information on Public Access to Peer-Reviewed Publications from Federally Funded Research:
http://www.gpo.gov/fdsys/pkg/FR-2011-11-04/pdf/2011-28623.pdf.
America's Youth: Transitions to Adulthood (December 20, 2011)
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
REL Northwest Study Examines the 6+1 Trait® Writing Model (December 14, 2011)
Strong writing skills are important for student success in high school and college and, increasingly, for success in the workplace. To add to the evidence base on effective strategies for teaching writing in the elementary grades, REL Northwest conducted a rigorous study to test the impact of the 6+1 Trait Writing model on grade 5 writing achievement. The Trait Writing model emphasizes analysis of writing using a set of characteristics, or "traits," of written work, including ideas, organization, voice, word choice, sentence fluency, and conventions.
Offering Online Algebra I is an Effective Way to Broaden Access to Algebra for Grade 8 Students (December 13, 2011)
As schools' technology capacity has increased, online courses have helped to expand curricular offerings, particularly in small schools and rural areas. To add to the evidence base on the effectiveness of online courses, REL Northeast and Islands conducted a rigorous experimental study of the impact of offering an online Algebra I course to grade 8 students in Maine and Vermont on algebra knowledge and subsequent mathematics course taking patterns.
Academic Libraries: 2010 First Look (December 13, 2011)
The Academic Libraries: 2010 First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
REL Report Examines Grade 8 Reading and Math Proficiency Rates for Native Hawaiian Students and Non-Native Hawaiian Students (December 7, 2011)
Native Hawaiian students represent the largest single ethnic group in Hawai'i, at 27 percent of the student population in 2008/09. This REL Pacific report, Comparing the achievement patterns of Native Hawaiian and non-Native Hawaiian grade 8 students in reading and math, reports the reading and math proficiency rates of grade 8 Native Hawaiian and non-Native Hawaiian public school students and whether proficiency rates have changed from 2003/04 to 2008/09.
The Nation's Report Card: Trial Urban District Assessment Reading 2011 (December 7, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in reading. Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 assessment. Student performance is reported as average scale scores on the NAEP reading scale and as percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for all students attending public schools in the nation and large cities (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch.
The Nation’s Report Card: Trial Urban District Assessment Mathematics 2011 (December 7, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment (TUDA) in mathematics. Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 assessment. Student performance is reported as average scale scores and as percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for all students attending public schools in the nation and large cities (i.e., cities with populations of 250,000 or more) overall and by race/ethnicity and eligibility for free/reduced-price school lunch.
In 2011, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for students in large cities, and scores for both grades were lower in 10 districts. Among the 18 districts that also participated in the 2009 assessment, scores were higher in 2011 for four districts at grade 4 and six districts at grade 8. There were no significant declines in scores from 2009 to 2011 at either grade.
New Quick Review Looks at Study of Kindergarten PAVEd for Success (December 6, 2011)
This study measured the effectiveness of the vocabulary program Kindergarten PAVEd for Success by collecting and analyzing data on 1,300 kindergarten students in 64 schools randomly assigned to supplement their core curriculum. Does the research meet WWC evidence standards for rigorous study designs? See the WWC rating and learn more about how the research was conducted and what the study found.
Follow-Up Study of Kindergarten Literacy Program Finds that Impacts Observed at the End of Kindergarten are Not Sustained through First Grade (December 6, 2011)
A study conducted by REL Southeast has found that the positive impacts of a kindergarten vocabulary intervention (PAVEd for Success [K-PAVE]) were not sustained through first grade. This study, Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten (VOCAB): First Grade Follow-up Impact Report and Exploratory Analyses of Kindergarten Impacts, followed up on a 2010 REL Southeast study, which found a statistically significant positive impact at the end of kindergarten on students’ expressive vocabulary and academic knowledge.
IES Newsletter now available with research highlights, training, staff activities, new resources (November 29, 2011)
The November 2011 issue of the IES research newsletter features an interview with Roy Levy of Arizona State University, the IES grantee recipient of the 2010 presidential award for excellence to education science; an update on the availability of data from the Early Childhood Longitudinal Study; a C-SPAN interview with NCES Commissioner Jack Buckley; newly funded research on Down syndrome; new reference reports for researchers; and other items.
Distance Education Courses for Public Elementary and Secondary School Students: 2009–10 (November 29, 2011)
This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.
Nutrition and Physical Education Policy and Practice in the Pacific Region (November 22, 2011)
The report describes the percentage of secondary schools that have adopted policies and practices for student wellness, physical education, food service, and nutrition education across the seven jurisdictions in the Pacific Region. Policies include providing professional development for lead health education teachers, developing strategies to promote healthy eating, forming a health council, and providing or prohibiting certain foods. Practices include requiring nutrition and physical education courses, and assessing physical activity or nutrition, and encouraging family and community involvement in health topics.
A Descriptive Analysis of State-Supported Formative Assessment Initiatives in New York and Vermont (November 22, 2011)
This study examines two state-supported formative assessment initiatives that promote a consensus definition of formative assessment endorsed by the Council of Chief State School Officers. It describes the primary components of the two initiatives and the strategies that state, district, and school leaders report using to support implementation of each initiative.
Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11 (November 22, 2011)
This First Look presents data from the Winter 2010-11 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2010 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, and gender.
REL Study Describes High School Acceleration Programs in Florida (November 18, 2011)
In recent years, there have been renewed efforts to improve the college and career readiness among students and young adults. States are adopting acceleration programs (advanced-level courses that offer credit toward both a high school diploma and a college degree) to increase students’ academic engagement, better prepare students for the demands of postsecondary education and the job market, and boost college completion rates.
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008–09 (Fiscal Year 2009) (November 17, 2011)
This brief publication contains basic revenue and expenditure data, by district, for public elementary and secondary education for school year 2008-2009. It contains district-level data on revenues by source and expenditures by function, including expenditures per pupil.
NCSER Releases Special Topic Report on the Secondary School Programs and Performance of Students With Disabilities (November 17, 2011)
A new report, Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2, uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned.
Characteristics of GED Recipients in High School: 2002–06 (November 16, 2011)
This Issue Brief uses the Education Longitudinal Study of2002 to compare the demographics, high school experiences, and academic achievement of 10th graders who four years later were GED recipients, high school graduates or high school dropouts.
WWC Reviews Research on The Incredible Years (November 15, 2011)
A program for children with challenging behaviors, The Incredible Years lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents receive training on positive discipline, promoting learning and development, and staying involved in children’s lives at school.
New Literacy Report Looks at Research on Student Team Reading and Writing Programs (November 15, 2011)
See how the WWC rated the research on student team reading and writing, an integrated approach to reading and language arts for early adolescents.
REL Report Examines How States Are Supporting Local Data-Driven Decisionmaking (November 15, 2011)
The broad implementation of standards-based accountability presents new opportunities and incentives for data use in education. The increase in available data for districts and schools has intensified interest in systematically collecting and analyzing an array of data at all levels of the education system, with the goal of improving student and school performance.
NCES Releases New Report on Who Receives Education Tax Benefits and the Effect These Benefits Have on the Price of College Attendance (November 15, 2011)
This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007–08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance.
Student Victimization in U.S. Schools: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey has been released. (November 2, 2011)
In the 2008–09 school year, about 3.9 percent of students ages 12 through 18 reported that they were victims of a crime at school according to a report released by the National Center for Education Statistics. Data are collected on student criminal victimization through its sponsorship of the School Crime Supplement (SCS) to the National Crime Victimization Survey, administered by the Department of Justice, Bureau of Justice Statistics. The survey collects student reports of the presence of gangs and weapons and the availability of drugs and alcohol at school, traditional and electronic bullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
Other findings include:
• About 2.8 percent of students ages 12 through 18 reported being victims of theft, 1.4 percent of students reported a violent victimization, and 0.3 percent of students reported a serious violent victimization.
• A larger percentage of males were victims of any crime at school (4.6 percent) than were females (3.2 percent).
• Higher percentages of students who reported any criminal victimization at school reported they were also the targets of traditional (63.5 percent) and electronic (19.8 percent) bullying than were student nonvictims (26.6 percent and 5.5 percent, respectively).
• The percentage of student victims of violent crimes who reported being afraid of attack or harm at school (22.7 percent) was higher than that of student nonvictims of violent crime (3.9 percent).
To view the full report, please visit http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012314
The Nation’s Report Card: Findings in Brief Reading and Mathematics 2011 (November 1, 2011)
This brief report summarizes the major findings from the 2011 National Assessment of Educational Progress (NAEP) reading and mathematics assessments. The assessments were administered at grades 4 and 8, and the report includes information on students in public and private schools in the nation as well as public school students in the 50 states, the District of Columbia, and the Department of Defense schools.
The Nation’s Report Card: Reading 2011 (November 1, 2011)
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.
Highlights of the national results show improvement since the last assessment in students’ reading comprehension at grade 8, but no significant change at grade 4. The overall average score for fourth-graders in 2011 was unchanged from the score in 2009 but was 4 points higher than in the first assessment year in 1992. The average score for eighth-graders in 2011 was 1 point higher than in 2009 and 5 points higher than in 1992. State results for grade 4 show higher scores in 2011 than in 2009 for 4 states, and lower scores for 2 states. At grade 8, scores were higher in 2011 than in 2009 for students in 10 states, and no states had a lower score than in 2009.
The Nation’s Report Card: Mathematics 2011 (November 1, 2011)
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.
Highlights of the national results show higher average mathematics scores in 2011 than in the eight earlier assessment years at both grades 4 and 8. At grade 4, the average score in 2011 was 1 point higher than in 2009, and 28 points higher than the first assessment in 1990. At grade 8, the average score in 2011 was 1 point higher than in 2009, and 21 points higher than in 1990. State results for grade 4 show higher scores in 2011 than in 2009 for 9 states and jurisdictions, and a lower score for 1 state. At grade 8, scores were higher in 2011 than in 2009 for 13 states and jurisdictions, and lower for 1 state.
NAEP Mathematics 2011 State Snapshot Reports (November 1, 2011)
Each state and jurisdiction that participated in the NAEP 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.
NAEP Reading 2011 State Snapshot Reports (November 1, 2011)
Each state and jurisdiction that participated in the NAEP 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.
REL Technical Brief Compares Reading and Math Proficiency Rates Across Student Subgroups (October 25, 2011)
School achievement trends are critical gauges of the effectiveness of school support efforts to raise academic performance. To better monitor school support efforts, the Arizona Department of Education requested that reading and math proficiency data be disaggregated by student subgroup, building on a previous study that reported aggregate results (Crane et al. 2011).
This REL West Technical Brief, Comparing Achievement Trends in Reading and Math Across Arizona Public School Student Subgroups, examines the 2008/09 reading and math proficiency rates of four categories of Arizona public school students: race/ethnicity, English language learner status, disability status, and economic status. The brief describes how student subgroup performance differs by school level (elementary, middle, and high), across three school types: Title I Schools in Improvement (schools in a program under the No Child Left Behind Act of 2001 to improve academic performance in schools not meeting adequate yearly progress in at least two consecutive years); Title I schools Not in Improvement; and non–Title I schools. The same analyses were conducted for charter schools.
Statistical Methods for Protecting Personally Identifiable Information in the Disclosure of Graduation Rates of First-Time, Full-Time Degree- or Certificate-Seeking Undergraduate Students by 2-Year Degree-Granting Institutions of Higher Education (October 25, 2011)
This Technical Brief provides guidance to Title IV 2-year degree-granting institutions in meeting the statutory disclosure requirement related to graduation rates while minimizing the risk of revealing the graduation status of individual students.
New Intervention Report: Check & Connect (October 25, 2011)
This new report looks at the research on Check & Connect, a program that aims to promote students’ engagement with school and learning by monitoring student levels of engagement, such as attendance, grades, and suspensions, and providing intervention when problems are identified.
New Intervention Report: Coping Power (October 25, 2011)
Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. See how the WWC rated the research on Coping Power.
Merit Aid for Undergraduates: Trends from 1995–96 to 2007–08 (October 18, 2011)
This Statistics in Brief uses nationally representative data from 1995–96, 1999–2000, 2003–04 and 2007–08 to examine trends in merit aid to undergraduates by student and institutional characteristics and in comparison to need-based grant aid.
Trends in High School Dropout and Completion Rates in the United States: 1972–2009 (October 13, 2011)
The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, and age. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools.
Reference Report Examines the Use of State Test Scores in Multi-State and Multi-Grade Randomized Experiments (October 12, 2011)
An important question for educational evaluators is how best to measure academic achievement, the outcome of primary interest in many studies. In large-scale evaluations, student achievement has typically been measured by administering a common standardized test to all students in the study (a "study-administered test"). In the era of No Child Left Behind (NCLB), however, state assessments have become an increasingly viable source of information on student achievement. Using state tests scores can yield substantial cost savings for the study and can eliminate the burden of additional testing on students and teaching staff. On the other hand, state tests can also pose certain difficulties: their content may not be well aligned with the outcomes targeted by the intervention and variation in the content and scale of the tests can complicate pooling scores across states and grades.
Comparative Indicators of Education in the United States and Other G-8 Countries: 2011 (October 12, 2011)
This report describes key education outcomes and contexts of education in the Group of Eight (G-8) countries—Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development's (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD.
Reference Report Analyzes the Consequences of Using State Assessments to Measure Student Achievement in Evaluations of Educational Interventions (October 11, 2011)
State assessments provide a relatively inexpensive and increasingly accessible source of data on student achievement. In the past, rigorous evaluations of educational interventions typically administered standardized tests selected by the researchers ("study-administered tests") to measure student achievement outcomes. Increasingly, researchers are turning to the lower cost option of using state assessments for measures of student achievement.
The Expansion of Private Loans in Postsecondary Education (October 11, 2011)
This Statistics in Brief examines trends in borrowing from commercial lenders for postsecondary education, the characteristics of undergraduate and graduate private loan borrowers, and combining private and federal loans. Results are based on nationally representative data collected through the 2003–04 and 2007–08 National Postsecondary Student Aid Studies (NPSAS:04 and NPSAS:08).
Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs (October 5, 2011)
This Statistics in Brief investigates undergraduates' participation in distance education using nationally representative student-reported data collected through the three most recent administrations of the National Postsecondary Student Aid Study.
New WWC Quick Review: Charter School Performance in Indiana (September 30, 2011)
This quick review examines Charter School Performance in Indiana, a study examining the effect of charter school attendance on annual student achievement growth in math and reading.
Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities: Results 2007-2009 (September 29, 2011)
This report from the National Center for Education Statistics (NCES) contains the findings of a study on the status of inclusion and changes in inclusion rates for the 50 states and the District of Columbia in 4th- and 8th-grade National Assessment of Educational Progress (NAEP) reading and mathematics assessments.
The 2009 High School Transcript Study User’s Guide (September 29, 2011)
This user's guide documents the procedures used to collect and summarize the data from the 2009 High School Transcript Study. Chapters detail the sampling of schools and graduates, data collection procedures, data processing procedures, weighting procedures, and the 2009 data files and codebooks that are encompassed by this report. The appendices contain the data collection and documentation forms; associated National Assessment of Educational Progress (NAEP) 2009 questionnaires; information concerning nonresponse bias associated with creating the HSTS weights; a description of the Classification of Secondary School Courses (CSSC), which was used to code the courses on the collected transcripts, plus a complete listing of CSSC codes; codebooks for all of the 2009 data files; and a glossary.
NAEP 2009 Year in Review (September 29, 2011)
This brochure shows all reports for the 2009 NAEP assessment year. It is a compilation of executive summaries from the reports, and includes results for the nation and participating states and districts for NAEP 2009.
REL Report Examines Participation Levels and Trends in a Targeted Voluntary Prekindergarten Program (September 27, 2011)
Research shows that high-quality prekindergarten (PreK) programs prepare children for later success in school. Tennessee adopted a voluntary PreK program in 2005/06 that is targeted at four-year-olds who are eligible for free- or reduced-price lunch. To help meet coverage goals, collaborating partners were allowed to offer seats through the PreK program. Such partners, including Head Start and other early education and early care providers, receive some state PreK funding when they collaborate with their local education agency to provide an approved PreK program at a location other than a public school.
Dropout Prevention Services and Programs in Public School Districts: 2010–11 (September 22, 2011)
This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010–11 school year.
IES Newsletter Now Available With Updates on Research, New Resources, Staff, and Funding Opportunities (September 21, 2011)
The September issue of the IES research newsletter highlights a research project aimed at improving the executive function skills in homeless and highly mobile children, a new international survey of adult competencies, interviews with the new Commissioner for Special Education Research and the Associate Commissioner for Knowledge Utilization, a new report on school improvement grants, funding opportunities, and more.
Projections of Education Statistics to 2020 (September 21, 2011)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions.
NBES Agenda for October meeting (September 20, 2011)
The National Board for Education Sciences (NBES) will meet on Friday, October 14, from 8:30 am to 5:00 pm in Washington, DC. The meeting is open to the public. Topics on the agenda include: recent developments at the Institute of Education Sciences (IES); peer review of research proposals; the Administration's "tiered" evidence initiatives; the congressionally established Committee on Science, Technology, Engineering and Math Education; continuous improvement research; and the NBES annual report.
NCSER Releases Report on the Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School (September 20, 2011)
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.
Military Service Members and Veterans in Undergraduate and Graduate Education Focus of New NCES Report (September 20, 2011)
This Statistics in Brief uses nationally representative data to determine the representation of military students in undergraduate and graduate education and to examine how their demographic and enrollment characteristics compare with their nonmilitary peers.
NCES releases The Condition of Education 2011 e-book (September 16, 2011)
The e-book version will be available for free download for all e-readers. The epub file is for use with the iPad, Nook, and other non-Kindle devices. The mobi file is for use on the Kindle only.
FY 2012 RFA for Statewide, Longitudinal Data Systems Available (September 15, 2011)
The Fiscal Year 2012 Request for Applications for Statewide, Longitudinal Data Systems (CFDA Number: 84.372A) is now available. The deadline for transmittal of applications is December 15, 2011. The application package and instructions for the competition will be available on Grants.gov no later than September 26, 2011. The SLDS program awards grants to State educational agencies (SEAs) to design, develop, and implement statewide, longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data.
Postsecondary Institutions and Price of Attendance in the United States: 2010-11, Degrees and Other Awards Conferred: 2009-10, and 12-Month Enrollment: 2009-10 (September 15, 2011)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2010 data collection, which included three survey components: Institutional Characteristics for the 2010-11 academic year, Completions covering the period July 1, 2009, through June 30, 2010, and data on 12-Month Enrollment for the 2009-10 academic year. These data were collected through the IPEDS web-based data collection system.
Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study (September 14, 2011)
This First Look report provides selected findings from the first three waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of teaching was 2007 or 2008.
High School Longitudinal Study of 2009 (HSLS:09): A First Look at Fall 2009 Ninth-Graders' Parents, Teachers, School Counselors, and School Administrators (September 13, 2011)
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009.
Variability in Pretest-Posttest Correlation Coefficients by Student Achievement Level (September 7, 2011)
State assessments are increasingly used as outcome measures for education evaluations. The scaling of state assessments produces variability in measurement error, with the conditional standard error of measurement increasing as average student ability moves toward the tails of the achievement distribution. This report examines the variability in pretest-posttest correlation coefficients of state assessment data for samples of low-performing, average-performing, and proficient students to illustrate how sample characteristics (including the measurement error of observed scores) affect pretest-posttest correlation coefficients. As an application, this report highlights how statistical power can be attenuated when correlation coefficients vary according to sample characteristics. Achievement data from four states and two large districts in both English/Language Arts and Mathematics for three recent years are examined. The results confirm that pretest-posttest correlation coefficients are smaller for samples of low performers, reducing statistical power for impact studies. Substantial variation across state assessments was also found. These findings suggest that it may be useful to assess the pretest-posttest correlation coefficients of state assessments for an intervention’s target population during the planning phase of a study.
The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2) (September 6, 2011)
A new NCSER report, The Post-High School Outcomes of Young Adults With Disabilities up to 6 Years After High School: Key Findings From the National Longitudinal Transition Study-2, uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report includes postsecondary enrollment rates; employment rates; engagement in employment, education, and/or job training activities; household circumstances (e.g., residential independence, parenting status); and social and community involvement.
Technical Report and User's Guide for the Program for International Student Assessment (PISA), 2009 Data Files and Database with U.S. Specific Variables (September 6, 2011)
The Technical Report and User's Guide for the PISA 2009 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User's Guide include school recruitment materials, student and parent materials, student and school questionnaires, a nonresponse bias analysis of PISA 2009 data, and the results of a comparison of PISA and NAEP reading assessments.
Program for International Student Assessment (PISA) 2009: U.S. Public-Use Data Files and Electronic Codebook (September 6, 2011)
This CD-ROM contains PISA 2009 public-use data for the United States in ASCII format. It also contains the Technical Report and User's Guide, an electronic codebook (ECB), a short tutorial on using the ECB and PISA data files, and the ECB Help file.
Final Report on the Evaluation of the Comprehensive Technical Assistance Centers Program (August 31, 2011)
This congressionally mandated report examines the work of the Comprehensive Technical Assistance Centers in three of the five program years (2006-07, 2007-08, 2008-09), starting with the second year of program funding. The Comprehensive Technical Assistance Centers program is authorized under the Educational Technical Assistance Act of 2002 to provide technical assistance to states to implement provisions of NCLB through 16 Regional Comprehensive Centers (RCCs) and 5 Content Centers (CCs). The evaluation focuses on the Centers' work drawing upon information gathered from Center management plans, an inventory of each Center’s projects, interviews with staff from each Center, surveys of state managers and project participants, and an assessment of the projects by an expert panel. The main findings include:
NCSER Releases Report Describing the Longitudinal Growth in Receptive Vocabulary and Math Achievement of Young Children with Disabilities (August 25, 2011)
A new NCSER report, A Longitudinal View of the Receptive Vocabulary and Math Achievement of Young Children with Disabilities, uses data from the Pre-Elementary Education Longitudinal Study to describe how children who received preschool special education services perform over time on assessments of receptive vocabulary and math skills. It also describes how their receptive vocabulary and math performance vary over time by primary disability category.
HSLS:09 Public-Use Data Released (August 24, 2011)
This datafile contains the public-use data from the base year data collection of the High School Longitudinal Study of 2009 (HSLS:09).
HSLS:09 is the fifth in a series of secondary school longitudinal studies sponsored by NCES. The design of HSLS:09 is similar to past studies, such as NELS:88 and ELS:2002, with data provided by students and their parents, math and science teachers, and school staff - both administrators and counselors. However, HSLS:09 emphasizes math and science as well as preparation for postsecondary education and features the following innovations: 1) HSLS:09 is the first NCES-sponsored longitudinal study to begin with a 9th grade cohort; 2) School counselor input into students’ decision-making about courses and postsecondary choices was collected; and 3) The mathematics assessment was developed specifically for this study and focuses on algebra skills critical to success in secondary and postsecondary education.
REL Report Describes School District Superintendent Turnover in Kentucky (August 23, 2011)
This REL Appalachia report, Superintendent turnover in Kentucky, is the state's first detailed description of superintendent turnover. It intends to help policymakers and other leaders better understand turnover so that they can develop new programs to prepare, recruit, and retain superintendents. The report describes superintendent turnover statewide, by rural status, and by Appalachian and non-Appalachian region over 1998/99-2007-08 and also looks at how turnover varies by 2007/08 school district characteristics.
Deborah Speece appointed Commissioner of the National Center for Special Education Research (August 23, 2011)
IES Director John Q. Easton announced the appointment of Deborah Speece as Commissioner of the National Center for Special Education Research (NCSER) effective August 23, 2011. Known for her innovative studies of the classification and diagnosis of learning disabilities, Speece is a national leader in special education research and response to intervention strategies.
Mapping State Proficiency Standards Onto the NAEP Scales: Variation and Change in State Standards for Reading and Mathematics, 2005-2009 (August 10, 2011)
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric.
IES Launches Search for Research Commissioner (August 6, 2011)
The NAEP Primer (August 4, 2011)
The purpose of the NAEP Primer is to guide educational researchers through the intricacies of the NAEP database and make its technologies more user-friendly.
REL Report Examines How Career and Technical Education Aligns with High-Wage and High-Demand Occupations in Tennessee (August 2, 2011)
This REL Appalachia report examines the availability of career and technical education program areas in Tennessee high schools, concentrations completed by high school graduates in these program areas, and how these concentrations align with jobs in the labor market. It looks at how these outcomes differ statewide and by region within Tennessee and identifies corresponding high-wage and high-demand occupations projected over 2006–16.
IES Newsletter Now Available with Research Highlights, Training, Staff Activities, New Resources (July 29, 2011)
The July 2011 issue of the IES research newsletter features the new Research and Development Center on Postsecondary Education and Employment, new funding opportunities for research on families of children with disabilities, ERIC's new Shared Search feature, the Privacy Technical Assistance Center, an introductory video to the NAEP Questions Tool, research funding webinars, and other items.
NCES Updates International Table Library (July 26, 2011)
The NCES International Table Library has just been updated: Education at a Glance 2010 Indicators from the OECD
Report on the IDEA National Assessment Implementation Study and National Assessment of IDEA Overview (July 26, 2011)
The Individuals with Disabilities Education Act (IDEA), reauthorized in 2004, supports states in the provision of early intervention and special education and related services for 7 million children and youth with disabilities. In fiscal year 2010, federal funding for IDEA was $12.6 billion.
The congressionally mandated study provides a national picture of state agency implementation of early intervention programs for infants and toddlers (IDEA Part C) and both state and school district implementation of special education programs for preschool- and school-age children (IDEA Part B). The study is based on surveys of state agency directors and a nationally representative sample of district special education directors conducted in 2009. The key findings include:
Graduate and First-Professional Students: Who They Are and How They Pay for Their Education: 2007-08 (July 26, 2011)
This Statistics in Brief focuses on graduate and first-professional students, exploring the types of programs in which they are enrolled, costs associated with those programs, and how those costs are financed via aid and work.
Forum Guide to Ensuring Equal Access to Education Websites Introduction to Electronic Information Accessibility Standards (July 25, 2011)
This guide is designed for use by information technology administrators, data specialists, and program staff responsible
for the “content” in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and
data staff), and other stakeholders who have an interest in seeing that our schools, school districts, and state education
agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended
to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an
operational level in schools, school districts, and state education agencies. It is not intended to recreate technical resources
that already exist to facilitate Section 508 compliance.
NCSER Announces New FY 2011 Research Grants (July 21, 2011)
NCSER recently made a total of 17 awards to applications considered under two FY 2011 (Session 2) competitions: Special Education Research Grants Program (CFDA 84.324A) and Special Education Research and Development Center Program (CFDA 84.324C).
NCER Announces New FY 2011 Research Grants (July 21, 2011)
NCER recently awarded 40 new grants under the Education Research Grants Program to applications considered under the September 2010 deadline.
2008–09 Baccalaureate and Beyond Longitudinal Study (B&B:08/09): A First Look at Recent College Graduates (July 20, 2011)
This First Look describes the enrollment and employment experiences of a national sample of college graduates one year after their 2007-08 graduation. Data presented include enrollment; time to degree; education financing; postbaccalaureate enrollment; student loan repayment; and employment, particularly employment in teaching. B&B:08 is the third in a series of studies of bachelor’s degree recipients that have previously covered 1992–93 graduates through 2003 (B&B:93) and 1999–2000 graduates through 2001 (B&B:2000).
IES Announces 16 Small Business Innovation Research (SBIR) Program Awards (July 19, 2011)
The IES Small Business Innovation Research (SBIR) program has awarded contracts to 16 firms in response to solicitations that closed in January 2011. These awards were in one of three categories as follows:
Phase II Awards
Seven Phase II awards were made in amounts up to $850,000 for 24 months. The firms, each of whom received a Phase I award in 2010 to develop a prototype of their products, will pursue the full-scale development of commercially viable education technology products to support student learning or to facilitate teacher practices. For their Phase II project, awardees will conduct iterative research to refine the technology and pilot research to demonstrate the feasibility, usability, and promise of the product for achieving the intended outcomes in an authentic education delivery setting.
Fast-Track Awards
Three Fast-Track Awards were made in amounts up to $1.05M for 30 months to support the early stage and full-scale development of commercially viable education technology products for use by students or teachers and education technology tools for use by researchers. During the projects, awardees will develop a prototype of the technology, conduct iterative research to refine the product, and complete pilot research to demonstrate the feasibility, usability, and promise of the products or tools for achieving the intended outcomes in authentic education delivery settings or research settings.
Special Education Fast-Track Awards
Six Special Education Fast-Track Awards were made in amounts up to $1.05M for 30 months to support the early stage and full-scale development of commercially viable education technology products for use by children, students, or teachers (or other instructional personnel or service providers) in special education. Awardees will develop a prototype of the technology, conduct iterative research to refine the product, and complete pilot research to demonstrate the feasibility, usability, and promise of the products for achieving the intended outcomes in authentic education delivery settings.
For additional information, please visit the IES SBIR program webpage.
REL Technical Brief Examines Academic Performance in Title I Schools (July 19, 2011)
This technical brief done by REL WEST reports how schools in participating in the school improvement program are distributed across Title I eligibility and participation, compares trends in reading and math proficiency for students attending each grade configuration, and examines patterns of movement in and out of school improvement among Title I schools.
New High School Math Report: University of Chicago School Mathematics Project (July 19, 2011)
This new report reviews research on the University of Chicago School Mathematics Project 6-12 Curriculum, a series of year-long courses offered to students, independent of grade level, that emphasize problem solving, real-world applications, and the use of technology.
New High School Math Report: Accelerated Math (July 19, 2011)
This intervention report examines the research on Accelerated Math, a software tool used to customize assignments and monitor progress in math for students in grades 1-12.
The Nation's Report Card: Geography 2010 (July 19, 2011)
The report presents results of the 2010 National Assessment of Educational Progress (NAEP) in geography. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.
America's Children, 2011, has been released (July 8, 2011)
America’s Children, 2011 is a compendium of indicators depicting the latest data on today’s children and recent trends, prepared by the Federal Forum on Child and Family Statistics. The National Center for Education Statistics is one of 22 federal agencies that contributed to the annual report. The 15th in an ongoing series, America’s Children, 2011, presents 41 key indicators on important aspects of children’s lives. The report features indicators in seven domains— family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health—as well as a special feature on adoption.
New WWC Report: Great Books (July 6, 2011)
This intervention report examines Great Books, a program that aims to improve the reading, writing, and critical thinking skills of students in kindergarten through high school.
WWC Reviews Retrieval Practice Studying Technique (June 28, 2011)
This quick review examines whether using the retrieval practice studying technique improved student learning of a science passage more than conventional studying or concept mapping.
First Look at High School Longitudinal Study of 2009 (June 28, 2011)
This report features initial findings from the base year of a new longitudinal study that started with a nationally representative cohort of ninth-graders in the fall of 2009 and will follow these students through postsecondary education and the world of work. This new High School Longitudinal Study of 2009 (HSLS:09) includes a new algebra assessment that approximately 20,000 ninth-graders completed as well as a new counselor survey. The base year data focus on students’ transitions into high school, especially their decisions about courses and plans for postsecondary education and careers. The HSLS:09 study captures these decisions, plans, expectations, and activities generally but also specifically in math and science.
Profile of Degree/Certificate-Seeking Entering Undergraduate Students, By Control and Level of Institution (June 27, 2011)
These Web Tables compare enrollment information for entering full-time, first-time degree- or certificate-seeking students to three other degree- or certificate-seeking entering student groups: (1) part-time, first-time students; (2) full-time, transfer-in students; and (3) part-time, transfer-in students. The Web Tables present the distribution of these four student groups across institutions possessing different characteristics and by the gender and race/ethnicity of the entering student population.
Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (June 23, 2011)
This report provides detailed information on the size of the achievement gaps between Hispanic and White public school students at the national and state levels and describes how those achievement gaps have changed over time.
Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress: HIGHLIGHTS (June 23, 2011)
This brochure presents highlights of the statistical analysis report, Achievement Gaps: How Hispanic and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, and provides graphical presentation of students’ academic achievement gaps and how their performance has changed over time at both the national and state levels.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2008–09 (Fiscal Year 2009) (June 22, 2011)
This First Look report presents state-level data on revenues by source and expenditures by function for public elementary and secondary education for school year 2008-09. Part of the Common Core of Data (CCD), this report presents data submitted annually to NCES by state education agencies in the 50 states and the District of Columbia.
Forum Guide to Crime, Violence, and Discipline Incident Data (June 16, 2011)
This Forum guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database.
NBES Agenda for June Meeting (June 15, 2011)
The National Board for Education Sciences will meet on Wednesday, June 29, from 8:30 am to 5:00 pm in Washington, DC. The meeting is open to the public. Topics on the agenda include: recent developments at the Institute of Education Sciences (IES); National Center for Education Statistics initiatives around data linkages; the "big picture" questions in education research; effective ways to communicate IES findings; and low-cost randomized controlled trials.
The Nation’s Report Card: U.S. History 2010 (June 14, 2011)
This report presents results of the National Assessment of Educational Progress (NAEP) 2010 U.S. history assessment. National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.
REL Study Examines "Response To Intervention" Initiatives in Six Midwest Region States (June 6, 2011)
This study by REL Midwest describes response to intervention in Illinois, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Based on a review of documents and interviews with state and local officials, the report sheds light on states' interest in and planning and policy development for response to intervention and the extent to which states are supporting such initiatives.
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007-08 Schools and Staffing Survey (June 1, 2011)
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields.
Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2009–10 (May 31, 2011)
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 2009–10 School Survey on Crime and Safety data collection.
Characteristics of Private Schools in the United States: Results From the 2009-10 Private School Universe Survey (May 31, 2011)
This report on the 2009-10 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis.
The Condition of Education 2011 (May 26, 2011)
This report summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education, in addition to a closer look at postsecondary education by institutional level and control.
Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation (May 25, 2011)
A new report contains impact findings from an evaluation of intensive math professional development that focuses on teachers' knowledge of rational number topics, including specialized mathematics knowledge that may be useful for teaching these topics. The report estimates the impact of offering professional development (PD) consisting of over 100 hours of instruction and support to seventh-grade mathematics teachers across 2 years. The report, "Middle School Mathematics Professional Development Impact Study: Findings After the Second Year of Implementation," is based on a randomized controlled trial and includes analyses from a second implementation year in 39 schools in 6 districts across 6 states. Data were collected on program implementation, a study administered teacher knowledge test, and student achievement on a rational numbers test.
Impacts of a Violence Prevention Program for Middle Schools: Findings After 3 Years of Implementation (May 24, 2011)
A new report contains impact findings from an evaluation of a hybrid violence prevention intervention. The intervention is comprised of a curriculum-based approach (Responding in Peaceful and Positive Ways) and a whole-school approach (BEST Behavior) and was implemented in middle schools.
The report, "Impacts of a Violence Prevention Program for Middle Schools: Findings After 3 Years of Implementation," uses a randomized controlled trial and includes 36 schools in 11 districts across 6 states that remained in the study for all 3 years. Data were collected on program implementation, and outcomes were based on annually administered student and teacher survey responses.
IES Newsletter Now Available with Research Highlights, Training, Staff Activities (May 18, 2011)
The May 2011 issue of the IES newsletter features the IES-funded Small Business Innovation Research project winner of the National STEM Video Game Challenge; the upcoming release of the 2011 Condition of Education; a presentation by Stanford’s Sean Reardon on the income achievement gap; the LEAP model of early intervention for young children with Autism Spectrum Disorders; the revamped WWC Find What Works tool for locating scientific evidence of what works in education; data training opportunities, and other items.
Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2009-10 - First Look (May 10, 2011)
This First Look presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2009-10 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools (May 9, 2011)
The Study of School Turnaround (SST) is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA) and supplemented by the American Recovery and Reinvestment Act of 2009. "Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools" uses publicly-available data from State Education Agency (SEA) Web sites, SEA SIG applications, and the National Center for Education Statistics' Common Core of Data to examine the following: (1) the SIG related policies and practices that states intend to implement, and (2) the characteristics of SIG eligible and SIG awarded schools. This first report provides context on SIG.
The Nation’s Report Card: Civics 2010 (May 4, 2011)
National results for representative samples of students at grades 4, 8, and 12 are reported as average scale scores and as a percentage of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2008–09 (May 3, 2011)
This report presents findings associated with public high school graduation and event dropout counts for the 2008–09 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.
Public Elementary and Secondary School Student Enrollment and Staff Counts from the Common Core of Data: School Year 2009–10 (May 3, 2011)
This First Look presents national and state level data on student enrollment by grade, race/ethnicity, and gender, within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2009-10 school year.
A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10 (May 2, 2011)
This first look report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists.
Digest of Education Statistics, 2010 (April 29, 2011)
The Digest of Education Statistics provides 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.
Mini-Digest of Education Statistics, 2010 (April 29, 2011)
The Mini-Digest is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education Statistics, 2010.
Postsecondary Awards in Science, Technology, Engineering, and Mathematics, by State: 2001 and 2009 (April 25, 2011)
New postsecondary tables provide state-level information on the conferring of Science, Technology, Engineering, and Mathematics (STEM) awards (degrees and certificates) from academic years 2000–01 and 2008–09, both overall and by field.
REL Report Examines Parental Involvement in School Improvement Plans (April 25, 2011)
This study reports the findings of a content analysis of 1,400 school improvement plans in five Midwest Region states. Parent Involvement and Extended Learning Activities in School Improvement Plans in the Midwest Region found that more than 90 percent of plans included at least one "potentially effective" parent involvement activity and 70 percent included at least one extended learning activity, few of which were described as providing academic support.
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2009–10 (April 20, 2011)
This First Look presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2009-10 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data survey system.
America’s High School Graduates: Results of the 2009 NAEP High School Transcript Study (April 13, 2011)
This report presents information about the types of courses 2009 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the twelfth-grade National Assessment of Educational Progress (NAEP) is also included.
WWC Reviews Study on the Effectiveness of Elementary School Math Curricula (April 12, 2011)
This quick review examines a randomized control trial study on the relative effectiveness of four early elementary school math curricula for first- and second-graders.
REL Study Describes High School Reform Strategy, Career Academies, in Florida (April 12, 2011)
A REL Southeast report, Characteristics of Career Academies in 12 Florida School Districts, responds to a Florida Department of Education request for information on Florida career academies prior to enactment of the state's 2007 Career and Professional Education Act. The 2007 act requires each school district in the state to have at least one career academy and establishes benchmarks and procedures to support high-quality career academies. The study examines their structure and career clusters, the high schools offering them, and the students enrolled.
REL Study Looks at Student Bullying and Victimization in Grades 3-8 (April 11, 2011)
A REL Northwest report, Student-Reported Overt and Relational Aggression and Victimization in Grades 3-8, sought to learn more about aggression, victimization, and approval of aggression among elementary and middle school students. This study found that for students in grades 3-8, boys reported more overt victimization, overt aggression, and relational aggression than did girls; however, no significant differences were found in relational victimization reported by boys and girls.
Popular Reading Model Undergoes REL Rigorous Study (April 11, 2011)
This randomized controlled trial examined the impact of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools. The study found that the Project CRISS literacy program did not produce significant improvement in grade 9 students' reading comprehension.
WWC Reviews Study of the Project on Incentives in Teaching (April 5, 2011)
This quick review examines a study on whether offering financial incentives to teachers of fifth- through eighth-grade math students improves their students’ performance on the math section of the state standardized exam.
REL Report Describes Title III Accountability Policies and Outcomes for Southeast Region States (April 5, 2011)
A REL Southeast report, Title III Accountability Policies and Outcomes For K-12: Annual Measurable Achievement Objectives for English Language Learner Students in Southeast Region States, overviews the numbers and types of Title III subgrantees in 2007/08 and the English language proficiency assessments states used. It examines state and subgrantee performance in meeting annual measurable achievement objectives for English language learner students demonstrating progress toward English proficiency and attaining full proficiency and whether the English language learner subgroup made adequate yearly progress, as required by Title I of No Child Left Behind.
REL Report Examines Formative Assessment Program (April 4, 2011)
This cluster randomized trial examined the impact of the Classroom Assessment for Student Learning program on student achievement in mathematics. The study found no direct causal evidence supporting CASL's effectiveness in raising student achievement or improving other student and teacher outcomes.
REL Report Examines Literacy Software (April 4, 2011)
This randomized controlled trial examines the impact of Thinking Reader literacy software program on grade 6 students' reading achievement and motivation to read. The study, Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation, did not find evidence supporting the effectiveness of Thinking Reader on reading achievement and motivation outcomes for grade 6 students.
Do Low-Income Students Have Equal Access to the Highest-Performing Teachers? (April 1, 2011)
A new evaluation brief describes the prevalence of highest-performing teachers in ten purposely selected districts across seven states. The overall patterns indicate that low-income students have unequal access, on average, to the districts’ highest-performing teachers at the middle school level but not at the elementary level. Within the ten districts studied, some have an under-representation of the highest-performing teachers in high-poverty elementary and middle schools while others have under-representation only at the middle school level. One district has a disproportionate share of the district’s highest-performing teachers in its high-poverty elementary schools.
Education Research Grants Program (CFDA 84.305A) (March 30, 2011)
NCER recently awarded 34 new research grants under the Education Research Grants Program to applications considered under the June 2010 deadline. These awards are:
Reading and Writing
Scale-Up Evaluation of Reading Intervention for First Grade English Learners
University of Houston, David Francis
Development and Validation of Online Adaptive Reading Motivation Measures
University of Kansas Center for Research, Inc., Michael Hock
Mathematics and Science Education
Longitudinal Study of a Successful Scaling Up Project: Extending TRIAD
The Research Foundation of SUNY on behalf of University at Buffalo, Douglas Clements
Cognition and Student Learning
Developing Guidelines for Optimizing Levels of Students' Overt Engagement Activities
Arizona Board of Regents for Arizona State University, Michelene Chi
Eliciting Mathematics Misconceptions (EM2): A Cognitive Diagnostic Assessment System
Education Development Center, Inc., Pamela Buffington
An Alternative Statewide Assessment Strategy that Uses Test Results to Support Learning and Includes Measures of Problem Solving
Florida State University, Faranak Rohani
Mind Wandering During Reading
The Regents of the University of California, Jonathan Schooler
Cognitively Challenging Child-Directed Language as a Mechanism for Literacy Development in Kindergarten
The Regents of the University of Michigan, Susan Neuman
Arithmetical and Cognitive Antecedents and Concomitants of Algebraic Skill
University of Houston, Paul Cirino
Improving Children's Understanding of Mathematical Equivalence
University of Notre Dame, Nicole McNeil
Learning the Visual Structure of Algebra Through Dynamic Interactions with Notation
University of Richmond, David Landy
Increasing Vocabulary in Preschoolers: Using Cognitive Science to Guide Pedagogy
Vanderbilt University, David Dickinson
Teacher Quality - Mathematics and Science Education
Understanding Life Science: Improving Student Achievement by Deepening Teacher Content and Pedagogical Content Knowledge in Ways That Transform Instructional Practice
WestEd, Steven Schneider
Social and Behavioral Context for Academic Learning
Assessing the Efficacy of Check & Connect for Improving Outcomes for At-Risk High School Students
American Institutes for Research, Jessica Heppen
Supporting Early Adolescent Learning and Social Success - Project SEALS
The Pennsylvania State University, Thomas Farmer
NCSER announces FY 2011 Awards (March 30, 2011)
NCSER recently made a total of 25 awards to applications considered under two FY 2011 (Session 1) competitions: Special Education Research Grants Program (CFDA 84.324A) and Postdoctoral Research Training Program in Special Education (CFDA 84.324B).
Special Education Research Grants Program (CFDA 84.324A)
NCSER recently awarded 23 new research grants under the Special Education Research Grants Program to applications considered under the June 2010 deadline. These awards are:
Early Intervention and Early Learning in Special Education
Efficacy Trials with a New Early Literacy and Language Curriculum for Preschool Children with Developmental Speech and/or Language Impairment
Arizona Board of Regents for & on behalf of ASU, M Jeanne Wilcox
Foundations for Literacy: An Intervention for Young Children Who Are Deaf and Hard of Hearing
Georgia State University Research Foundation, Inc., Amy Lederberg
Meta-Analytic Structural Equation Modeling of Family Capacity-Building Early Intervention Practices
Orelena Hawks Puckett Institute, Carl Dunst
A Parent-Directed Multimedia Early Intervention Tool to Improve Outcomes in Underserved Children who are Deaf or Hard of Hearing
The University of Chicago, Dana Suskind
Development of an Empirically Based Intervention for Childcare Teachers to Promote Language Skills in At-Risk Toddlers
The University of Texas Health Science Center at Houston, Cathy Guttentag
Testing an Integrated Preschool Curriculum for English Language Learners
The University of Texas Health Science Center at Houston, Susan Landry
Reading, Writing, and Language Development
Efficacy of the Interactive Strategies Approach-Extended as a Small Group Intervention for Intermediate Grade Struggling Readers
The Research Foundation of SUNY, Lynn Gelzheiser
An Intervention to Improve the Comprehension of Primary-grade At-risk Students by Providing Text Structure Instruction Embedded in Social Studies Content
Teachers College, Columbia University, Joanna Williams
Project Early Vocabulary Intervention
University of Connecticut, Michael Coyne
Mathematics and Science Education
Improving the Science Performance of Students with Learning Disabilities Through Strategic Note-taking
Rutgers, The State University of New Jersey, Joseph Boyle
Solve It! - Grades 5-6: Improving Math Problem Solving for Students with Learning Disabilities in Urban Schools (MPS Project)
University of Miami, Marjorie Montague
Social and Behavioral Outcomes to Support Learning
IES Releases FY2012 Funding Announcements for Research and Development Center Competitions (March 28, 2011)
IES has released FY2012 funding announcements for grant competitions in Research and Development Centers. The Special Education Research and Development Center Program (84.324C) includes the following competitions: (1) Special Education Research and Development Center on School-Based Interventions for Secondary Students with Autism Spectrum Disorders, (2) Special Education Research and Development Center on Reading Instruction for Deaf and Hard of Hearing Students, (3) Special Education Research and Development Center on Interventions for Families of Students with Autism Spectrum Disorders, and (4) Special Education Research and Development Center on Interventions for Families of Students with Emotional and Behavioral Disorders. The Education Research and Development Center Program (84.305C) includes the following competitions: (1) National Research and Development Center on Cognition and Adult Literacy and (2) National Research and Development Center on State and Local Policy. The Request for Applications for each competition is available at http://ies.ed.gov/funding/.
New Study of Collaborative Strategic Reading Practices Shows No Effect On 5th Grade Reading Comprehension for Students in Linguistically Diverse Schools (March 28, 2011)
REL Southwest conducted a randomized controlled trial to examine the impact of Collaborative Strategic Reading (CSR) practices on student reading comprehension in 26 linguistically diverse schools in 5 districts in Texas and Oklahoma. CSR is a set of instructional strategies designed to improve the reading comprehension of students with diverse abilities.
The study, The Impact of Collaborative Strategic Reading on the Reading Comprehension of Grade 5 Students in Linguistically Diverse Schools, found that this set of instructional strategies did not significantly improve the reading comprehension of Grade 5 students.
Deadline Extended - Summer Research Training Institute on Cluster-Randomized Trials (March 25, 2011)
The National Center for Education Research within the Institute of Education Sciences announces its fifth Summer Research Training Institute on Cluster-Randomized Trials. This training institute aims to increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education interventions.
When: June 19 – 30, 2011
Where: Northwestern University; Evanston, IL
All applications must be received no later than April 4, 2011 at 12:00am EDT. For more information about the institute, including the application procedures, please visit: http://ies.ed.gov/whatsnew/conferences/?id=785&cid=5
If you need assistance, please contact Dr. Christina Chhin, at (202) 219-2280 or christina.chhin@ed.gov
IES Hosts FY 2012 Funding Opportunities Webinar Series Beginning in April (March 25, 2011)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences (IES) periodically host a series of webinars related to research funding opportunities. The FY 2012 funding opportunities webinar series will begin in April. For more information on the upcoming webinars (Basic Overview, Grant Writing Workshop, and Application Process), please see http://ies.ed.gov/funding/webinars/index.asp.
IES Newsletter Now Available with Updates on Research, Web Tools, and Training Opportunities (March 24, 2011)
The March 2011 issue of the IES research newsletter features highlights from a presentation by NYU professor Richard Arum on academic learning in higher education, a cooperative agreement with the Carnegie Foundation that involves the use of 90-day research cycles, research findings from the National Center for Research on School Choice, a 3-D project designed to enhance the social competencies of youth with Autism Spectrum Disorders, an update on the Education Resources Information Center (ERIC), a new NCES website application for accessing public and private school data, training opportunities, and other items.
REL Report Examines Projected Need for School Administrators in California (March 21, 2011)
A REL West report, Projected School Administrator Needs through 2017/2018 in California: The Effects of Projected Retirement and Projected Changes in Student Enrollment over Two-Year Increments, examines the effects of projected administrator retirement and projected changes in student enrollment on the need for school-site administrators over 2010/11–2017/18 for 11 California regions.
Projections of Education Statistics to 2019 (March 9, 2011)
This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary school level and enrollment and earned degrees at the postsecondary level for the past 14 years and projections to the year 2019. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2019. The methodology section describes models and assumptions used to develop national- and state-level projections.
WWC Reviews Study of DC Opportunity Scholarship Program (March 8, 2011)
This quick review examines a study on whether winning a lottery for scholarships to attend private schools affects reading and math achievement levels and graduation rates for K–12 low-income students.
REL Report Examines ELL English Proficiency and Content Assessments (March 7, 2011)
A REL West report, The Relationship Between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 And 11 in Utah, examines the relationship between English language learner students' performance on Utah's English proficiency assessment and on English language arts and mathematics content assessments. It also compares the performance of English language learner and non–English language learner students on the content assessments.
IES Releases FY2012 Funding Announcements for Six Grant Competitions in Education Research and Training (March 4, 2011)
IES has released FY2012 funding announcements for grant competitions in education and special education research and training. The six competitions are: Education Research Grants (84.305A); Special Education Research Grants (84.324A); Postdoctoral Research Training Program in the Education Sciences (84.305B); Postdoctoral Research Training Program in Special Education (84.324B); Statistical and Research Methodology in Education (84.305D); and Evaluation of State and Local Education Programs and Policies (84.305E). The Request for Applications for each competition is available at http://ies.ed.gov/funding/. IES will announce additional competitions in late March.
REL Report Examines Factors Related to Adequate Yearly Progress of Maine High Schools (February 28, 2011)
A REL Northeast and Islands Region report, How Student and School Characteristics are Associated with Performance on the Maine High School Assessment, describes student and school characteristics associated with performance on the 2007/2008 Maine state assessment administered in the Spring of grade 11.
REL Report Describes Dropout Prevention Programs in Nine School Districts (February 28, 2011)
A REL Mid-Atlantic Region report, Dropout Prevention Programs in Nine Mid-Atlantic Region School Districts: Additions to a Dropout Prevention Database, describes dropout prevention programs in nine school districts serving communities with populations of 24,742-107,250. Each district has high dropout rates, large minority student populations, and high percentages of children living below the poverty line.
NCES Releases Elementary/Secondary Information System (ELSi) (February 25, 2011)
ELSi is comprised of three separate tools, which allow users to quickly view public and private school data, view commonly requested tables and create custom tables and charts using data from the Common Core of Data (CCD) and Private School Survey (PSS).
NAEP Science 2009 District Snapshot Reports (February 24, 2011)
Each district that participated in the NAEP 2009 Trial Urban District Assessment (TUDA) in science receives a one-page snapshot report that presents key findings in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels, scores at selected percentiles, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch.
The Nation’s Report Card: Science 2009 Trial Urban District Assessment (February 24, 2011)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment.
NCSER Releases Fact Sheet on the Secondary School Experiences and Academic Performance of Students with Hearing Impairments (February 15, 2011)
A new NCSER fact sheet, Facts from NLTS2: The Secondary School Experiences and Academic Performance of Students With Hearing Impairments, uses data from the National Longitudinal Transition Study - 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services. The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, and services provided to students, and their academic achievement. In addition to the findings for the overall group of secondary students with hearing impairments, this fact sheet provides findings by parent-reported levels of hearing impairments.
New High School Math Report: Saxon Math (February 8, 2011)
This new report looks at the research on Saxon Math, a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts.
Web Tables - Public High School Teachers of Career and Technical Education in 2007-08 (February 7, 2011)
These Web Tables describe public school teachers of grades 9–12 during the 2007–08 school year, looking specifically at teachers whose primary teaching assignment was in career and technical education (CTE). Teachers are examined by their demographic and professional characteristics, the location and types of schools in which they taught, the characteristics of their students, and their main teaching assignment. The data are from the 2007–08 administration of the National Center for Education Statistics’ Schools and Staffing Survey.
REL Report Looks at College Enrollment Rates for Virginia Public School Students (February 7, 2011)
Using data from the National Student Clearinghouse and the Virginia Department of Education, this report examines college enrollment rates overall and by student academic and demographic characteristics for the Virginia public high school class of 2008.
Enrollment in Postsecondary Institutions, Fall 2009; Graduation Rates, 2003 & 2006 Cohorts; and Financial Statistics, Fiscal Year 2009 (February 2, 2011)
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2010 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2009; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2003 at 4-year institutions or in 2006 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2001 at 4-year institutions or in 2005 at less-than-4-year institutions; and Finance for fiscal year 2009.
NCER Announces Summer Research Training Institute on Cluster-Randomized Trials (February 1, 2011)
The National Center for Education Research within the Institute of Education Sciences announces its fifth Summer Research Training Institute on Cluster-Randomized Trials. This training institute aims to increase the national capacity of researchers to develop and conduct rigorous evaluations of the impact of education interventions.
When: June 19 – 30, 2011
Where: Northwestern University; Evanston, IL
All applications must be received no later than March 18, 2011 at 8 p.m. EST. For more information about the institute, including the application procedures, please visit http://ies.ed.gov/ncer/whatsnew/conferences/11rct_traininginstitute/
If you need assistance, please contact Dr. Christina Chhin, at (202) 219-2280 or christina.chhin@ed.gov
IES Newsletter Now Available with Updates on Research, Grants, Staff Activities (January 25, 2011)
The January 2011 issue of the IES research newsletter features the new NCES Commissioner Jack Buckley, highlights from a presentation by teacher education expert Deborah Loewenberg Ball, a new evaluation focused on transforming schools and state capacity, an international data website tool for exploring and analyzing international education assessment data, research grants, training opportunities, and other items.
The Nation’s Report Card: Science 2009 (January 25, 2011)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in science at grades 4, 8, and 12. National results for each of the three grades are based on representative samples of public and private school students from all 50 states, the District of Columbia, and the Department of Defense schools. State results are reported separately for fourth- and eighth-grade public school students from 46 states and the Department of Defense schools. Student performance is summarized as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and type of school location) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results.
The NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. Because of the recent changes to the assessment, the results from 2009 cannot be compared to those from previous assessment years; however, they provide a current snapshot of what the nation’s fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments.
Highlights of the national results show that 34 percent of fourth-graders, 30 percent of eighth-graders, and 21 percent of twelfth-graders performed at or above the Proficient level, demonstrating competency over challenging subject matter. Seventy-two percent of fourth-graders, 63 percent of eighth-graders, and 60 percent of twelfth-graders performed at or above the Basic level in science in 2009, demonstrating partial mastery of the knowledge and skills fundamental for proficient work in the subject. Twelfth-graders who reported taking biology, chemistry, and physics scored higher than students taking less advanced science coursework.
Of the 47 states/jurisdictions that participated at the state level, scores for fourth-grade public school students in 24 states were higher than the score for the nation, and scores in 10 states were lower. At eighth-grade, scores for students in 25 states were higher than the score for the nation, and scores for 15 states were lower.
REL West Report Finds that Schools in Rural Communities Spend More Per Student than Do Schools in Urban Areas (January 24, 2011)
This study of differences in resource allocation between rural and nonrural districts finds that rural districts in the West Region spent more per student, hired more staff per 100 students, and had higher overhead ratios of district- to school-level resources than did city and suburban districts. Regional characteristics were more strongly related to resource allocation than were other cost factors studied.
Postsecondary and Labor Force Transitions Among Public High School Career and Technical Education Participants (January 21, 2011)
This set of Issue Tables provides information on the transition of high school career and technical education (CTE) participants into postsecondary education and the labor market during the first 2 years after their high school graduation.
REL Southeast Report Explores Replication of a High School Career Academy Model in Georgia (January 19, 2011)
With the increasing importance of integrating academic, career, and technical instruction, career academies have sprung up to meet the academic and career preparation needs of students across the United States. Currently, more than 2,500 career academies of different types are in operation in communities throughout the United States.
REL Report Identifies Instruments for Measuring Student Engagement (January 18, 2011)
This report reviews the characteristics of 21 instruments that measure student engagement in upper elementary through high school. It summarizes what each instrument measures, describes its purposes and uses, and provides technical information on its psychometric properties.
Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) (January 11, 2011)
The Prior-to-Secondary School Course Classification System: School Codes for the Exchange of Data (SCED) developed a taxonomy for assigning standard codes to elementary and middle school courses. This taxonomy is intended to make it easier for school districts and states to maintain longitudinal student records electronically, and to transmit course taking information from one student information system to another, from one school district to another, and from a school district to a state department of education
Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting (January 10, 2011)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief examines what protecting student privacy means in a reporting context. To protect a student’s privacy, the student’s personally identifiable information must be protected from public release. When schools, districts, or states publish reports on students’ educational progress, they typically release aggregated data—data for groups of students—to prevent disclosure of information about an individual. However, even with aggregation, unintended disclosures of personally identifiable information may occur. Current reporting practices are described and each is accompanied by an example table that is used to consider whether the intended protections are successful.
Summer Research Training Institute in Single-Case Design Research (January 6, 2011)
The National Center for Special Education Research (NCSER) at the Institute of Education Sciences announces its 2011 Summer Research Training Institute on Single-Case Intervention Research Design and Analysis. The Training Institute is intended to increase the national capacity of education researchers to conduct single-case intervention studies that have scientifically credible methodology and analyses.
NCES Releases New Urban Education in America Website (January 5, 2011)
Data on urban education in the United States are now available on the Urban Education in America website, hosted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences.
NCES Updates Rural Education in America Website (January 5, 2011)
New data on rural education in the United States are now available on the Rural Education in America website, hosted by the National Center for Education Statistics (NCES) in the Institute of Education Sciences.
REL Mid-Atlantic Report Describes a Database for Sharing Information on Instructional Materials Adopted by School Districts (January 4, 2011)
This report describes results of an on-going project to generate and share information on core texts, supplemental materials, and benchmark assessments adopted by districts in the Mid-Atlantic Region states for language arts, math, and science courses in specific elementary, middle, and high school grade levels. The results, described in the text, are also available in an online, searchable database.
New commissioner starts at NCES (January 3, 2011)
Jack Buckley was confirmed by the Senate as the Commissioner of the National Center for Education Statistics (NCES) on December 22, 2010 for a term expiring June 21, 2015.
New REL Northwest Report on School Support Teams (January 3, 2011)
One way that state education agencies assist chronically low-performing schools and districts is by using school support teams that work as external facilitators of improvement. The basic role of these teams is comparable across states, but titles, qualifications, and functions vary. This REL Northwest study uses existing survey data from the Northwest Regional Comprehensive Center to analyze the characteristics, qualifications, roles, and functions of 91 school support team members in four Northwest Region states in 2009/10.
New REL Report on Applying an On Track Indicator for High School Graduation (January 3, 2011)
Failure to graduate from high school is a widespread problem in the United States. In Texas, state officials have made increasing the proportion of students who graduate from high school a high priority.
Statistical Methods for Protecting Personally Identifiable Information in Aggregate Reporting (December 21, 2010)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief examines what protecting student privacy means in a reporting context.
The Impact of a Reading Intervention for Low-Literate Adult ESL Learners (December 21, 2010)
A new report contains impact findings from an evaluation of a reading intervention for low-literate adult English as a Second Language (ESL) Learners. The reading intervention provided was the basal reader Sam and Pat, Volume I (published by Thomson-Heinle, 2006).
The report, The Impact of a Reading Intervention for Low-Literate Adult ESL Learners, uses data collected from 1,137 adult ESL learners across ten sites in four states.
What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2007–08 (December 20, 2010)
This Statistics in Brief describes the annual price of education among undergraduates enrolled in U.S. postsecondary institutions in 2007–08. The most recent administration of the National Postsecondary Student Aid Study (NPSAS) supplied the data.
REL Northwest Report on Preparation and Support for New Teachers (December 20, 2010)
Teacher turnover in public schools, especially among new and early-career teachers, is estimated to cost more than $7 billion a year. Research on teacher quality has identified various types of support used to help keep teachers in their schools beyond their first year of teaching, including access to mentors in the same subject area and participation in induction activities, such as planning and collaboration with other teachers.
Updated Quick Review Looks at Group Learning Study (December 14, 2010)
This quick review rated a study that examined the effects of reward systems used in group learning. The WWC review includes a revised description of the communal learning intervention and its accompanying results, based on additional information provided by the study authors.
Quick Review of Head Start Study (December 14, 2010)
See the new WWC rating for this study's analyses that examined the effects of offering Head Start to preschoolers, based on additional information on attrition and baseline equivalence provided by the study authors.
H&R Block FAFSA Study Focus of Updated Quick Review (December 14, 2010)
Read this quick review on the H&R Block Free Application for Federal Student Aid (FAFSA) study, where the study rating has been updated to incorporate additional information on sample attrition.
Quick Review of Private-School Vouchers Study (December 14, 2010)
This updated quick review looks at a study that examined whether the effects of using vouchers to attend private school leads to greater mathematics and reading achievement. The revised WWC rating accounts for new information on baseline equivalence of the analysis samples.
National Board for Education Sciences Seeks Candidates for Executive Director Position (December 14, 2010)
Trends in High School Dropout and Completion Rates in the United States: 1972–2008 (December 8, 2010)
The report builds upon a series of reports on high school dropout and completion rates that began in 1988. It includes national and regional population estimates for the percentage of students who dropped out of high school between 2007 and 2008, the percentage of young people who were dropouts in 2008, and the percentage of young people who were not in high school and had some form of high school credential in 2008. Data are presented by a number of characteristics including race/ethnicity, sex, and age. Annual data for these population estimates are provided for the 1972-2008 period.
Highlights From PISA 2009: Performance of U. S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context (December 7, 2010)
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in reading, mathematics, and science literacy to the scores of their peers internationally in 2009.
IES releases two FY2011 Small Business Innovation Research (SBIR) Program Solicitations (December 6, 2010)
The Institute has released two Fast-Track (Phase I and II) 2011 program solicitations for its Small Business Innovation Research (SBIR) Program. Fast-track awards of up to $1,050,000 will be provided for 30 months of research and development (R&D). Solicitation # ED-IES-11-0009 is a request for proposals for R&D of technology products used by students or teachers or R&D of technology tools used by researchers. Proposals under this solicitation are due at 11 A.M. EST on January 18, 2011. Solicitation #ED-IES-11-R-0014 is a request for proposals for the R&D of technology products used by children, students, or teachers in special education. Proposals under this solicitation are due at 11 A.M. EST on January 20, 2011. Visit http://ies.ed.gov/ncer/sbir/ for information about this program and for links to the current solicitations.
REL Report Explores Whether 11th Graders are Prepared for College-Level Reading (December 6, 2010)
Current rates of enrollment in remedial college courses indicate that many graduating high school students are unprepared for college-level work or the workforce. REL Southwest's study, How Prepared are Students for College-Level Reading? Applying a Lexile-Based Approach, develops a methodology that can be applied in a real-world context and provides policymakers and educators with information to help them evaluate and understand the effectiveness of efforts to prepare students for postsecondary success.
New PowerStats Dataset Available: BPS:04/09 (December 2, 2010)
The 2004/2009 Beginning Postsecondary Students Longitudinal Study (BPS:04/09) followed a cohort of undergraduates who entered postsecondary education for the first time during the 2003–04 academic year and continued to collect data on this cohort for six academic years.
Persistence and Attainment of 2003–04 Beginning Postsecondary Students: After Six Years (December 1, 2010)
This First Look report provides a brief description of persistence and degree attainment among a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year.
Data Stewardship: Managing Personally Identifiable Information in Student Education Records (November 23, 2010)
This Statewide Longitudinal Data Systems (SLDS) Technical Brief focuses on data stewardship, which involves each organization’s commitment to ensuring that privacy, confidentiality, security, and the appropriate use of data are respected when personally identifiable information is collected.
Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records (November 23, 2010)
This Technical Brief discusses basic concepts and definitions that establish a common set of terms related to the protection of personally identifiable information, especially in education records in the Statewide Longitudinal Data Systems (SLDS).
Indicators of School Crime and Safety: 2010 (November 22, 2010)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school.
New Study of a Kindergarten Literacy Program Shows Increased Vocabulary Development (November 22, 2010)
REL Southeast conducted a randomized control trial in the Mississippi Delta to test the impact of a kindergarten vocabulary instruction program on students' expressive vocabulary -- the words students understand well enough to use in speaking.
The study, The Effectiveness of a Program to Accelerate Vocabulary Development in Kindergarten, found that the 24-week K-PAVE program had a significant positive impact on students' vocabulary development and academic knowledge and on the vocabulary and comprehension support that teachers provided during book read-alouds and other instructional time.
The Nation's Report Card: Grade 12 Reading and Mathematics 2009 National and Pilot State Results (November 18, 2010)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Results for students in the nation and, for the first time, in the 11 states that volunteered to participate in the 2009 state pilot program are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups (e.g., race/ethnicity, gender, and highest level of parental education) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation rates of students with disabilities and English language learners, and additional state-level results.
Highlights of the national results in 2009 show that the overall average reading score for twelfth-graders was 2 points higher than in 2005, but 4 points lower than in 1992. There were no significant changes from 1992 to 2009 in the reading score gaps between White and Black students or between White and Hispanic students. In mathematics, the overall average score was 3 points higher in 2009 than in 2005. There was no significant change from 2005 in the mathematics score gaps between White and Black students or between White and Hispanic students. In the 11 participating states, average reading scores in seven states were higher than the score for the nation, and scores for three states were lower. In mathematics, the average scores for six states were higher than the nation, and scores for three states were lower.
IES Newsletter Now Available with Updates on Research, Priorities, and Staff Activities (November 18, 2010)
Take a look at our November 2010 newsletter for a variety of articles on the activities supported by the Institute of Education Sciences. The news includes updates about:
National Board for Education Sciences Approves Director’s New Priorities for IES (November 4, 2010)
Research priorities focus on developing practitioner partnerships, expanding rigorous research methods. See final priorities here.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2008-09 (November 4, 2010)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2008-09 school year. The data include such characteristics as the number of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.
Employees in Postsecondary Institutions, Fall 2009, and Salaries of Full-Time Instructional Staff, 2009-10 (November 3, 2010)
This First Look presents data from the Winter 2009-10 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2009 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender.
Second Report on Early Elementary Math Curricula (November 2, 2010)
First- and second-grade math achievement differed among students in schools that were assigned to use one of four curricula that vary in their instructional approaches. The four curricula studied include: (1) Investigations in Number, Data, and Space, (2) Math Expressions, (3) Saxon Math, and (4) Scott Foresman-Addison Wesley Mathematics (SFAW). Among first graders, the results favored Math Expressions, whereas, among second graders, the results favored Math Expressions and Saxon.
The evaluation compared the relative effects, including differences in teacher training, instructional strategies, content coverage, and materials, of these four curricula on the math achievement of first and second graders in 110 schools in 12 participating districts in 10 states. Schools were randomly assigned within each district to implement one of the four curricula. This study found significant impacts on student achievement of two curricula relative to the other two curricula in the study.
IES Releases Report on States' Monitoring Under the Individuals with Disabilities Education Act (October 28, 2010)
This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 2004-05 and 2006-07 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.
NCSER Releases Report Describing Access to Educational and Community Activities for Young Children with Disabilities (October 27, 2010)
A new NCSER report, Access to Educational and Community Activities for Young Children with Disabilities, uses data from the Pre-Elementary Education Longitudinal Study dataset to describe access for young children with disabilities in two specific domains: community activities and kindergarten classroom experiences. It also examines how access and participation in these activities vary by child, family, and school district characteristics.
New Technical Methods Report (October 26, 2010)
In randomized controlled trials (RCTs) where the outcome is a student-level, study-collected test score, a particularly valuable piece of information is a study-collected baseline score from the same or similar test (a pre-test). Pre-test scores can be used to increase the precision of impact estimates, conduct subgroup analysis, and reduce bias from missing data at follow up. Although administering baseline tests provides analytic benefits, there may be less expensive ways to achieve some of the same benefits, such as using publically available school-level proficiency data. This paper compares the precision gains from adjusting impact estimates for student-level pre-test scores (which can be costly to collect) with the gains associated with using publically available school-level proficiency data (available at low cost), using data from five large-scale RCTs conducted for the Institute of Education Sciences. The study finds that, on average, adjusting for school-level proficiency does not increase statistical precision as well as student-level baseline test scores. Across the cases we examined, the number of schools included in studies would have to nearly double in order to compensate for the loss in precision of using school-level proficiency data instead of student-level baseline test data.
New REL West Report on Mobility Rates of English Language Learners in Arizona Public Schools (October 25, 2010)
REL West's study, Patterns of student mobility among English language learner students in Arizona public schools, looked at three types of student mobility to determine what proportion of Arizona public school students and English language learner students are mobile, whether mobility varies by education level, whether mobility is greater within or between districts, and how district size is related to mobility rates within and between districts. The study also sought to determine whether mobility in Arizona public schools is similar to findings elsewhere showing an association between student mobility and student characteristics such as special education status and race/ethnicity.
NCER Releases Report and Data from an Experimental Evaluation of Seven Social and Character Development Programs in Elementary Schools (October 18, 2010)
The new NCER report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from an evaluation of seven Social and Character Development (SACD) programs on one cohort of students as they moved from third through fifth grades starting in fall 2004 and ending in spring 2007. Researchers can obtain the data set (Multisite Data, Social and Character Development Research Program, Complete Restricted Use Data Files and Documentation, February 2009) under a restricted-use data license from IES.
Eighth-Grade Algebra: Findings From the Eighth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K) (October 6, 2010)
This Statistics in Brief provides descriptive statistics on algebra enrollment for the cohort of students in the first-grade class of 1999-2000 who had progressed to eighth grade in the 2006-07 school year (representing about 80 percent of the eighth-grade class of 2006-07). The Brief examines mathematics performance at the end of eighth grade by algebra enrollment and other characteristics, including prior mathematics ability and schools’ level of eighth-grade algebra enrollment. Data are drawn from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), which included a direct mathematics assessment at the end of the fifth and eighth grades.
IES Newsletter Now Available (September 30, 2010)
The September 2010 issue of the IES research newsletter features highlights from funded research, a new NAEP video for students, findings from a GAO report on state and school views on the What Works Clearinghouse (WWC), new design standards from the WWC, workshops to build expertise in quasi-experimental design, and other items.
New Practice Guide: Developing Effective Fractions Instruction for Kindergarten Through 8th Grade (September 30, 2010)
This new WWC practice guide presents five recommendations intended to help educators improve students' understanding of fractions and build successful fractions problem-solving skills.
WWC Reviews Study of Chicago Teacher Advancement Program (September 29, 2010)
Analyzing data from students and teachers in Chicago Public Schools, this study examined whether the Chicago Teacher Advancement Program, which provides financial incentives for teachers, leads to improved student achievement and teacher retention.
NYC Conditional Cash Impact Study Focus of New Quick Review (September 29, 2010)
This study examined whether offering low-income families cash rewards for engaging in activities related to children's education, improves family and child outcomes. This quick review focuses specifically on the effects of the Opportunity NYC-Family Rewards program on children's core educational outcomes.
Quick Review Assesses Study of Summer Reading (September 29, 2010)
This study examined whether providing summer reading books to economically disadvantaged first- and second-grade students for three consecutive summers improved reading achievement.
New Dropout Prevention Report: Service and Conservation Corps (September 29, 2010)
Service and Conservation Corps engages young adults in full-time community service, job training, and educational activities. The program serves youth who face barriers to success, such as those who have dropped out of school or been involved with the criminal justice system. Read the full report now.
New Dropout Prevention Report: National Guard Youth ChalleNGe Program (September 29, 2010)
The National Guard Youth ChalleNGe Program is a residential education and training program designed for youth ages 16 to 18 who have dropped out of or been expelled from high school. See how the WWC rated the research on this intervention.
New English Language Learners Report: Peer-Assisted Learning Strategies (September 29, 2010)
See how the WWC rated the research on Peer-Assisted Learning Strategies, a peer-tutoring program for use in elementary school classrooms to improve student proficiency in reading.
NCSER Releases Report Comparing the Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School between 1990 and 2005. (September 28, 2010)
A new NCSER report, Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School, uses data from the NLTS and NLTS2 longitudinal datasets to provide comparison data on the post-high school outcomes across time (between 1990 and 2005) of youth with disabilities who had been out of high school up to 4 years on several key domains, including (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement.
New Practice Guide: Improving Reading Comprehension in Kindergarten Through 3rd Grade (September 28, 2010)
This new WWC Practice Guide offers five recommendations to help teachers, reading coaches, and principals successfully improve reading comprehension for young readers.
Study of Teacher Preparation in Early Reading Instruction (September 27, 2010)
A new report contains findings from a descriptive study of teacher preparation in early reading instruction. The study surveyed pre-service teachers about the content of their training programs as well as assessed their knowledge about the essential components of reading instruction.
The report, Study of Teacher Preparation in Early Reading Instruction, uses data collected in spring and summer 2007 from a sample of over 2,000 pre-service teachers in a nationally representative sample of 99 institutions of higher education.
WWC Reviews Study of Charter School Impacts (September 21, 2010)
This new quick review focuses on a study that examined the effect of being offered enrollment at charter middle schools on student achievement and behaviors.
WWC Reviews Study of Charter Middle Schools in the KIPP Program Network (September 21, 2010)
This new quick review focuses on a study that examined the effect of charter schools in the Knowledge is Power Program (KIPP) network on reading and mathematics achievement in 5th- through 8th-grade students.
New High School Math Report: Core-Plus Mathematics (September 21, 2010)
The second report in this new topic area reviews the research on Core-Plus Mathematics, a four-year curriculum meant to replace the traditional mathematics program. Courses integrate strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics.
New Beginning Reading Report: Sound Partners (September 21, 2010)
Sound Partners is a phonics-based tutoring program that provides supplemental reading instruction to elementary school students in grades K-3 with below average reading skills. See how the WWC rated the research on this intervention.
An Evaluation of the Data From the Teacher Compensation Survey: School Year 2006-07 (September 15, 2010)
This report provides an overview of the Teacher Compensation Survey (TCS) data collection in 17 states for school year 2006-07. It also includes a comparison of state administrative records with other sources of data, data availability and quality. This report discusses the uses of the data, and the limitations and advantages of the TCS.
English Language Learners Report: ClassWide Peer Tutoring (September 14, 2010)
ClassWide Peer Tutoring is a teaching strategy that uses a team-focused game format to engage students in the learning process. See how the WWC rated the research on ClassWide Peer Tutoring.
Elementary School Math Report: Saxon Elementary School Math (September 14, 2010)
Saxon Elementary School Math is a core curriculum for students in kindergarten through grade 5 that uses a distributed approach -- which spreads practice and instruction for any single math content strand across the course of the entire instructional year -- as opposed to a chapter-based approach. See how the WWC rated the research on this intervention.
Elementary School Math Report: Everyday Mathematics (September 14, 2010)
Everyday Mathematics is a core curriculum for students in prekindergarten through grade 6. See how the WWC rated the research on this curriculum for elementary school students.
Elementary School Math Report: Accelerated Math (September 14, 2010)
This new report looks at the research on Accelerated Math, a software tool used to customize assignments and monitor progress in mathematics for students in grades 1-12.
Adolescent Literacy Report: Book Clubs (September 14, 2010)
Book clubs provide a reading framework designed to supplement or organize regular classroom reading instruction for students in grades K-8. See how the WWC rated the research on book clubs for adolescent literacy.
Adolescent Literacy Report: Reciprocal Teaching (September 14, 2010)
This new report looks at the research on reciprocal teaching, an interactive instructional practice that aims to improve students' reading comprehension by teaching strategies to obtain meaning from a text.
Adolescent Literacy Report: Reading Plus (September 14, 2010)
Reading Plus is a web-based reading intervention that uses technology to provide individualized scaffolded silent reading practice for students in grade 3 and higher. See how the WWC rated the research on this intervention.
Adolescent Literacy Report: Corrective Reading (September 14, 2010)
This new report looks at the research on Corrective Reading, a program designed to promote the reading accuracy, fluency, and comprehension skills of students in grades 4-12 who are reading below their grade level.
Adolescent Literacy Report: Advancement Via Individual Determination (AVID) (September 14, 2010)
AVID is a program that aims to prepare middle and high school students for enrollment in four-year colleges. Read the WWC review of research on this program.
Final Report on Two Adolescent Literacy Programs (September 9, 2010)
The Enhanced Reading Opportunities (ERO) demonstration evaluated two supplemental literacy programs - selected by a panel of national experts - and targeted to ninth grade students whose reading skills were at least two years below grade level. Over two years, about 6,000 eligible students in 34 high schools from 10 districts were randomly assigned to enroll in the year-long ERO class or remain in a regularly scheduled elective class (non-ERO group). At the end of 9th grade, both groups were assessed using a standardized, nationally-normed reading test, and participated in surveys about their reading activities and behaviors. School records were used to examine the effect of the literacy programs on academic performance during the program year (9th grade) and a year afterwards. The study found:
• The ERO supplemental literacy programs improved students’ reading comprehension skills during the 9th grade, corresponding to an improvement from the 23rd to the 25th percentile or about 2 months of extra learning. However, 77 percent of students assigned to the ERO class were still reading 2 or more years behind grade level at the end of the 9th grade.
• During the 9th grade, the ERO program also had an impact on students’ academic performance in core subject areas. In particular, students in the ERO group scored higher on their states’ English/Language Arts and mathematics assessment than did those in the non-ERO group.
• The ERO program effects did not continue beyond the program year. That is, impacts on students' GPA, credit accumulation and state test scores - all statistically significant in 9th grade - were no longer significant in the following school year.
• When analyzed separately, RAAL had a statistically significant impact on students' reading comprehension during the 9th grade year while XR did not have a statistically significant impact on reading comprehension. Impacts on other outcomes were similar for the two programs.
National Indian Education Study NIES 2011 - Brochure (September 9, 2010)
This two-page brochure describes the National Indian Education Study (NIES). The NIES is designed to describe the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, as well as the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2011. The NIES was also conducted in 2005, 2007, and 2009.
Study of Bilingual Education Focus of New Quick Review (September 8, 2010)
See how the WWC rated a study of how the English reading performance of predominantly Spanish-speaking students in transitional bilingual education compared with the performance of predominantly Spanish-speaking students in structured English immersion.
WWC Rates Study of Milwaukee Private-School Vouchers (September 8, 2010)
This new quick review looks at a study that examined whether students who use a voucher to attend private school have greater mathematics and reading achievement than students who attend public schools.
REL Northeast Releases New Study on School Related Bullying (August 31, 2010)
This study tested 51 characteristics of bullying victimization, bullying victims, and bullying victim' schools to determine which were associated with reporting to school officials. It found that 11 characteristics in two categories—bullying victimization and bullying victims—showed a statistically significant association with reporting. The study also notes the high percentage (64 percent) of respondents who experienced bullying but did not report it.
New Early Childhood Education Report: Ladders to Literacy (August 31, 2010)
See how the WWC rated the research on Ladders to Literacy, a supplemental early literacy curriculum designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills.
New Adolescent Literacy Report: Cooperative Integrated Reading and Composition (August 31, 2010)
Cooperative Integrated Reading and Composition is a reading and writing program for students in grades 2 through 6 that includes story-related activities, direct instruction in reading comprehension, and integrated language arts/writing.
New Adolescent Literacy Report: Fast ForWord (August 31, 2010)
This new report looks at the research on Fast ForWord, a computer-based reading program intended to help students develop and strengthen phonemic and phonological awareness, vocabulary, comprehension, fluency, and memory skills.
WWC Launches New Topic Area: High School Math (August 31, 2010)
The first High School Math report reviews the research on the combination of Carnegie Learning Curricula and Cognitive Tutor Software. See how the WWC rated the research on this curriculum.
REL Southwest Releases New College Readiness Alignment Study (August 30, 2010)
This study compares alignment of the ACT and the American Diploma Project (ADP) national college readiness standards sets with the Texas Essential Knowledge and Skills for English language arts and reading (TEKS ELAR) standards for grades 9-12 and analyzes their cognitive complexity. It finds that a majority of the content in the ACT and ADP standards sets is addressed to some extent by the TEKS ELAR standards and that the TEKS ELAR standards demand higher levels of cognitive complexity than do the other two standards sets.
REL West Releases New Report on English Language Learners (August 30, 2010)
Research suggests several circumstances in which a school may face greater challenges in effectively teaching its English Language Learner (ELL) students and in closing the achievement gap between ELL students and those who are native English speakers: if it has high concentrations of ELL students; if it has many socioeconomically disadvantaged students; or if it is located in an urban or rural, as opposed to suburban, area. Research also suggests that an open-enrollment program in a district may increase the concentrations of both ELL and socioeconomically disadvantaged students in some schools. This technical brief analyzes Arizona's 2007/08 student-level data to determine how concentrations of ELL students vary across its schools and vary by the school characteristics listed above.
Postsecondary Institutions and Price of Attendance in the United States: Fall 2009 and Degrees and Other Awards Conferred: 2008-09, and 12-Month Enrollment 2008-09 (August 25, 2010)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2009 data collection, which included three survey components: Institutional Characteristics for the 2009-10 academic year, Completions covering the period July 1, 2008, through June 30, 2009, and data on 12-Month Enrollment for the 2008-09 academic year.
New Early Childhood Education for Children with Disabilities Report: Lovaas Model (August 24, 2010)
The Lovaas Model of Applied Behavior Analysis is an early childhood therapy that aims to reduce behaviors that interfere with learning and teach social and pre-academic skills in preparation for preschool.
New Quick Review Looks at Mathematics Teacher Professional Development Program (August 24, 2010)
See how the WWC rated this study that examined the effect of teacher professional development programs on student's math achievement in rational numbers.
WWC Rates Study of Student Incentive Programs (August 24, 2010)
This new quick review focuses on a study that examined the effect of financial incentives on student achievement.
Requesting Comments on Priorities To Be Proposed to the National Board for Education Sciences (August 20, 2010)
The IES Director is requesting public comment on priorities developed to guide the work of the Institute. The public comments will be provided to the National Board for Education Sciences prior to its action on the priorities.
Revenues and Expenditures for Public Elementary and Secondary School Districts, School Year 2007-08 (Fiscal Year 2008) (August 18, 2010)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2007-08. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08"
Web Tables—Student Financing of Undergraduate Education: 2007–08 (August 17, 2010)
These Web Tables are a comprehensive source of information on financial aid that was awarded to undergraduate students attending postsecondary institutions in the United States during the 2007–08 academic year. Data include tuition and fees, price of attendance, type of financial aid received from federal, state, and institutional sources, net tuition (tuition and fees minus all grants), net price of attendance (price minus all grants), out-of-pocket net price (price minus all aid), and financial need. These are shown by enrollment and demographic characteristics such as dependency status, residence, race/ethnicity, gender, citizenship, family income, attendance status, and type of institution attended.
Teacher Attrition and Mobility: Results From the 2008–09 Teacher Follow-up Survey (August 11, 2010)
This First Look report provides some selected findings from the 2008-09 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
Intervention Report: Concept-Oriented Reading Instruction (CORI) (August 10, 2010)
Concept-Oriented Reading Instruction is a program that integrates reading and science in an effort to improve reading comprehension and increase reading engagement among students in grades 3-9.
WWC Looks at Research on Accelerated Reader (August 10, 2010)
Accelerated Reader uses reading practice and computerized quizzes to supplement regular K-12 reading instruction. Read the full report now.
Reading Mastery Subject of New WWC Report (August 10, 2010)
Reading Mastery is for students in grades K-6 and can be used as a standalone program, a supplemental program, or as an intervention for struggling readers. Read the WWC's review of the research on this program.
Effects of Problem Based Economics on High School Economics Instruction (August 9, 2010)
REL West conducted a randomized control trial in two Western states that examined the effects of a problem based high school curriculum on students' proficiency in economics. The study found a significant positive impact for students of teachers who received receive professional development and support in Problem Based Economics compared with their peers.
Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2008–09 (August 4, 2010)
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2008-09 school year.
Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2008-09 (August 4, 2010)
This First Look presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2008-09 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
REL Report Explores Training of General Education Teachers Serving Children with Disabilities (August 2, 2010)
With more than half of children with disabilities being educated in the general education classroom, and federal education law requiring improved learning outcomes for these students, preparing general education teachers to work effectively with all students is critical.
This report on teacher certification requirements in the nine Northeast and Islands Region jurisdictions finds that eight of them require some coursework in teaching students with disabilities for initial licensure of general education teachers. Specifically, it finds that:
Technical Documentation for the National Assessment of Educational Progress (NAEP) now available (July 29, 2010)
Researchers can view documentation on all NAEP assessments from 2000 through 2007, or use the table of contents to print out only those tables and pages they need.
Evaluation Report on Comprehensive Centers Program (July 29, 2010)
In an evaluation of the Comprehensive Technical Assistance Centers, a sample of Center projects were rated by their clients to be on average 3.94 for relevance and 3.70 for usefulness on a scale of 1 ("very low") to 5 ("very high"), A panel of experts rated their technical quality to be on average 3.34.
NCEE released an interim report on the congressionally mandated evaluation of the centers, a federally funded program that provides technical assistance to states to implement provisions of NCLB through 16 Regional Comprehensive Centers (RCCs) and 5 Content Centers (CCs).
This interim report addresses the first of the evaluation's three rounds of data collection pertaining to the Comprehensive Centers' work from July 2006 through June 2007. The evaluation was designed as a multi-year study examining the Center program as a whole.
Descriptions of Center operations were drawn from Center management plans, documentation from each Center, and site visit interviews with staff from each Center. Senior state education agency administrators were surveyed to assess how the work of the Centers met states' technical assistance needs and priorities. The technical quality of Center assistance was assessed by expert panel review of a sample of projects. Surveys were administered to project participants to obtain client views of the relevance and usefulness of the Center technical assistance across the same sample of projects.
Other findings include:
Notice of Change to Application Package for NCER Grant Competition (84.305A) (July 28, 2010)
A revised application package for applications to the Education Research Grant Program CFDA 84.305A-2 (Opportunity Number: ED-GRANTS-020410-002; Competition ID: 84-305A2011-2) was posted on the Grants.gov website on July 21, 2010.
If you downloaded the application package that was posted on Grants.gov on July 19, 2010 you will not be able to submit your application using that package.
Please download the application package posted on July 21, 2010 (Opportunity Open Date: 07/21/10) to submit your application for the September 16, 2010 deadline.
The revised grant application package indicates on the first page:
Opportunity Open Date: 07/21/10
Opportunity Close Date: 09/16/10
Applicants must not use the grant application package (forms package) that indicates on the first page:
Opportunity Open Date: 07/19/10
Opportunity Close Date: 09/16/10
The grant application package with the 7/19/10 Opportunity Open Date has been deleted and will not be accepted by Grants.gov.
IES Newsletter now available with updates on research, grants, staff activities (July 28, 2010)
The July 2010 issue of the IES research newsletter features highlights from the annual IES research conference, the Reading for Understanding Research Initiative aimed at improving reading comprehension for students from preschool through high school, an interview with the new NCEE commissioner, the National Indian Education Study, a new R&D center on cognition and math disabilities, an invitation to comment on proposed IES research priorities, research grant opportunities, and other items.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2007–08 (July 27, 2010)
This annual statistical analysis report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2007-08 school year.
Read Naturally for Students with Learning Disabilities (July 27, 2010)
See how the WWC rated the research on Read Naturally for students with learning disabilities. The program is designed to improve reading fluency using a combination of books, audiotapes, and computer software.
Updated Report: Scott Foresman-Addison Wesley Elementary Mathematics (July 27, 2010)
This updated report focuses on Scott Foresman-Addison Wesley Elementary Mathematics, core curriculum for students at all ability levels in prekindergarten through grade 6.
Updated Early Childhood Education Report: Literacy Express (July 27, 2010)
Read this report that reviews the research on Literacy Express, a preschool curriculum that aims to improve oral language, literacy, basic math, science, general knowledge, and socio-emotional development.
Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains (July 26, 2010)
A new technical methods report released today by the National Center for Education Evaluation and Regional Assistance. analyzes error rates in measuring teacher and school performance based on measures of student test score gains. This report, Error Rates in Measuring Teacher and School Performance Based on Student Test Score Gains, examines the accuracy with which teachers and schools may be classified as low or high performers.
The study develops formulas for estimating the proportions of schools or teachers in the upper elementary grades who are expected to be misclassified based on comparing the average achievement gains for their students with that for the district as a whole. The purpose of the study is to advance our understanding of error rates associated with performance measurement systems that are currently in use, and to provide input into the design of alternative strategies.
Misclassification rates are lower for measuring the performance of schools than teachers due to larger student sample sizes.
Student Victimization in U.S. Schools: Results From the 2007 School Crime Supplement to the National Crime Victimization Survey has been released. (July 15, 2010)
This report uses data from the 2007 SCS to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs at school, student reports of bullying and cyberbullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
Status and Trends in the Education of Racial and Ethnic Groups (July 14, 2010)
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that illustrate the educational achievement and attainment of White, Black, Hispanic, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students. This report presents 29 indicators that provide demographic information and examine (1) demographics, (2) patterns of preprimary, elementary, and secondary school enrollment; (3) student achievement, (4)persistence; (5) student behaviors that can affect their education; (6) participation in postsecondary education; and (7) outcomes of education.
WWC Rates Study of Abstinence-only Education Programs (July 13, 2010)
This new quick review looks at a study that examined whether an abstinence-only education program based on behavioral change theory could reduce sexual behavior over a 24-month follow-up period.
Head Start Impact Study Focus of New Quick Review (July 13, 2010)
See how the WWC rated a study that examined the effects of offering Head Start, a federal program designed to improve school readiness of children from low-income families, to preschoolers.
New Students with Learning Disabilities Report: READ 180 (July 13, 2010)
This new report looks at the research on READ 180, a reading program designed for students in grades 3-12 whose reading achievement is below the proficient level.
New Adolescent Literacy Report: Reading Apprenticeship (July 13, 2010)
See how the WWC rated the research on Reading Apprenticeship, an instructional approach that aims to improve the reading fluency and comprehension skills of middle school, high school, and community college students.
Report Evaluating Impacts of Drug Testing in Schools (July 13, 2010)
Students involved in extracurricular activities and subject to in-school drug testing reported less substance use than comparable students in high schools without drug testing, according to a new evaluation released today by the Institute of Education Sciences.
Although illicit substance use among adolescents has declined over the past decade, it remains a concern. Under one approach to address this problem, students and their parents agree to students being tested for drugs (and in some cases, tobacco or alcohol) on a random basis as a condition of participation in athletic or other school-sponsored competitive extracurricular activities.
The study, The Effectiveness of Mandatory-Random Student Drug Testing, examined 7 districts that were awarded grants in 2006 by the U.S. Department of Education's Office of Safe and Drug Free Schools to implement mandatory-random drug testing programs in their 36 high schools. The districts volunteered to be in the program and were spread across seven states. Because these were districts committed to adopting such programs and they were clustered in mostly Southern states, the study results cannot be generalized to all high schools nationally.
America's Children in Brief: Key National Indicators of Well-Being, 2010 Released Online (July 12, 2010)
The Federal Interagency Forum on Child and Family Statistics has released "America's Children in Brief: Key National Indicators of Well-Being, 2010." This report continues a series of annual reports to the Nation on child well-being in the United States. The National Center for Education Statistics within the Institute of Education Sciences, in cooperation with 21 other federal agencies, contributes indicators to the report and supports its production.
According to the report's section on education, eight graders' average mathematics scale scores increased between 2007 and 2009, as did eighth graders’ average reading scale scores. Not all the report's findings were positive, however; the proportion of youth ages 16-19 neither enrolled in school nor working increased from 8 percent to 9 percent between 2008 and 2009.
The 2010 Childstats website includes 68 tables and 59 figures that describe the population of children and depict child well-being in the areas of family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health.
NCER Announces New FY 2010 Research Grants (July 8, 2010)
NCER recently awarded 36 new research grants under the Education Research Grants Program and two new grants in the Evaluation of State and Local Education Programs and Policies from applications considered under the October 2009 deadline. In addition, two new National Research and Development Centers were awarded. Spending for these grants and centers total $96 million.
The newly funded projects address a wide range of topics and seek to improve student outcomes from preschool to postsecondary in multiple domains using innovative techniques. The projects include:
A list of all new awards follows.
Reading and Writing
Efficacy of Rich Vocabulary (RVOC) Instruction for Classrooms
Washington Research Institute, Patricia Vadasy
Robust Instruction of Academic Vocabulary for Middle School Students
University of Pittsburgh, Margaret McKeown
Teaching and Learning Argumentative Writing in High School English Language Arts Classrooms
The Ohio State University, George Newell
Development of a Curriculum t
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2008–09 (July 8, 2010)
This First Look presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2008-09 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data survey system.
A New Quick Review Looks at a Study of Charter School Performance in NYC (July 7, 2010)
See how the WWC rated a study that examined the effect of charter school attendance on student achievement in New York City.
WWC Rates Study of Displaced Students in Chicago Public Schools (July 7, 2010)
This new quick review looks at a study that examined the effect of closing public schools in Chicago on the academic achievement of students who had attended those schools.
Updated Intervention Report on Read Naturally for English language learners (July 7, 2010)
See what the research indicates about the effectiveness of Read Naturally, an elementary and middle school supplemental reading program designed to improve reading fluency.
Principal Attrition and Mobility: Results from the 2008-09 Principal Follow-up Survey (July 7, 2010)
The 2008-09 PFS was administered in order to provide attrition rates for principals in K-12 public, private, and Bureau of Indian Education (BIE) schools. The goal was to assess how many principals in the 2007-08 school year still worked as a principal in the same school in the 2008-09 school year, how many had moved to become a principal in another school, and how many had left the principalship.
NCSER Announces FY 2010 Research Grants (July 6, 2010)
NCSER made a series of new research grant awards in June. A list of these awards follows.
Early Intervention and Early Childhood Special Education
Efficacy of a Parent-Mediated Intervention for One-Year-Olds at Risk for Autism
Linda Watson, The University of North Carolina at Chapel Hill
Examining the Efficacy of Banking Time: A Teacher-Child Early Intervention to Improve Children's Emotional and Behavioral Development
Amanda Williford, The Rector and Visitors of the University of Virginia
Children's School Success Curriculum - Plus: Supporting All Children's Progress in the General Curriculum
Eva Horn, University of Kansas Center for Research, Inc.
Reading, Writing, and Language Development
Project SAIL: Strategies for Academic Internet Learning
Lynne Anderson-Inman, University of Oregon
Test of Integrated Language and Literacy Skills Validation Research 2
Nickola Nelson, Western Michigan University
Social and Behavior Outcomes to Support Learning
Implementing Positive Behavior Supports in Juvenile Correction Settings
Jeffrey Sprague, University of Oregon
Transition Outcomes for Special Education Secondary Students
Modeling Short-Term and Longitudinal Work and Educational Transition Outcomes for Adolescents with High Incidence Disabilities
Jay Rojewski, University of Georgia
A Secondary Analysis of the National Longitudinal Transition Study 2: Examining the Relationships between Expectations, Access and Postsecondary Life Engagement
Mary Morningstar, University of Kansas
Transition Success Assessment
James Martin, University of Oklahoma
Professional Development for Teachers and Related Service Providers
Prime Online: Teacher Pedagogical Content Knowledge and Research-based Practice in Inclusive Elementary Mathematics Classrooms
Cynthia Griffin, University of Florida
(Originally awarded under Teacher Quality)
Efficacy of Broad Target Speech Recasts on Students with Down Syndrome
Paul Yoder, Vanderbilt University
(Originally awarded under Related Services)
Special Education Policy, Finance, and Systems
Methods to Improve Accessibility of Tests for Persistently Low-Performing Students with Disabilities
Wendy Stoica, Ohio State Department of Education
Three Education Researchers, One School Leader Appointed to National Board of Education Sciences (July 1, 2010)
U.S. Secretary of Education Arne Duncan has announced the recent presidential appointments of Deborah Loewenberg Ball, Adam Gamoran, Bridget Terry Long and Margaret R. McLeod as members of the National Board of Education Sciences (NBES). President Obama appointed the four new members after they were confirmed by the U.S. Senate June 22.
The National Board of Education Sciences is a 15-member presidentially appointed advisory panel of the Institute of Education Sciences in the U.S. Department of Education. The board performs a host of duties, ranging from reviewing and approving the research priorities of the Institute to advising and consulting with the director on the policies of the Institute. The board also reviews and regularly evaluates the work of the Institute to ensure that its research, development, evaluation and statistical analyses are consistent with the standards set out in the Education Sciences Reform Act of 2002.
"These appointments are a critical step in building a strong board that will help us guide the work of IES in coming years," said IES Director John Easton.
In his announcement, Secretary Duncan said: "These four new members of the National Board of Education Sciences have the experience and expertise needed to contribute to the Board's oversight of the activities, policies and priorities of the Department's Institute of Education Sciences. Each new member will make valuable contributions to the Institute's pursuit of the highest quality, objective and scientifically-based research in education."
Eight New WWC Reports Focus on Multisensory Programs for Students with learning Disabilities (July 1, 2010)
See how the WWC rated the research on these Orton-Gillingham-based programs. The Orton-Gillingham approach emphasizes teaching sessions that are action oriented with auditory, visual, and kinesthetic elements reinforcing one another.
National Indian Education Study 2009: Parts I and II (June 30, 2010)
This report is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States.
New Research Initiatives for IES (June 29, 2010)
Director John Easton outlines "real and steady progress" of relevancy goal during IES Research Conference Keynote Address.
Report Evaluating Charter School Impacts (June 29, 2010)
Adding to the growing debate and evidence base on the effects of charter schools, this evaluation was conducted in 36 charter middle schools in 15 states. It compares the outcomes of 2,330 students who applied to these schools and were randomly assigned by lotteries to be admitted (lottery winners) or not admitted (lottery losers) to the schools. Both sets of students were tracked over two years and data on student achievement, academic progress, behavior, and attitudes were collected. The study is the first large-scale randomized trial of the effectiveness of charter schools in varied types of communities and states.
Key findings include:
REL West releases an evaluation report on Accommodations for English Language Learner Students: The Effect of Linguistic Modification of Math Test Item Sets (June 28, 2010)
REL West's study on middle school math assessment accommodations found that simplifying the language—or linguistic modification—on standardized math test items made it easier for English Language learners to focus on and grasp math concepts, and thus was a more accurate assessment of their math skills.
The results contribute to the body of knowledge informing assessment practices and accommodations appropriate for English language learner students.
The study examined students' performance on two sets of math items—both the originally worded items and those that had been modified. Researchers analyzed results from three subgroups of students—English learners (EL), non-English language arts proficient (NEP), and English language arts proficient (EP) students.
Key results include:
Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study (June 28, 2010)
A new report contains final findings from an evaluation of comprehensive induction services for beginning teachers. The induction services provided consisted of mentoring from trained full-time mentors, monthly professional development sessions and opportunities to observe veteran teachers.
The report, Impacts of Comprehensive Teacher Induction: Final Results from a Randomized Controlled Study, uses data collected from 1,009 beginning teachers in 418 schools in 17 districts. This is the third and final report from the study.
REL Central’s New Report on Student Mobility (June 28, 2010)
Research suggests that highly mobile students (students who enter and leave school other than at the beginning or end of the school year) are less successful academically, drop out of school at higher rates, and require more frequent disciplinary action. This study, Student mobility in rural and nonrural districts in five Central Region states, calculated student mobility percentages in five Central Region states and compared mobility by locale (city, suburb, town, and rural locale) and found no consistent patterns.
The report also describes districts in each state with extremely high student mobility. In particular, the study found that
Final Impact Findings for the DC Voucher Program (June 22, 2010)
The DC Opportunity Scholarship Program (OSP) is the first federally funded voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools.
The congressionally mandated evaluation of the Program compared the outcomes of about 2,300 eligible applicants randomly assigned to receive or not receive an OSP scholarship through a series of lotteries in 2004 and 2005. This final report finds that the Program had mixed longer-term effects on participating students and their parents, including
The Institute of Education Sciences Launches the Reading for Understanding Research Network (June 16, 2010)
The Institute of Education Sciences today announced the six research teams who will participate in the new Reading for Understanding Research Network. Over 130 researchers representing linguistics, cognitive psychology, developmental psychology, reading, speech and language pathology, assessment and evaluation are joining together to improve reading comprehension for all students from preschool through high school. Central to the success of the initiative is the full participation of teachers and other school-based personnel in the design and interpretation of the research studies and interventions. Over the next five years, IES will provide over $100 million to the Reading for Understanding Network to engage in rapid development of instructional strategies, technology, curricula, teacher professional development, and assessments to enable all students to read with understanding.
The awards were made to the Educational Testing Service, Florida State University, Strategic Education Research Partnership Institute, The Board of Trustees of the University of Illinois, The Ohio State University, and The University of Texas at Austin. For more information on the Reading for Understanding Research Initiative visit http://ies.ed.gov/ncer/projects/program.asp?ProgID=62.
WWC Rates Study of Ready to Learn Initiative (June 15, 2010)
This new quick review looks at a study that examines the use of media-rich literacy curriculums to improve early reading skills.
New Adolescent Literacy Report: Project CRISS (June 15, 2010)
See how the WWC rated the research on Project CRISS (Creating Independence through Student-owned Strategies), a professional development program for teachers that aims to improve reading, writing and learning for 3rd through 12th grade students.
Dr. Rebecca Maynard to serve as new NCEE Commissioner (June 11, 2010)
IES Director John Easton has announced the appointment of Rebecca Maynard, a distinguished scholar at the University of Pennsylvania and a national leader in education and social policy research, as the new Commissioner of the National Center for Education Evaluation and Regional Assistance effective June 14.
PowerStats – An Easy-To-Use Data Analysis Tool for Postsecondary Education Data (June 9, 2010)
PowerStats provides access to nine postsecondary datasets and the thousands of variables they contain. Users create tables and regressions with a visually intuitive drag and drop interface, receiving their results in a range of formats, including Excel and PDF. As the replacement to the NCES Data Analysis System (DAS), PowerStats simplifies how users view, select, manipulate and use variables, and allows users to build an online library of their work for future use and/or to share their work with other PowerStats users.
WWC Reviews Research on "Read Well" for English Language Learners (June 8, 2010)
Read the WWC updated report on Read Well, a reading curriculum for students in kindergarten and first-grade that focuses on phonemic awareness, phonics, vocabulary, comprehension, and fluency.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2007-08 has been released (June 2, 2010)
This report presents findings associated with public high school graduation and event dropout counts for the 2007-08 school year. These data were collected as part of the Common Core of Data Survey Collection, a universe collection of public schools operating in the United States and associated other jurisdictions.
H&R Block FAFSA Study Subject of Latest WWC Quick Review (June 1, 2010)
Read this WWC quick review on the H&R Block Free Application for Federal Student Aid (FAFSA) study. The study examined whether assistance in filling out the FAFSA increases the likelihood of filing the FAFSA, college enrollment, and financial aid receipt.
NCES Releases The Condition of Education 2010 and The Condition of Education 2010 in Brief (May 27, 2010)
NCES is mandated to report to Congress and the White House on the condition of education by June 1 of each year. The Condition of Education 2010 summarizes important developments and trends in education using the latest available data.
A Profile of Criminal Incidents at School: Results From the 2003–05 National Crime Victimization Survey Crime Incident Report has been released. (May 26, 2010)
This report uses NCVS data from three calendar years, 2003–05, to examine a range of characteristics of criminal incidents that occur at school, such as the location at school where the incident occurred, time of day when the incident occurred, whether the police were notified, and characteristics of offenders including their age, race, and whether they carried a weapon.
20 States Win Grants For Longitudinal Data Systems (May 21, 2010)
The Institute of Education Sciences has awarded grants to 20 state education departments for the design and implementation of statewide longitudinal data systems. These grants, funded through the American Recovery and Reinvestment Act (ARRA) of 2009, are intended to support states with the development and implementation of systems that promote the linking of data across time and databases, from early childhood into career, including matching teachers to students, while protecting student privacy and confidentiality consistent with applicable privacy protection laws. The total value of the three-year grants will range from $5.1 million to $19.7 million. All 50 states, the District of Columbia, Puerto Rico, and the US Virgin Islands applied.
May Issue of IES Research Newsletter Now Available (May 21, 2010)
The May 2010 issue of the IES research newsletter features the new WWC topic area on early childhood education for children with disabilities, highlights from a 3D virtual environments project designed to expand middle schoolers access to social studies and science learning, the Common Data Standards Initiative, research grant opportunities, and other items.
Ask NAEP Experts about The Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA) (May 20, 2010)
Join an online Q&A to discuss data from the Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA), live today at 2:30 p.m.
The Nation’s Report Card: Reading 2009 Trial Urban District Assessment (May 20, 2010)
This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in reading. Representative samples of between 900 and 2,400 fourth grade- and between 800 and 2,100 eighth-grade public school students from 18 urban districts participated in the 2009 assessment. Eleven of the districts also participated in earlier assessment years. Student performance is reported in terms of average scale scores on the NAEP reading scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. District results are compared to results for public school students in the nation, large cities nationally, and their home states. Student performance is reported by race/ethnicity and eligibility for free/reduced-price school lunch. At grade 4, average scores increased since 2007 in 4 of the 11 participating districts, although there were no significant changes in the scores for fourth-graders in the nation or large cities overall. Scores were higher in 2009 than in 2002 for 5 of the 6 districts that participated in both years. For grade 8, average reading scores for the nation and large cities were higher in 2009 than in 2007, with 2 of the 11 participating districts (Atlanta and Los Angeles) showing gains. These same 2 districts of the 5 that participated in both years scored higher in 2009 than in 2002.
NAEP Reading 2009 District Snapshot Reports (May 20, 2010)
Each district that participated in the NAEP 2009 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch.
The Nation’s Report Card: Reading 2009 Trial Urban District Assessment (TUDA) (May 19, 2010)
The Nation's Report Card: Reading 2009 Trial Urban District Assessment (TUDA) will be released May 20, 2010; join the online Q&A at 2:30 p.m. ET; submit questions ahead of time or during the event.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2007-08 (Fiscal Year 2008) (May 19, 2010)
NCES releases the latest revenue and expenditure data on public education. This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2007-08. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.
Science Achievement and Occupational Career/Technical Education Coursetaking in High School: The Class of 2005 (May 19, 2010)
This Statistics in Brief describes the science achievement of public high school graduates who took concentrated coursework in different occupational areas compared with nonconcentrators, before and after taking into account students' science coursetaking.
Errata Sheet: Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Twin imputation problem in 9-month and 2-year data (May 18, 2010)
This errata sheet documents an imputation issue that affects the 9-month and 2-year parent education, labor force status, occupation, household income, socioeconomic status, and poverty status variables for some twins. The errata sheet indicates which cases are affected by this issue and for which variables. It also provides code that can be used to recode data for some twins.
IES Announces Three New R&D Center Topics for the NCSER FY 2011 Grant Competitions (May 17, 2010)
The Request for Applications for 84.324C has been revised to include three new research and development center topics: Special Education Research and Development Center on Assessment and Accountability, Special Education Research and Development Center on Reading Instruction for Deaf and Hard of Hearing Students, and Special Education Research and Development Center on Working Memory Interventions for Students with Disabilities.
Coming Soon: The Nation’s Report Card: Trial Urban District Assessment (TUDA) Reading 2009 (May 11, 2010)
The Nation's Report Card: TUDA Reading 2009 will be released on May 20 at 10:00 a.m.
Teachers' Use of Educational Technology in U.S. Public Schools: 2009 (May 5, 2010)
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. This 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.
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts (May 5, 2010)
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts reports on the impacts on student reading achievement for supplemental reading curricula that use similar instructional strategies designed to improve reading comprehension in social studies and science texts. Three commercially-available supplemental reading comprehension curricula were used for a second year by school and teachers to teach explicit reading comprehension strategies--ReadAbout, Read for Real, and Project CRISS. Study schools within each of 10 participating districts were assigned by lottery to use one of three curricula or to serve as a control group that continued to teach reading using the methods they had been using prior to the study. Sixty-one schools and 182 teachers participated in the second year of the study. Data was collected on implementation of the curricula, teacher classroom practices across the curricula, and fifth-grade student reading comprehension.
IES Director John Easton delivers presidential address at AERA conference in Denver (May 4, 2010)
The presentation, "Out of the Tower, Into The Schools," can be viewed on the director's page.
Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions (May 3, 2010)
This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also, assist policymakers in understanding the measures used in existing IES funded studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations between 2005 and 2008. The Compendium is intended to facilitate the comparisons of results across studies, thus broadening an understanding of these measures within the educational research community. It focuses exclusively on studies that employed randomized controlled trials or regression discontinuity designs and also used outcome measures that were (1) available to other researchers and (2) had information available about psychometric properties. Volume I describes typical or common considerations when selecting measures, and the approach used to collect and summarize information on the 94 measures reviewed. Vol. II provides detailed descriptions of these measures including source information and references.
Educational Technology in U.S. Public Schools: Fall 2008 (April 28, 2010)
This First Look report presents data from a fall 2008 Fast Response Survey System (FRSS) survey on the availability and use of educational technology in public elementary/secondary schools. 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.
What Works Clearinghouse launches a new Topic Area with the release of a WWC Intervention Report on Dialogic Reading (April 27, 2010)
Early Childhood Education for Children with Disabilities is the newest topic area from the WWC. See how the WWC rated the research on "Dialogic Reading," an interactive reading practice designed to enhance language and literacy skills.
Teacher Perspectives of School-Level Implementation of Alternate Assessment for Students With Significant Cognitive Disabilities (April 27, 2010)
This study surveyed teachers of students with significant cognitive disabilities from three states with stable alternate assessment systems. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students' opportunity to learn academic content.
NCSER Releases Technical Paper "Statistical Power Analysis in Education Research" (April 27, 2010)
The National Center for Special Education Research has released a paper entitled "Statistical Power Analysis in Education Research," coauthored by Larry Hedges and Christopher Rhoads. This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research.
REL West releases report on "Updated Multistate Review of Professional Teaching Standards" (April 26, 2010)
States update their teaching standards on an ongoing basis and can learn from other states' efforts. For example the "Updated multistate review of professional teaching standards" by REL West, adds to their previous 2009 review of teaching standards by offering options for broad consideration that include — structure and target groups of teachers, as well as ways of addressing special populations and use of technology — from six of the largest states in the nation.
What Works Clearinghouse (WWC) Reviews Research on Saxon Math (April 20, 2010)
Read the What Works Clearinghouse updated report on "Saxon Math", a textbook series covering mathematical concepts for grades K-12.
Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation (April 15, 2010)
A new report contains findings from the evaluation of a violence prevention program for middle schools. The program consisted of both a curriculum (Responding in Peaceful and Positive Ways) and a whole-school component (Best Behavior) in order to provide middle schools with a comprehensive approach to violence prevention that targeted both individual students and the school environment. The report, Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation, uses data collected from 40 middle schools, half of which were assigned by lottery to receive the combined violence-prevention program. The report discusses findings after the program was implemented for a single school year. A follow-up report will contain findings after the program has been implemented for two and three school years.
Trends in the Use of School Choice 1993-2007 (April 8, 2010)
This report uses NHES data to examine enrollment trends in public schools (assigned and chosen) and private schools (religious and nonsectarian) from 1993 to 2007, as well as characteristics of charter schools and homeschooled students in 2007.
Digest of Education Statistics, 2009 (April 7, 2010)
The "Digest of Education Statistics" provides 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.
Mini-Digest of Education Statistics, 2009 (April 7, 2010)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the "Digest of Education of Statistics, 2009."
Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 and 2005 Cohorts; and Financial Statistics, Fiscal Year 2008 (April 6, 2010)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2009 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2008; Graduation Rates, 2002 & 2005 Cohorts; and Financial Statistics, Fiscal Year 2008. These data were collected through the IPEDS web-based data collection system.
Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation (April 6, 2010)
The report, Middle School Mathematics Professional Development Impact Study: Findings After the First Year of Implementation, includes an impact study of providing math professional development (PD) that focuses on the rational number topics of ratio, proportion, fractions, decimals, percentages. Study schools within each of the 12 participating districts were assigned by lottery to either receive the PD or not for those teachers who taught the core 7th grade mathematics class. Data on teacher mathematics knowledge, teacher classroom practices, and student mathematics achievement were collected for 11,479 students, 195 teachers in 77 schools. America's Choice and Pearson Achievement Solutions were the two PD providers, each operating in half the study districts.
Research Funding Webinars Scheduled (April 2, 2010)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences (IES) will host a series of eight webinars related to research funding opportunities in April 2010.
For more information regarding webinar topics, dates, and registration process, please browse here: http://ies.ed.gov/funding/webinars/index.asp. For more information on research funding opportunities at IES, please browse here: http://ies.ed.gov/funding/.
New Quick Review by the What Works Clearinghouse (WWC) Examines Study of Harlem's Promise Academy Charter Middle School (March 30, 2010)
Read WWC's latest quick review on a study that measured the academic achievement of students offered enrollment in the Harlem Children's Zone's Promise Academy.
REL Appalachia releases report on "The Relationship Between Changes in the Percentage of Students Passing and in the Percentage Testing Advanced on State Assessment Tests for Kentucky and Virginia" (March 29, 2010)
Under the accountability provisions of the No Child Left Behind Act of 2001, states are required to assess students in reading and math and to identify them as below proficient or as proficient or advanced (both considered passing). Because schools are held accountable only for ensuring that students test proficient or better, there have been concerns that a focus on increasing the percentage of students testing proficient might unintentionally lead to fewer students testing at the advanced level. This REL Appalachia report, The Relationship Between Changes in the Percentage of Students Passing and in the Percentage Testing Advanced on State Assessment Tests for Kentucky and Virginia, finds that schools in Kentucky and Virginia with the greatest increases in the percentage testing proficient or better also have the greatest increases in the percentage testing advanced.
The Nation's Report Card: Reading 2009 (March 24, 2010)
The Nation's Report Card: Reading 2009 presents results from the National Assessment of Educational Progress (NAEP) for 4th and 8th graders in all the states, D.C., the DoD schools, and the nation. Find data, watch a webcast of the results, and more.
NAEP Reading 2009 State Snapshot Reports (March 24, 2010)
Each state and jurisdiction that participated in the NAEP 2009 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2009 to other states/jurisdictions is also displayed.
Alternative Schools and Programs for Public School Students At Risk of Educational Failure: 2007-08 (March 23, 2010)
This First Look report presents data from a recent district Fast Response Survey System (FRSS) survey about alternative schools and programs available to students during the 2007-08 school year. Alternative schools and programs are specifically designed to address the educational needs of students at risk of school failure in a setting apart from that of the regular public school. They can be administered by the district or an entity other than the district. The study includes information on the availability and number of alternative schools and programs, the number of students enrolled in alternative schools and program, and district policy on returning students to a regular school.
WWC Rates Study of Reading and Math Software Products (March 23, 2010)
This study examined the effects of six reading and four mathematics software products on student achievement. The study analyzed data on more than 11,000 students in 400 classrooms and was conducted in 23 primarily urban, low-income school districts. The number of students in the analysis of each curriculum ranged from about 600 to about 2,600.
What Works Clearinghouse (WWC) Reviews Article on Reward Systems and Group Learning (March 23, 2010)
This study examined the effects of different reward systems used in group learning situations on the math skills of African-American and white students. The study analyzed data on 75 African-American and 57 white fourth-and fifth-grade students from urban schools in the northeastern United States.
NCSER announces FY 2010 Awards (March 22, 2010)
NCSER made a series of new research program grant awards in February. A list of these awards follows:
NCER announces new awardees for FY10, Session 1 competition (March 22, 2010)
NCER recently awarded 62 new awards in the following programs: Education Research Grants Program (CFDA 84.305A); Postdoctoral Education Research Training Program in the Education Sciences (CFDA 84.305B); Statistical and Research Methodology in Education (CFDA 84.305D); and Evaluation of State and Local Education Programs and Policies (CFDA 84.305E).
What Works Clearinghouse launches a new Topic Area on Students with Learning Disabilities and a WWC Intervention Report on Lindamood Phoneme Sequencing (LiPS) (March 16, 2010)
See how the WWC rated the research on the Lindamood Phoneme Sequencing (LiPS), designed to teach students the skills they need to decode words and to identify individual sounds and blends in words.
What Works Clearinghouse Looks at Voyager Reading Programs for Students with Learning Disabilities (March 16, 2010)
See how WWC rated the research on Voyager reading programs for students with disabilities in grades K-3, K-5, and adolescents struggling with reading.
New Funding Opportunity (March 15, 2010)
The National Center for Education Research, in collaboration with the National Center for Education Statistics, is piloting a program for researchers to use the 2012 National Postsecondary Student Aid Study (NPSAS) student sample to conduct innovative experiments that examine ways to improve access to, persistence in, and/or completion of postsecondary education. The grant application deadline is 9/16/2010. For more information, go to http://nces.ed.gov/surveys/npsas/grant.
REL Appalachia releases report on "Changes in the Cost of Energy in One State's School Districts" (March 15, 2010)
As the price of energy rose dramatically in recent years, school districts suddenly faced unexpected increases in energy bills not accounted for in school budgets. This report by REL Appalachia, Changes in the Cost of Energy in One State's School Districts, examines energy expenditures in Tennessee school districts for 2002/03-2007/08 to see how much energy's share of district spending rose and whether the increase disproportionately affected districts with certain characteristics. Energy expenditures rose from 2.6 to 3.0 percent of total expenditures over the period. Not all districts with the same characteristics (region, size, locale) were similarly affected. Many had considerably different scores on an index of the fiscal stress resulting from higher energy costs, suggesting that district characteristics are not a reliable indicator of the need for state support. States could use the stress index instead to concentrate support on districts under the greatest stress from rising energy prices.
What Works Clearinghouse Quick Review: Study on For-Profit Versus Nonprofit Management (March 2, 2010)
For this review the WWC assessed a study that examined whether shifting from traditional district management to management by a for-profit or nonprofit organization improves student achievement.
What Works Clearinghouse Releases New Intervention Report on Plato Achieve Now (March 2, 2010)
In this new Middle School Math report, see how the WWC rated the research on Plato Achieve Now, a software-based math curriculum.
What Works Clearinghouse Quick Review: Privatized School Management Study (March 2, 2010)
This new quick review rates a study on the effectiveness of shifting public schools to private management for academic achievement of eighth graders.
IES Releases FY2011 Requests for Applications (March 1, 2010)
IES has released the FY 2011 Requests for Applications for two research grant competitions: Education Research Grants (84.305A) and Special Education Research Grants (84.324A). To view the Requests for Applications and learn more about the application process, click here: http://ies.ed.gov/funding/.
A Systematic Comparison of the American Diploma Project College Readiness Standards with those of the ACT, College Board, and Standards For Success (March 1, 2010)
This study of four national English language arts standards compares the content of three sets of standards with a benchmark set, the American Diploma Project (ADP), to see how closely the sets agree on what students should know in English language arts to prepare for college. The match between each of the three comparison sets and the 62 content statements in the ADP benchmark varies, from 77 percent of the statements for the College Board College Readiness Standards and 68 percent for Standards for Success to 34 percent for the ACT College Readiness Standards. But only 5 percent of the ADP statements fully match the content in all three comparison sets--27 percent when partial matching is also considered.
The Forum Guide to Data Ethics (February 26, 2010)
While laws set the legal parameters that govern data use, ethics
establish fundamental principles of "right and wrong" that are critical to the appropriate
management and use of education data in the technology age. This guide reflects the
experience and judgment of experienced data managers; while there is no mandate to
follow these principles, the authors hope that the contents will prove a useful reference
to others in their work.
Crisis Data Management: A Forum Guide to Collecting and Managing Data About Displaced Students (February 26, 2010)
Provides guidelines that can be used by elementary and secondary education agencies to establish policies and procedures for collecting and managing education data before, during, and after a crisis.
New Quick Review: Study of NYC Aspiring Principals Program (February 23, 2010)
See how the WWC rated this study that examined the effectiveness of the NYC Aspiring Principals program on student achievement.
New Quick Review Looks at Study of the DC Opportunity Scholarship Program (February 23, 2010)
See how the WWC rated this study of a monetary school voucher program in the District of Columbia.
WWC Rates Study of Charter School Performance in 16 States (February 17, 2010)
Check out the WWC’s review of a study that examined the effect of charter school attendance on annual student achievement growth in math and reading.
WWC Rates Study of Reading Comprehension Interventions for Fifth-graders (February 17, 2010)
The WWC reviewed a study that looked at the effectiveness of four selected supplemental reading comprehension interventions on fifth-grade students.
REL Northeast releases report on "Processes and Challenges in Identifying Learning Disabilities among English Language Learner Students in three New York State Districts" (February 16, 2010)
To help districts accurately identify students who are English language learners and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. Using interviews with district and school personnel and documents from state and district web sites, the study finds both similarities and differences in practices, with more differences in the prereferral process than in the referral process. It identifies eight challenges to the identification of learning disabilities in English language learner students: difficulties with policy guidelines; different stakeholder views about timing for referral of English language learner students; insufficient knowledge among personnel involved in identification; difficulties providing consistent, adequate services to English language learner students; lack of collaborative structures in prereferral; lack of access to assessments that differentiate between second language development and learning disabilities; lack of consistent monitoring of struggling students who are English language learners; and difficulty obtaining students' previous school records. Further analysis suggests five interrelated elements that appear to be important for avoiding misidentification of learning disabilities among students who are English language learners: adequate professional knowledge, effective instructional practices, effective and valid assessment and interventions, interdepartmental collaborative structures, and clear policy guidelines.
What Works Clearinghouse Quick Review: Self Affirmation and Intervening to Close the Minority Achievement Gap (February 9, 2010)
This new quick review rates a study that examined the use of self affirmation to improve academic performance in African-American middle school students.
What Works Clearinghouse Quick Review: Evaluation of Experience Corps on Student Reading Outcomes (February 9, 2010)
This study examined whether "Experience Corps", a tutoring and mentoring program for elementary school students considered at risk of academic failure, improved reading skills.
What Works Clearinghouse Rates Study of Benefits of Computer-Aided Instruction (February 2, 2010)
See how the What Works Clearinghouse rated this study on the computer-based curriculum "I Can Learn" for teaching pre-algebra and algebra to middle- and high-school students.
IES has released FY2011 funding announcements for four education research and research training grant competitions (February 1, 2010)
IES has released FY2011 funding announcements education research and research training grant competitions. The four competitions are: Postdoctoral Education Research Training Program (84.305B); Education Research and Development Center Program (84.305C); Statistical and Research Methodology in Education (84.305D); and Evaluation of State and Local Education Programs and Policies (84.305E). The Request for Applications for each competition is available at http://ies.ed.gov/funding/. IES will announce additional competitions in late February.
IES has released FY2011 funding announcements for two special education grant competitions: special education research and development center and postdoctoral research training programs (February 1, 2010)
IES has released FY2011 funding announcements for two special education grant competitions: the Special Education Postdoctoral Research Training Program (84.324B) and the Special Education Research and Development Center Program (84.324C). The Requests for Applications are available at http://ies.ed.gov/funding/. IES will announce additional research grant competitions in late February.
WWC Rates Study of Widely-used Math Curricula (January 26, 2010)
This new quick review looks at a study that examined the relative effectiveness of four early elementary school math curricula: Investigations in Number, Data and Space, Math Expressions, Saxon Math, and Scott Foresman-Addison Wesley Mathematics.
What Works Clearinghouse (WWC) Releases New Middle School Math Report (January 26, 2010)
Read the What Works Clearinghouse report on the Connected Mathematics Project (CMP), a curriculum that uses interactive problems and everyday situations to teach math concepts. Each grade level of the curriculum is a full-year program and covers numbers, algebra, geometry and measurement, probability and statistics.
REL West releases report on "School-site Administrators: a California County and Regional Perspective on Labor Market Trends" (January 25, 2010)
This report by REL West explores the differences among California's counties and regions in their needs for new school-site administrators in the coming decade, as driven by a combination of projected administrator retirements and projected student enrollment changes. School-site administrators: a California county and regional perspective on labor market trends provides estimates of the percentage of county administrators that will need be replaced by the next decade. For example, the highest-need counties will have to replace 46 percent of their principals and vice principals with new hires over the next decade.
Patterns in the Identification of and Outcomes for Children and Youth With Disabilities (January 19, 2010)
Presenting a national description of identification patterns across time and outcomes for children with disabilities, a new study from the National Center for Education Evaluation and Regional Assistance titled, "Patterns in the Identification of and Outcomes for Children and Youth With Disabilities," reported that the percentage of children in each age group who were newly identified or continuing to receive early intervention and special education services increased from 1997 to 2005. The study uses existing data collected by the U.S. Department of Education and other federal agencies to present information on infants and toddlers (birth through age 2), preschool-age children (ages 3 through 5), and school-age children and youth (ages 6 through 21) served under the Individuals With Disabilities Education Act (IDEA). The purpose of the report is to provide background context for studies of program implementation and effectiveness occurring under the National Assessment of IDEA.
January Issue of IES Research Newsletter Now Available (January 12, 2010)
The January 2010 issue of the IES research newsletter features new IES initiatives, highlights from funded research, grants, training and conference updates, staff news, and upcoming events.
Survey of Outcomes Measurement in Research on Character Education Programs (December 22, 2009)
This NCEE Reference Report is intended to help researchers identify and select measures for assessing the outcomes of character education programs. Character education programs are school-based programs that have as one of their objectives promoting the character development of students. This report systematically examines the outcomes that were measured in evaluations of a delimited set of character education programs and the research tools used for measuring the targeted outcomes. The multi-faceted nature of character development and many possible ways of conceptualizing it, the large and growing number of school-based programs to promote character development, and the relative newness of efforts to evaluate character education programs using rigorous research methods all combine to make the selection or development of measures relevant to the evaluation of these programs especially challenging. This report is a step toward creating a resource that can inform measure selection for conducting rigorous, cost effective studies of character education programs. The report, however, does not provide comprehensive information on all measures or types of measures, guidance on specific measures, or recommendations on specific measures.
More Research Needed on Accelerated Reader for English Language Learners (December 22, 2009)
See how WWC rated the research on Accelerated Reader, a computer-based reading management system for English Language Learners.
Educational Technology in Public School Districts: Fall 2008 (December 16, 2009)
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.
WWC Looks at Reading Recovery for English Language Learners (December 15, 2009)
See how WWC rated the research on Reading Recovery, a short-term tutoring intervention, on English Language Learners.
Indicators of School Crime and Safety, 2009 (December 10, 2009)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
Academic Libraries: 2008 First Look (December 9, 2009)
The Academic Libraries: 2008 First Look summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
The Nation's Report Card: Trial Urban District Assessment Mathematics 2009 (December 8, 2009)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in 18 urban districts are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.
Funding Announcement for R&D of Education Technology Products (December 7, 2009)
On December 2 the Institute released its 2010 program announcement for the Small Business Innovation Research (SBIR) Program. Phase I awards of up to $100,000 and Fast-track awards of up to $850,000 will be provided for the research and development of education technology products to either improve student learning or to improve teacher practices. Visit http://ies.ed.gov/ncer/sbir/ for information about this program and for a link to the current solicitations. The deadline for proposal submissions is January 11, 2010.
Changes in Postsecondary Awards Below the Bachelor's Degree: 1997 to 2007 (December 2, 2009)
This Statistics In Brief describes changes in the number and types of postsecondary awards below the bachelor's degree (certificates and associate's degrees) conferred over the decade between 1997 and 2007. The study reports on changes overall and within fields of study; it also analyzes changes in the types of institutions that confer subbaccalaureate awards and differences in awards by gender and race/ethnicity.
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 (November 30, 2009)
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.
REL Northeast Releases Report on "Features of State Response to Intervention Initiatives in Northeast and Islands Region States." (November 30, 2009)
The report documents the results of a search of state education agency web sites in the nine Northeast and Islands Region jurisdictions for publicly available information related to RTI (response to intervention). "Features of state response to intervention initiatives in Northeast and Islands Region states," finds that seven jurisdictions have developed state documents on RTI that address core features of RTI identified by the National Research Center on Learning Disabilities: high quality classroom instruction, research-based instruction, classroom performance, universal screening, continuous progress monitoring, research-based interventions, progress monitoring during interventions, and fidelity measures. Six of these jurisdictions had documents addressing all eight core features (Connecticut, Maine, Massachusetts, New Hampshire, New York, and Vermont), and one (Rhode Island) had documents addressing seven. Documents are also categorized by theme: whether the state education agency required RTI as a component of the special education eligibility process, whether the state education agency used or encouraged a three-tiered RTI model, whether a self-assessment or local plan was required before implementing RTI at the local level, and whether the state education agency supported or funded RTI pilot sites. The seven jurisdictions used or promoted RTI as an approach to supporting struggling students in general education or for determining eligibility for special education at the local level. The most commonly found document types were nonregulatory guidance (six states), followed by regulations (four states). The document review could not shed light on the extent of RTI use at the local level. While there was no evidence of RTI policies or procedures on the public state education agency web sites for two jurisdictions (Puerto Rico and the Virgin Islands), that cannot be taken as evidence that the two jurisdictions do not allow RTI.
Students’ Use of Tutoring Services, by Adequate Yearly Progress Status of School (November 25, 2009)
This Statistics in Brief reports on the use of tutoring services among public school students enrolled in grades K–12.
Education Research Newsletter Relaunched (November 18, 2009)
Read Education Research News, the relaunched IES newsletter that highlights new initiatives from the IES Director, as well as other activities and accomplishments of IES and its Centers. Includes staff news, training opportunities and other upcoming events, and the latest on web research tools.
Employees in Postsecondary Institutions, Fall 2008, and Salaries of Full-Time Instructional Staff, 2008-09 (November 18, 2009)
This First Look presents data from the Winter 2008-09 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2008 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender.
Publications Emerging From Research Funded through the National Center for Education Research (November 17, 2009)
Interested in learning more about findings from research supported by NCER? A comprehensive list of publications from research grants funded since 2002 is now available.
Technical Methods Report: Using State Tests in Education Experiments: A Discussion of the Issues (November 16, 2009)
This reference report is designed to help researchers evaluate and make decisions about whether and how to use state test data in education experimental studies and includes discussions on issues for non-experimental studies. The report's four recommendations are (1) Gauge the alignment of specific assessments with the outcome objectives of, and research questions about the intervention of interest; (2) Ensure that the assessment is reliable and appropriate for the study target population; (3) Whenever possible, collect and use baseline measures; and (4) Carefully consider whether and how to combine results based on distinct assessments.
Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2007-08 (November 10, 2009)
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2007-08 school year.
REL Northwest releases report on "New and experienced teachers in a school reform initiative: the example of Reading First" (November 9, 2009)
This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform initiative for bringing all K-3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student assessment data, and support for reform. The study found three differences in new teachers' experiences with their reading coach (in amount of feedback, requested help, and belief that interactions with coaches changed their instruction practices), but not in overall perceptions of support from reading coaches. It also found that new teachers' confidence in their ability to use data for tasks such as grouping students and understanding schoolwide trends was significantly lower than that of experienced teachers. The study found no differences between the two groups in their perceptions of collaborative grade-level meetings--both agreed that the meetings were a good use of their time--or in their overall support for Reading First.
Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. restricted-use datafile (November 6, 2009)
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS 2007 datafile to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. TIMSS 2007 public-use datafile is included.
Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. public-use datafile (November 6, 2009)
This datafile contains the U.S. TIMSS 2007 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. SAS and SPSS macro and control files are included to facilitate the use of the TIMSS database by researchers.
2007-08 National Postsecondary Student Aid Study (NPSAS:08) Restricted-Use Data File (November 6, 2009)
The NPSAS:08 restricted-use data file is now available to restricted-use data licensees. NPSAS:08 contains the data on a sample of about 114,000 undergraduate students and about 14,000 graduate and first-professional students who were enrolled at any time between July 1, 2007 and June 30, 2008 in about 1,730 postsecondary institutions. The survey focuses on how students and their families pay for postsecondary education, and contains a wide range of demographic information about the nation's postsecondary students.
WWC releases report on YouthBuild, a dropout prevention intervention (November 3, 2009)
The Clearinghouse's review of the research on the effectiveness of YouthBuild found no studies that fall within the scope of the WWC Dropout Prevention review protocol that meet What Works Clearinghouse standards. The lack of studies meeting WWC evidence standards means that, at this time, the WWC is unable to draw conclusions based on research about the effectiveness of ineffectiveness of YouthBuild.
Statewide Longitudinal Data Systems Competition Deadline Extended to December 4, 2009 (October 30, 2009)
A notice extending the deadline for the Statewide Longitudinal Data Systems competition under the American Recovery and Reinvestment Act of 2009 has been sent to the Federal Register. The official notice will appear in the Federal Register during the week of November 2, 2009.
High School Longitudinal Study of 2009 (October 30, 2009)
The new High School Longitudinal Study of 2009 is a nationally representative, longitudinal study of 9th graders who will be followed through high school, postsecondary education, and early work experiences to gauge their learning in algebra and their decision-making processes about courses, college, and careers. Information will be collected from students, school administrators, math and science teachers, school counselors, administrative records, and parents. Data collection is underway now and will continue through December 2009.
Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007 (October 29, 2009)
This study compares education proficiency standards across states by "mapping" state 4th and 8th grade percent-proficient results from math and reading assessments onto a nationally common NAEP scale.
The Children Born in 2001 at Kindergarten Entry: First Findings From the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (October 28, 2009)
The latest results of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) have been released. Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten.
WWC Intervention Report on "Headsprout Early Reading" (October 27, 2009)
This new WWC intervention report in the topic area of early childhood education assesses the research evidence on the effectiveness of this internet-based supplemental early literacy curriculum.
REL Northwest releases report on "Indian Education Policies in Five Northwest Region States" (October 26, 2009)
In this comprehensive effort to study Indian education policies, the report categorizes the policies of five Northwest Region states based on 13 key policies identified in the literature and describes the legal methods used to adopt them, such as statutes, regulations, and executive orders. The study found that six of the key policies had been adopted by all five states: adopting academic standards for teaching students about the history and culture of America’s indigenous peoples, involving Native Americans on advisory boards, promoting Native American languages through teacher certification, allowing students to learn their native language as part of their education program, and providing tuition assistance for college-bound Native American students.
Numbers and Types of Public Elementary and Secondary Local Education Agencies From the Common Core of Data: School Year 2007-08 - First Look (October 22, 2009)
This report presents selected findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2007-08 school year, using data from Public Elementary/Secondary Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
Public School Graduates and Dropouts From the Common Core of Data: School Year 2006–07 (October 21, 2009)
This First Look presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools during the 2006-07 school year. State education agencies (SEAs) provided the data to the Common Core of Data (CCD) nonfiscal survey.
New Adolescent Literacy Intervention Report Released (October 20, 2009)
See how the WWC rated the research on Read 180, a reading program for students whose reading achievement is below the proficient level.
Career/Technical Education Statistics Website updated (October 15, 2009)
The CTE Statistics website includes tables describing CTE at three levels: 1) secondary/high school CTE, 2) postsecondary/college career education, and 3) adult education for work. These tables are updated periodically to incorporate new topics and data from new surveys. In this update, two sets of postsecondary CTE tables have been added. The first provides estimates on CTE offerings and awards conferred in more than 100 fields of study, as of 2007. The second set of tables describes the enrollment, persistence, and attainment of postsecondary students who began their education in the 1995-96 school year.
The Nation’s Report Card: Mathematics 2009 (October 14, 2009)
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced.
NAEP Mathematics 2009 State Snapshot Reports (October 14, 2009)
Each state and jurisdiction that participated in the NAEP 2009 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2009 to other states/jurisdictions is also displayed.
Do Typical RCTs of Education Interventions Have Sufficient Statistical Power for Linking Impacts on Teacher Practice and Student Achievement Outcomes (October 13, 2009)
Reports in this series are designed for use by researchers, methodologists, and evaluation specialists to provide guidance in resolving or advancing challenges to evaluation methods. For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study’s conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning.
What to Do When Data Are Missing in Group Randomized Controlled Trials (October 13, 2009)
This NCEE Technical Methods report examines how to address the problem of missing data in the analysis of data in Randomized Controlled Trials (RCTs) of educational interventions, with a particular focus on the common educational situation in which groups of students such as entire classrooms or schools are randomized. Missing outcome data are a problem for two reasons: (1) the loss of sample members can reduce the power to detect statistically significant differences, and (2) the introduction of non-random differences between the treatment and control groups can lead to bias in the estimate of the intervention's effect. The report reviews a selection of methods available for addressing missing data, and then examines their relative performance using extensive simulations that varied a typical educational RCT on three dimensions: (1) the amount of missing data; (2) the level at which data are missing—at the level of whole schools (the assumed unit of randomization) or for students within schools; and, (3) the underlying missing data mechanism. The performance of the different methods is assessed in terms of bias in both the estimated impact and the associated standard error. Reports in this series are designed for use by researchers, methodologists, and evaluation specialists to provide guidance in resolving or advancing challenges to evaluation methods.
Postsecondary Institutions and Price of Attendance in the United States: Fall 2008, Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment: 2007-08 (October 13, 2009)
This report uses the Integrated Postsecondary Education Data System (IPEDS) fall 2008 data to examine institutions by such characteristics as tuition, fees, enrollment, and number of degrees conferred during the period July 1, 2007 through June 30, 2008 by Title IV postsecondary institutions.
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2007-08 - First Look (October 13, 2009)
This First Look report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2007-08 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective (September 29, 2009)
The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if performance improves with maturation, (b) spending more time working on reading individually with that student, (c) having other students work on reading with the student having difficulty, (d) having the student work in the regular classroom with a teacher-aide, (e) having the student work in the regular classroom with a reading specialist, (f) having the student work in a remedial reading classroom with a reading specialist, (g) assigning homework to help the student catch up, (h) and asking the parents to help the student with reading. Asking the parents to help the student was among the most commonly cited strategies in 44 of the 45 jurisdictions. Working with a reading specialist in a regular classroom was among the least commonly cited strategies in 40 jurisdictions.
Practice Guide: Using Student Achievement Data to Support Instructional Decision Making (September 29, 2009)
This new IES practice guide provides five recommendations to help educators effectively use data to monitor students' academic progress and evaluate instructional practices.
The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report (September 29, 2009)
The report, The Evaluation of Enhanced Academic Instruction in After-School Programs: Final Report, includes two parallel impact studies, a math program study ("Mathletics" developed by Harcourt School Publishers) and a reading program study ("Adventure Island" developed by the Success for All Foundation) in which students attending an afterschool program are assigned by lottery to either receive the structured academic programming or the after-school programming regularly offered. For each academic program, the evaluation design allows for information about the one-year impact in the first and second years of operation as well as the two-year impact in which the program was offered to students for two consecutive years. Data on after-school staff characteristics, program implementation, and student outcomes were collected in the first and second years in 27 centers (12 providing the reading program and 15 providing the math program).
Methodologies Used by Midwest Region States for Studying Teacher Supply and Demand (September 28, 2009)
This report describes how state education agencies in the Midwest Region monitor teacher supply, demand, and shortage; details why they monitor these data; and offers estimates of the monetary costs incurred in performing such studies.
High School Dropout and Completion Rates in the United States: 2007 (September 23, 2009)
This report builds upon a series of NCES reports on high school dropout and completion rates that began in 1988. It presents estimates of national and regional dropout rates for 2007, calculates the average percentages of freshman who graduated in four years with the class of 2006, and provides data about national trends in dropout and completion rates over the last three and a half decades, from 1972 to 2007. The report also examines characteristics of dropouts and completers in these years--by race, income, gender and region.
TIMSS 2007 U.S. Technical Report and User Guide (September 23, 2009)
The U.S. TIMSS 2007 Technical Report and User Guide provides an overview of the design and
implementation of the Trends in International Mathematics and Science Study (TIMSS) 2007 in the United States, along with information designed to facilitate access to the U.S. TIMSS 2007 data.
Projections of Education Statistics to 2018 (September 15, 2009)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2018. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2018. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Helping Students Navigate the Path to College: What High Schools Can Do (September 15, 2009)
The latest IES practice guide offers five recommendations to help teachers, counselors, and school administrators develop practices to increase access to higher education.
REL Report on Models of Response to Intervention in the Northwest Region States (September 8, 2009)
This report provides information on the response to intervention (RTI) models supported by state education agencies in the Northwest Region and identifies states' RTI-related resources, policies, and activities. The information will help the Northwest Regional Comprehensive Center focus its technical assistance for RTI and identify areas for cross-state collaboration, while enabling states to learn from each other's experience.
Let’s Begin with the Letter People Report Released (September 8, 2009)
See how the WWC rated the research on this curriculum that uses 26 thematic units to develop children's language and early literacy skills, focusing on phonological awareness, including rhyming, word play, alliteration, and segmentation.
Release of 2006-07 Revenues and Expenditures by Public School Districts (September 8, 2009)
The latest school district finance data have been released by NCES. Data for 2006-07 are available from the NCES CCD site, and a publication with findings and select data items are available on-line. These data contain the revenues and expenditures for every school district in the United States.
The Estimation of Average Treatment Effects for Clustered RCTs of Education Interventions (August 31, 2009)
Reports in this series are designed for use by researchers, methodologists, and evaluation specialists to provide guidance in resolving or advancing challenges to evaluation methods. This paper examines the estimation of two-stage clustered RCT designs in education research using the Neyman causal inference framework that underlies experiments. The key distinction between the considered causal models is whether potential treatment and control group outcomes are considered to be fixed for the study population (the finite-population model) or randomly selected from a vaguely-defined universe (the super-population model). Appropriate estimators are derived and discussed for each model. Using data from five large-scale clustered RCTs in the education area, the empirical analysis estimates impacts and their standard errors using the considered estimators. For all studies, the estimators yield identical findings concerning statistical significance. However, standard errors sometimes differ, suggesting that policy conclusions from RCTs could be sensitive to the choice of estimator. Thus, a key recommendation is that analysts test the sensitivity of their impact findings using different estimation methods and cluster-level weighting schemes.
Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study (August 31, 2009)
The report, Impacts of Comprehensive Teacher Induction: Results from the Second Year of a Randomized Controlled Study, compares outcomes of teachers offered intensive induction activities with full-time mentors to teachers with less intensive, less structured induction activities using an experimental study design. This second report includes information from 10 districts in which beginning teachers were offered one year of comprehensive induction services and 7 in which beginning teachers were offered two years of comprehensive induction services. For both sets of districts, findings are reported on support services received by teachers and student test scores during the teachers' second year in the classroom and teacher retention data collected at the beginning of teachers' third year.
Analysis of the Developmental Functioning of Early Intervention and Early Childhood Special Education Populations in Oregon (August 24, 2009)
This study reports on the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3—5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System.
U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009 (August 18, 2009)
This Special Supplement to The Condition of Education 2009 looks closely at information gathered from recent international studies that U.S. students have participated in: the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). It examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in PIRLS, PISA, and TIMSS. It identifies which of these countries have outperformed the United States, in terms of students' average scores and the percentage of students reaching internationally benchmarked performance levels, and which countries have done so consistently. When possible, it examines trends in U.S. student performance.
New Elementary School Math Report (August 18, 2009)
This new report looks at the research on Odyssey Math, a web-based K-8 mathematics curriculum and assessment tool designed to allow for instructional differentiation and data-driven decision making.
New Early Childhood Education Report (August 11, 2009)
See how the WWC rated the research on The Creative Curriculum for Preschool, a project-based early childhood curriculum designed to foster the development of the whole child through teacher-led small and large group activities. Child assessments are an ongoing part of the curriculum, and an online program provides record-keeping tools to assist teachers.
Updated Success for All Report Released (August 11, 2009)
Read the WWC's updated report on Success for All, a whole-school reform model that includes a reading, writing, and oral language development program for students in prekindergarten through eighth grade.
New National Study on Alternate Assessment reports (August 5, 2009)
The National Center for Special Education Research released two reports from the National Study on Alternate Assessments (NSAA) entitled: NSAA: State Profiles on Alternate Assessments based on Alternate Achievement Standards(NSAA: State Profiles) and NSAA: National Profile on Alternate Assessments based on Alternate Achievement Standards (NSAA: National Profiles). The NSAA: State Profiles report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year. The NSAA: National Profile report summarizes state data for the 2006-2007 school year.
The Status of State-level Response to Intervention Policies and Procedures in the West Region States and Five Other States (August 3, 2009)
Response to intervention (RTI) can be both a system for providing early interventions to struggling students and a special education diagnostic tool for evaluating and identifying students with specific learning disabilities. Contributing to the very limited literature on state-level approaches, this report describes how nine states define and support RTI at the state level.
New NCSER Publication: Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation (July 29, 2009)
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education (July 29, 2009)
This Statistics in Brief focuses on undergraduates who enter STEM programs, examining their characteristics and postsecondary outcomes (persistence and degree completion) several years after beginning postsecondary education. Using data from the 1995-96 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the study found that 23 percent of 1995–96 beginning postsecondary students had majored in a STEM field at some point between their initial enrollment in 1995–96 and about 6 years later, as of 2001. STEM entrants generally did better than non-STEM entrants in terms of bachelor’s degree attainment and overall persistence. However, not all STEM entrants stayed in their fields; roughly one-third who entered a STEM field during their first year had switched to a non-STEM field at some point over the next 6 years. Among all STEM entrants between 1995–96 and 2001, some 53 percent persisted in a STEM field by either completing a degree in a STEM field or staying enrolled in a STEM field, and the remaining 47 percent left STEM fields by either switching to a non-STEM field or leaving postsecondary education without earning any credential.
New Dropout Prevention Report Released (July 28, 2009)
See how the WWC rated the research on the High School Puente Program, a curriculum that aims to help disadvantaged students graduate from high school, become college eligible, and enroll in four-year colleges and universities.
Updated Middle School Math Report Released (July 28, 2009)
Read the WWC's updated report on Cognitive Tutor Algebra I, a curriculum that combines textbooks with interactive software, developed around an artificial intelligence model that identifies strengths and weaknesses in each student's mastery of mathematical concepts.
New Quick Review Available (July 28, 2009)
This new quick review looks at a study that examined whether having a teacher who chose an alternate route to certification rather than a teacher who chose a traditional certification route affects the reading and math achievement of elementary school students.
On Track to Complete? A Taxonomy of Beginning Community College Students and Their Outcomes 3 Years After Enrolling: 2003-04 through 2006 (July 28, 2009)
This study uses a classification scheme, the Community College Taxonomy (CCT), to analyze outcomes for beginning community college students according to how "directed" (strongly directed, moderately directed, or not directed) they are toward completing a program of study. Levels of direction are based on factors associated with student persistence and degree attainment, and outcomes examined included institutional retention, student persistence, 4-year transfer rates, enrollment continuity, and first-year attrition. The study is based on data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), a national sample of undergraduates who enrolled in postsecondary institutions for the first time between July 1, 2003, and June 30, 2004; participants were interviewed in 2004 and 2006. This study includes only students who initially enrolled in a community college and were not enrolled concurrently in any other institution.
Reducing Stereotype Threat in Classrooms: A Review of Social-Psychological Intervention Studies on Improving the Achievement of Black Students (July 27, 2009)
Stereotype threat arises from a fear among members of a group of reinforcing negative stereotypes concerning the intellectual ability of the group. The report identifies three randomized controlled trial studies that use classroom-based strategies to reduce stereotype threat and improve the academic performance of Black students, narrowing their achievement gap with White students.
NCES Statewide Longitudinal Data System Grants Request for Applications 84.384 (FY 2010) (July 24, 2009)
The purpose of grants under this program is to enable State educational agencies to design, develop, and implement statewide, longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data. The long–term goal of the program is to enable all States to create comprehensive P-20 systems that permit the generation and use of accurate and timely data, support analysis and informed decision-making at all levels of the education system, increase the efficiency with which data may be analyzed to support the continuous improvement of education services and outcomes, facilitate research to improve student academic achievement and close achievement gaps, support education accountability systems, and simplify the processes used by State educational agencies to make education data transparent through Federal and public reporting. The grants awarded will support the development and implementation of systems that have the capacity to link individual student data across time and across databases (i.e., are "interoperable"), including the matching of teachers to students, promote the linking of data collected or held by various institutions, agencies, and States, and protect student privacy consistent with applicable privacy protection laws. The submission deadline for the Statewide Longitudinal Data Systems Grant is November 19, 2009.
Practice Guide: Structuring Out-of-School Time to Improve Academic Achievement (July 21, 2009)
The latest IES practice guide offers five recommendations to help district and school administrators, out-of-school program providers, and educators design out-of-school time programs that will increase learning for students.
A Profile of Successful Pell Grant Recipients: Time to Bachelor’s Degree and Early Graduate School Enrollment (July 21, 2009)
This report describes characteristics of college graduates who received Pell Grants and compares them to graduates who were not Pell Grant recipients. For both groups of graduates, data from the Baccalaureate and Beyond Longitudinal Study (B&B:2000/01) were analyzed to determine the time it took them to complete a bachelor’s degree as well as the percentage who enrolled in graduate school within one year of college graduation.
Snapshots of Indiana's Full-Day Kindergarten Programs Before and After the State's Funding Increase for the Program (July 20, 2009)
The Indiana General Assembly increased the state grant funds for full-day kindergarten from $8.5 million for 2006/07 to $33.5 million for 2007/08. Following the increase in funding, the Indiana Department of Education and the Indiana State Board of Education requested assistance from Regional Educational Laboratory Midwest to analyze Indiana administrative data so that the agencies could report to the legislature on changes in full-day kindergarten enrollment and funding. This technical brief describes Indiana’s full-day kindergarten enrollment patterns before and after the legislation (in 2006/07 and 2007/08) both in the state at large and in individual school corporations (equivalent to school districts) for all kindergarten students and disaggregated by student and school characteristics.
NCER announces new FY 2009 Awards for Education Research and Development Center Program (July 15, 2009)
NCER recently awarded two new research grants from the FY2009 Education Research and Development Center Program (84.305C). The awardees are:
The National Center for Research on Rural Education
University of Nebraska, Lincoln, Susan M. Sheridan
National Center on Teacher Effectiveness: Validating Measures of Effective Math Teaching
Harvard Graduate School of Education, Thomas Kane and Heather Hill
Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress (July 14, 2009)
The study examines data from all main NAEP mathematics and reading assessments through 2007, supplemented by data from long-term trend NAEP results through 2004. Readers will find context for understanding these gaps, as the report examines both the changes in the performance of Black and White students and the changes in the Black-White achievement gap over time.
IES Research Funding Webinars Scheduled (July 14, 2009)
The National Center for Special Education Research and the National Center for Education Research within the Institute of Education Sciences will host a series of webinars related to research funding opportunities in July, August, and September.
A Multistate Review of Professional Teaching Standards (July 6, 2009)
This review of teaching standards in six states—California, Florida, Illinois, North Carolina, Ohio, and Texas—focuses on the structure, target audience, and selected content of the standards to inform California's revision of its teaching standards. The report was developed at the request of key education agencies in California.
Achievement Gap Patterns of Grade 8 American Indian and Alaska Native Students in Reading and Mathematics (July 6, 2009)
Focusing on student proficiency in reading and math from 2003/04 to 2006/07, this report compares gaps in performance on state achievement tests between grade 8 American Indian and Alaska Native students and all other grade 8 students in 26 states serving large populations of American Indian and Alaska Native students.
NCSER Announces FY 2009 Grant Awards (July 2, 2009)
The National Center for Special Education Research within the Institute of Education Sciences recently made 16 awards for the following FY 2009 programs: 14 in the Special Education Research Grants Program (CFDA 84.324A, Session 2); and 2 in the Postdoctral Research Training Program in Special Education (CFDA 84.324B).
NCER announces new FY 2009 Awards (July 1, 2009)
NCER recently awarded a total of 52 awards to applications considered under the three FY 2009 competitions: Education Research Grants Program (CFDA 84.305A); Predoctoral Training Grants Program (CFDA 84.305B); and Evaluation of State and Local Education Programs and Policies (84.305E).
New Beginning Reading Intervention Report (June 30, 2009)
See how the WWC rated the research on Lexia Reading, a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills.
Two New Quick Reviews Available (June 30, 2009)
The first review evaluates a study that examined whether having a teacher with National Board for Professional Teaching Standards certification improves student achievement. The second looks at a study that assessed whether participating in the National Guard Youth ChalleNGe Program improved the educational and other outcomes of at-risk youth.
Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary Schools in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that about 63 percent of public and 37 percent of private schools employed staff with academic specialist or coaching assignments? A higher percentage of public elementary schools had staff with academic specialist or coaching assignments (73 percent) compared to private elementary (37 percent), public secondary (42 percent), and combined public schools (46 percent). The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about K-12 public, private, and Bureau of Indian Education (BIE) schools in the United States. Topics covered include: counts of all types of school staff, admission requirements, student demographics, special programs and services offered, and highest annual tuition for private schools. It is also possible to link the school data to the other SASS surveys, as applicable (district, principal, teacher, and school library media center).
Characteristics of Public and Bureau of Indian Education Elementary and Secondary School Library Media Centers in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, about 57 percent of paid professional library media center staff in traditional public schools had a Master's degree in a library-related major, which is a higher percentage than comparable staff in public charter schools (29 percent) and Bureau of Indian Education (BIE) schools (27 percent)? The 2007-08 Schools and Staffing Survey contains a variety of information about school library media centers in public and BIE K-12 schools in the 50 States and the District of Columbia. Selected findings are presented in this First Look report. Topics covered include: access to and use of a variety of information technologies, library facilities, services and policies, library staffing, feedback on students' level of information literacy and collections and expenditures. It is also possible to link the school library media center data to the other SASS surveys (i.e., school district, school, principal, and teacher).
Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, the average annual base salary of regular full-time public school teachers was $49,600 and the average annual base salary of regular full-time private school teachers was $36,300? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about teachers in public, private, and Bureau of Indian Education (BIE) elementary and secondary schools in the U.S. Selected findings are presented in this First Look report. Topics covered include: characteristics of the current teaching position; educational background and certification; professional development; working conditions; school climate and attitudes about teaching; school-based and other earnings; and basic demographics. It is also possible to link the teacher data to the other SASS surveys (i.e., school district, school, principal, and library media center).
Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, 50 percent of public school principals and 53 percent of private school principals were women or that the average annual salary was $85,700 among public school principals and $57,500 among private school principals? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about principals in public, private, and Bureau of Indian Education (BIE) elementary and secondary schools in the U.S. Topics covered include: principals' experience and training; goals and decision-making; school climate and safety; student instructional time; working conditions; and basic demographic data. It is also possible to link the principal data to the other SASS surveys (i.e., school, district, teacher, and library media center).
Characteristics of Public School Districts in the United States: Results from the 2007-08 Schools and Staffing Survey (June 30, 2009)
Did you know that, in 2007-08, about 10 percent of public school districts offered pay incentives to recruit or retain teachers to teach in fields of shortage? The 2007-08 Schools and Staffing Survey (SASS) contains a variety of information about school districts governing K-12 schools in the 50 states and the District of Columbia. Selected findings are presented in this First Look report. The topics you can examine with the SASS district data include basic district information (e.g., grades offered, student enrollment, and staffing); recruitment, retention, and hiring practices; principal and teacher salaries; fringe benefits offered to teachers; school choice policies; high school graduation requirements; and collective bargaining agreement status. It is also possible to link the district data to the other SASS surveys in the public sector (i.e., principal, school, teacher, library media center).
Chronically Low-Performing Schools Research Initiative (84.305G) Request for Applications Released (June 23, 2009)
The National Center for Education Research within the Institute of Education Sciences has released the Chronically Low-Performing Schools Research Initiative (84.305G) Request for Applications. The Chronically Low-Performing Schools Research Initiative will support the development of interventions that target specific problems faced by chronically low-performing schools and test their promise of success in addressing those problems within a relatively short time period. The work is to be done in collaboration with schools and district partners and result in interventions that can be implemented by a principal of a low-performing school or by a district in conjunction with the principals of such schools.
A Letter of Intent is requested by August 3, 2009 and the Application Deadline is October 1, 2009.
New Quick Review: Student Mentoring Program Study (June 23, 2009)
The latest quick review from the WWC evaluates a study of the Student Mentoring Program (SMP), a federal grant program that matches participants with an adult or peer mentor to discuss academics, relationships, and future plans.
Financial Accounting for State and Local School Systems Handbook (June 23, 2009)
NCES has just released the latest version of the Financial Accounting for States and Local School Systems handbook. This handbook provides guidance for maintaining an accounting system for public education at the school district and state levels, and a detailed list of account codes and definitions. This guiidance meets all GAAP standards.
WWC Reviews Research on ELL Intervention (June 16, 2009)
Read this report on Sheltered Instruction Observation Protocol (SIOP), a framework for planning and delivering instruction in content areas such as science, history, and mathematics for English language learners. Using the SIOP framework, teachers modify the way they teach so that the language they use to explain concepts and information is comprehensible to these students.
Examining Independent Study High Schools in California (June 15, 2009)
This examination of California's independent study high schools—alternative schools in which 75 percent or more of students in grades 9–12 are enrolled in full-time independent study—describes enrollment trends since 2001/02 and the number and characteristics of schools and students as well as teacher qualifications in 2006/07.
The Nation’s Report Card: 2008 Arts: Music and Visual Arts at Grade 8 (June 15, 2009)
The results are in; the National Assessment of Educational Progress (NAEP) has released the results of the 2008 national arts assessment.
Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts (June 10, 2009)
This report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. The findings address only dropping out in late high school and do not cover students who dropped out before the spring of 10th grade. For this reason, the reported rates are lower than those based on the students’ entire high school or earlier school career.
New Early Childhood Report Looks at Bright Beginnings (June 9, 2009)
Bright Beginnings is a curriculum consisting of nine thematic units designed to enhance children's cognitive, social, emotional, and physical development. Each unit includes concept maps, literacy lessons, center activities, and home activities. Parent involvement is a key component of the program.
Updated Doors to Discovery Intervention Report Released (June 9, 2009)
See the updated Doors to Discovery early childhood education report, available online now. Doors to Discovery focuses on the development of children's vocabulary and expressive and receptive language through a learning process called "shared literacy," where adults and children work together to develop literacy-related skills.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2006-07 (June 9, 2009)
This report describes the enrollment, high school graduation and dropout rates, pupil/teacher ratios, and expenditures for education in these largest school districts.
WWC Releases First Adolescent Literacy Intervention Report (June 2, 2009)
This report looks at SuccessMaker, a set of computer-based courses used to supplement regular classroom reading instruction in grades K-8. The studies in this WWC review looked at 9 to 16 year old students. Using adaptive lessons tailored to a student's reading level, SuccessMaker aims to improve understanding in areas such as phonological awareness, phonics, fluency, vocabulary, comprehension, and concepts of print.
Three New Quick Reviews Released (June 2, 2009)
Three new quick reviews are now available: the first rates a study of comprehensive teacher induction programs; the second review looks at a study that assessed the long-term effects of the Seattle Social Development Project; and the third rates a study on using supplemental literacy classes to improve the reading skills of struggling ninth-grade readers.
An Overview of Technical Procedures for the NAEP Assessment (June 2, 2009)
This document provides detail about the technical aspects of National Assessment of Educational Progress (NAEP). The goals of the publication are to provide readers with an overview of the projects and to help them better understand the philosophical approach, procedure, analyses, and psychometric underpinnings of NAEP. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers. A glossary is found at the end of the guide, along with a schedule of assessments.
Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School (June 2, 2009)
NCSER has released the report, "Post-High School Outcomes of Youth with Disabilities up to 4 Years After High School." The report uses data from the third wave of data collection from the National Longitudinal Transition Study-2 (NLTS2) to provide information on youth with disabilities who had been out of secondary school up to 4 years in several key domains, including: (1) postsecondary education enrollment and educational experiences; (2) employment status and characteristics of youth's current or most recent job; (3) productive engagement in school, work, or preparation for work; (4) household circumstance (e.g., residential independence; parenting; and aspects of their financial independence); and (5) social and community involvement. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
Analyzing Performance by Hispanic High School Students on the Massachusetts State Assessment (June 1, 2009)
The report examines Hispanic high school students' performance on the Massachusetts Comprehensive Assessment System tests in English language arts and mathematics over 2002/03–2005/06. It compares the scores of grade 10 Hispanic and non-Hispanic students and uses multilevel regressions to examine associations between the Hispanic students' scores and student- and school-level characteristics.
The Condition of Education 2009 (May 28, 2009)
The Condition of Education 2009 summarizes important developments and trends in education using the latest available data. The report presents 46 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2009 print edition includes 46 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
The Condition of Education 2009 in Brief (May 28, 2009)
The Condition of Education 2009 in Brief contains a summary of 12 of the 46 indicators in The Condition of Education 2009. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; student achievement from the National Assessment of Educational Progress in reading and mathematics; status dropout rates; immediate transition to college; educational attainment; expenditures for elementary and secondary education; and undergraduate fields of study.
WWC Looks at the Coca-Cola Valued Youth Program (May 27, 2009)
This WWC report examines the research on the effectiveness of the Coca-Cola Valued Youth Program, which offers secondary school students at risk of dropout the opportunity to serve as tutors in elementary schools. By having these students serve as tutors, the program aims to improve their basic academic skills and self-esteem, with the goal of keeping them enrolled in school.
WWC Releases Report on Summer Training and Education Program (STEP) (May 27, 2009)
See how the WWC rated the research on STEP, a summer employment, academic remediation, and life skills program aimed at low-income students and intended to lower school dropout rates by reducing summer learning loss and preventing teen parenthood.
How State Education Agencies in the Northeast and Islands Region Support Data-Driven Decisionmaking in Districts and Schools (May 18, 2009)
The report examines the initiatives of state education agencies in the Northeast and Islands Region to support data-driven decision making in districts and schools and describes the service providers hired to support this work. The report identifies four components of data-driven decision making initiatives and finds that not all initiatives include all four.
An Evaluation of Bias in the 2007 National Households Education Surveys Program: Results From a Special Data Collection Effort (May 12, 2009)
The National Household Education Surveys Program (NHES) is a random digit dialing (RDD) survey program developed by the National Center for Education Statistics (NCES) in the Institute of Education Sciences, U.S. Department of Education. The surveys are designed to help NCES collect data directly from households about important education topics. Like many household studies that rely on landline phone sampling frames, NHES has experienced both declining response rates and increasing undercoverage rates. The study described in this report was designed to examine bias in the NHES:2007 due to nonresponse, as well as bias due to noncoverage of households that only had cell phones and households without any telephones. Results from this study suggest that there is no systematic pattern of bias in key statistics from the NHES:2007, though it might underestimate some indicators such as the percentage of preschoolers who watch two or more hours of TV in a typical weekday and overestimate some indicators such as the percentage of preschoolers with mothers who are not in the labor force.
Reading for Understanding Research Initiative (84.305F) Request for Applications (May 7, 2009)
IES has released the Reading for Understanding Research Initiative (84.305F) Request for Applications. The Reading for Understanding Initiative will take a comprehensive approach to tackling the problem of improving reading comprehension, and is intended to support applied basic research to (a) identify underlying processes that are malleable and potential targets for intervention, (b) develop and evaluate interventions (e.g., instructional approaches, curricula, technology, teacher professional development programs) to improve reading comprehension for students in prekindergarten through Grade 12, and (c) develop and validate assessments of reading comprehension.
Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies (May 6, 2009)
The 2003 NAAL assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL project comprised four assessment components: the core literacy tasks, the main literacy assessment, the Fluency Addition to NAAL (FAN), and the Adult Literacy Supplemental Assessment (ALSA). Results from the main literacy assessment are reported as averages and as the percentage of adults in each of four literacy levels: Below Basic, Basic, Intermediate, and Proficient. This report focuses on results from the FAN and the ALSA.
Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2007-08 (May 5, 2009)
This First Look report uses data from the 2007-08 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered four times to the principals of nationally representative samples of public primary, middle, high, and combined schools.
Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students (May 4, 2009)
The report, "Effectiveness of Selected Supplemental Reading Comprehension Interventions: Impacts on a First Cohort of Fifth-Grade Students," reports on the impacts on fifth-grade student achievement of four supplemental reading comprehension curricula that use similar instructional strategies designed to improve reading comprehension in social studies and science text.
New Indicators of Career/Technical Education Coursetaking: Class of 2005 (April 29, 2009)
This Statistics in Brief uses data from the 2005 High School Transcript Study (HSTS) to examine the career/technical education (CTE) coursetaking of public high school graduates using new indicators of participation. These indicators examine the extent to which students participate in CTE and in specific occupational areas (such as agriculture and business) broadly (many students earning credits) versus deeply (many credits earned by participating students). First, the brief looks at student participation across the three main CTE curriculum areas (family and consumer sciences education, general labor market preparation, and occupational education). Second, the brief looks at coursetaking within occupational areas, including occupational concentration. Finally, the brief examines coursetaking across occupational areas, including the areas that students tend to combine.
New Quick Review Examines Recess and Classroom Behavior Study (April 28, 2009)
Read the WWC's review of a study that looked at whether providing daily recess to third graders improves their classroom behavior.
Singapore Math Report Released (April 28, 2009)
Singapore Math is a collection of math curricula originally developed by Singapore’s Ministry of Education and private textbook publishers for use in Singapore schools. The curricula center on problem solving activities that emphasize computational skills as well as conceptual and strategic thinking processes.
The Nation's Report Card: Long-Term Trend 2008 (April 28, 2009)
This report presents the results of NAEP’s long-term trend assessments in reading and mathematics that were administered in the 2007–08 school year to students aged 9, 13, and 17. Because the long-term trend assessments have been administered at different times during NAEP’s 40-year history, it is possible to chart educational progress back to 1971 in reading and 1973 in mathematics. The previous long-term trend assessment occurred in 2004. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Results are described by race/ethnicity, gender, and type of school. Sample test questions are provided for each age level in each subject. Overall, the national trend in reading showed gains in average scores at all three ages since 2004. Average reading scores for 9- and 13-year-olds increased in 2008 compared to 1971, but the reading score for 17-year-olds was not significantly different. The national trend in mathematics showed that both 9- and 13-year-olds had higher average scores in 2008 than in any previous assessment year. For 17-year-olds, there were no significant differences between the average score in 2008 and those in 1973 or 2004.
Results From The Nation's Report Card: Trends in Academic Progress 2008 Released (April 28, 2009)
Results from the 2008 NAEP Trends in Academic Progress assessment were just released at http://nationsreportcard.gov; join Associate Commissioner Peggy G. Carr for an online chat at 2 p.m. about the results.
IES Research Funding Opportunities Webinars (April 27, 2009)
The Institute of Education Sciences is hosting a series of webinars related to research funding opportunities at the National Center for Special Education Research and the National Center for Education Research.
Parent Involvement Strategies in Urban Middle and High Schools in the Northeast and Island Region (April 27, 2009)
This report summarizes efforts to develop and pilot test a protocol for collecting information about parent involvement policies, practices, and programs being implemented at the middle and high school levels. The protocol can be used to expand documentation of strategies selected, adapted, and sustained in future years.
New Practice Guide: Assisting Students Struggling with Mathematics (April 21, 2009)
The latest IES practice guide offers eight recommendations to help educators with the early detection, prevention, and support of students struggling with mathematics.
Indicators of School Crime and Safety: 2008 (April 21, 2009)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
New IPEDS Data Center (April 20, 2009)
The new IPEDS Data Center replaces the Peer Analysis System and Dataset Cutting Tool and is a "one-stop-shop" for retrieving and analyzing IPEDS data.
For a detailed announcement about the Data Center, go to http://nces.ed.gov/ipeds/news_room/ana_4_6_2009.asp
To start using the new Data Center, go to http://nces.ed.gov/ipeds/datacenter/
QuickStats Data Tool Released (April 15, 2009)
QuickStats allows users to easily create tables by selecting from a list of datasets, then selecting variables contained within as column and row categories, employing a simple drag-and-drop process. Once the tables are produced, they can choose to view their results in bar graph form, downloads into MS Excel, create a printer layout, or save them by generating a unique table ID for quick retrieval.
2007-08 National Postsecondary Student Aid Study (NPSAS:08): Student Financial Aid Estimates for 2007-08 (April 14, 2009)
This is the First Look at the results of the 2007-08 National Postsecondary Student Aid Study (NPSAS:08), the most comprehensive, nationally representative survey of student financing of postsecondary education in the United States. About 114,000 undergraduate students and 14,000 graduate and first professional students were randomly selected from more than 1,600 postsecondary institutions. The report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level.
The Nation's Report Card: Trends in Academic Progress 2008 (April 13, 2009)
Results from the NAEP long-term trend assessment are scheduled to be released on April 28, 2009 at 10:00 a.m.; submit your questions for the online chat with Associate Commissioner Peggy G. Carr on April 28th at 2 p.m.
New Release in Elementary School Math (April 13, 2009)
Read the WWC's intervention report on Bridges in Mathematics, an elementary school math curriculum covering kindergarten through fifth grade. The curriculum focuses on problem solving and skill building, using visual models to reinforce learning and a combination of whole-group, small-group, and independent activities.
Report: West Virginia's Progress Toward Universal Prekindergarten (April 13, 2009)
REL Appalachia has released a new report: "West Virginia's Progress Toward Universal Prekindergarten." The report examines rates of participation in West Virginia's universal, voluntary prekindergarten program from 2002/03 to 2006/07. It describes the share of seats provided by collaborative partners and public school systems and analyzes participation rates by demographic and socioeconomic subgroup and county characteristics.
NAEP Releases New NAEP Data Explorer (April 9, 2009)
The new tool takes advantage of the latest internet technology to present users with a friendlier interface, enhanced analysis selections, and improved reporting options to aid researchers, policy-makers, the media, and others interested in investigating the results from NAEP assessments. NDE users will find powerful graphing capabilities, achievement levels as variables or statistics, new Large Central City and National Private jurisdictions, and the option to perform gap analysis on any combination of variables, years, or jurisdictions.
New Quick Review Looks at Study of AP Courses and Exams and College Performance (April 7, 2009)
This latest quick review from the WWC rates a study that examined whether taking Advanced Placement Program® (AP) courses and exams in high school improves students' college performance.
The National Center for Education Evaluation and Regional Assistance Releases a REL Report on Adolescent Literacy (April 6, 2009)
This report describes efforts by five states--Alabama, Florida, Kentucky, New Jersey, and Rhode Island--to improve adolescent literacy. Highlighting common challenges and lessons, the report examines how each state has engaged key stakeholders, set rigorous goals and standards, aligned resources to support adolescent literacy goals, built educator capacity, and used data to measure progress.
Estimation and Identification of the Complier Average Causal Effect Parameter in Education RCTs (April 6, 2009)
NCEE announces the release of the fourth commissioned paper in its Technical Methods Report series, designed for use by researchers, methodologists, and evaluation specialists to provide guidance in resolving or advancing challenges to evaluation methods.
Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years (April 3, 2009)
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program (OSP). The study's latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years, measures the effects of the Program on student achievement in reading and math, and on student and parent perceptions of school satisfaction and safety.
SLDS FY2009 Grants Awarded (April 3, 2009)
The third round of statewide longitudinal data systems grants have been awarded to 27 states.
Two New Quick Reviews (March 31, 2009)
The WWC has released two new quick reviews: the first rates a study of the Head Start Research-based Developmentally Informed (REDI) program; the second review looks at a study that examined the effects of a performance-based scholarship program for low-income parents enrolled in community college.
Comparative Indicators of Education in the United States and Other G-8 Countries: 2009 (March 25, 2009)
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS).
Destination Math Report Released (March 24, 2009)
Destination Math, a series of computer-based curricula featuring sequenced, prescriptive, step-by-step instruction, is the subject of a new Middle School Math report. Destination Math is designed for the development of fluency in critical skills, math reasoning, conceptual understanding, and problem-solving skills.
Odyssey Math Report Released (March 24, 2009)
This new Middle School Math report looks at Odyssey Math, an interactive, software-based K–8 mathematics curriculum published by CompassLearning®. It includes individualized instructional and assessment tools, as well as an administrative function that allows teachers to generate reports and to track student performance and progress.
IES has released the FY2010 Request For Applications (RFAs) for NCSER research and research training grant competitions (March 23, 2009)
IES has released the FY2010 Request For Applications (RFAs) for NCSER research and research training grant competitions.
The three NCSER RFAs are: Special Education Research Grants (84.324A); Special Education Postdoctoral Research Training Program (84.324B); and Special Education Research and Development Center Program (84.324C).
The RFAs are available at: http://ies.ed.gov/funding/
IES has released the FY2010 Request For Applications (RFAs) for NCER research and research training grant competitions (March 23, 2009)
IES has released the FY2010 Request For Applications (RFAs) for NCER research and research training grant competitions.
The five NCER RFAs are: Education Research Grants (84.305A); Postdoctoral Education Research Training Program in the Education Sciences (84.305B); Education Research and Development Center Program (84.305C); Statistical and Research Methodology in Education (84.305D); and Evaluation of State and Local Education Programs and Policies (84.305E).
The RFAs are available at: http://ies.ed.gov/funding/
IES has released the FY2010 Request For Applications (RFAs) for five NCER and three NCSER research and research training grant competitions (March 23, 2009)
IES has released the FY2010 Request For Applications (RFAs) for five NCER and three NCSER research and research training grant competitions.
The five NCER RFAs are: Education Research Grants (84.305A); Postdoctoral Education Research Training Program in the Education Sciences (84.305B); Education Research and Development Center Program (84.305C); Statistical and Research Methodology in Education (84.305D); and Evaluation of State and Local Education Programs and Policies (84.305E).
The three NCSER RFAs are: Special Education Research Grants (84.324A); Special Education Postdoctoral Research Training Program (84.324B); and Special Education Research and Development Center Program (84.324C).
The RFAs are available at: http://ies.ed.gov/funding/
NAEP Training Opportunity: HSTS Database Training Seminar (March 23, 2009)
This NAEP training opportunity, July 22-24, 2009, is an advanced studies seminar on the use of the NAEP High School Transcript Study (HSTS) database for education research and policy analysis.
NAEP Training Opportunity: Using NAEP for Research and Policy Analysis (March 23, 2009)
This NAEP training opportunity, July 7-10, 2009, is an advanced studies seminar on the use of the NAEP database of nationally representative achievement scores on 4th, 8th, and 12th graders from public and non-public schools plus background information on the students who were assessed and their learning environment.
Characteristics of Private Schools in the United States: Results from the 2007-08 Private School Universe Survey (March 19, 2009)
This report on the 2007-08 Private School Universe Survey presents data on private schools in the United States for grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, geographic region, urbanicity type, and program emphasis.
Digest of Education Statistics, 2008 (March 18, 2009)
Provides 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.
Literacy of Foreign-Born Adults in the United States: 2003 (March 17, 2009)
This Issue Brief draws on data from the 2003 National Assessment of Adult Literacy (NAAL) to explore the English literacy of foreign-born adults living in households in the United States. The brief presents the English literacy scores of foreign-born adults age 16 and older by race/ethnicity, age of arrival in the United States, years spent in the United States, highest level of educational attainment, and language spoken before starting school. Scores are reported on three literacy scales: prose, document, and quantitative.
Updated Dropout Prevention Report Released (March 17, 2009)
The WWC's Middle College High School intervention report has been updated to include reviews of nine additional studies that were not included in the earlier WWC review. Middle College High Schools are alternative high schools located on college campuses that aim to help at-risk students complete high school and encourage them to attend college.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2006-07 (Fiscal Year 2007) (March 11, 2009)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2006-07. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.
IES Funding Opportunities Sessions at SRCD and AERA (March 10, 2009)
Individuals interested in preparing research grant applications for the National Center for Education Research and the National Center for Special Education Research within the Institute of Education Sciences, and planning to attend the upcoming meetings of the Society for Research in Child Development (SRCD) or the American Educational Research Association (AERA), are invited to attend the two funding opportunities sessions described below.
NCER Associate Commissioner for Teaching and Learning Elizabeth Albro will be leading a preconference workshop at SRCD on Wednesday, April 1, 2009 from 1-4 pm, entitled "Preparing Grant Applications for the Institute of Education Sciences." The workshop will be held in Agate B at the Hyatt Regency Denver. If you are interested in participating in the workshop, please contact Dr. Albro at elizabeth.albro@ed.gov.
NCER Associate Commissioner for Policy and Systems Allen Ruby will be participating in a session at AERA entitled "Federal Agency Support for Education Research in 2008 and 2010." This session will be held on Wednesday, April 15, 2009, from 12:25–1:55 pm, in Ballroom 6D of the San Diego Convention Center. If you would like additional information, please contact Dr. Ruby at allen.ruby@ed.gov.
Updated Middle School Math Report Released (March 10, 2009)
The WWC's report on I CAN Learn® Pre-Algebra and Algebra has been updated to include reviews of 15 studies that have been released since 2005. This intervention is an interactive, self-paced, mastery-based software program that is part of the I CAN Learn® Education System.
New Elementary School Math Report (March 10, 2009)
The newest Elementary School Math report from the WWC looks at the use of Kumon Math in grades K-5. Kumon Math is a supplemental mathematics curriculum for students in preschool through secondary school. The curriculum is composed of hundreds of short assignments that progress through increasingly difficult mathematics exercises.
New Dropout Prevention Report (March 10, 2009)
I Have A Dream, a program that encourages students in low-income communities to complete high school and go on to college, is the subject of the latest WWC Dropout Prevention report. This intervention offers participating students tutoring, mentoring, and counseling services throughout their middle and high school years and then provides those who graduate assistance with paying for college.
Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 and 2004 Cohorts; and Financial Statistics, Fiscal Year 2007 (March 10, 2009)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2008 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2007; Graduation Rates, 2001 & 2004 Cohorts; and Financial Statistics, Fiscal Year 2007. These data were collected through the IPEDS web-based data collection system.
Mini-Digest of Education Statistics, 2008 (March 4, 2009)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2008.
NCER announces FY 2009 Awards (March 4, 2009)
NCER made a series of new research grant awards in March. The list of awards is for Cycle 1 only, and is as follows:
Reading and Writing
Designing Assessment to Enhance English Literacy Development Among Spanish-Speaking Children in Grades K–3
The Rectors and Visitors of the University of Virginia, Marcia Invernizzi
Development of a Multifaceted, Comprehensive Vocabulary Instructional Program for the Upper Elementary Grades
University of Wyoming, James Baumann
Investigating Vocabulary Breadth and Depth and Comprehension in English Monolingual and Spanish-English Bilingual Elementary School Students
University of Maryland, Rebecca Silverman
National Randomized Controlled Trial Study of SRA/McGraw-Hill Open-Court Reading Program
Southwest Educational Development Corporation, Michael Vaden-Kiernan
Mathematics and Science Education
The Cognitive, Psychometric, and Instructional Validity of Curriculum-Embedded Assessments: In-Depth Analyses of the Resources Available to Teachers Within "Everyday Mathematics"
University of Illinois at Chicago, James Pellegrino
Systems and Cycles: Using Structure-Behavior-Function Thinking as a Conceptual Tool for Understanding Complex Natural Systems in Middle School Science
Rutgers, The State University of New Jersey, Cindy Hmelo-Silver
Testing the Effectiveness of CALM for High School Chemistry Students
Indiana University, Jonathan Plucker
Efficacy of the Science Writing Heuristic Approach
University of Iowa, Brian Hand
ASSISTment Meets Science Learning (AMSL)
Worcester Polytechnic Institute, Janice Gobert
Molecules & Minds: Developing Bridging Scaffolds to Improve Chemistry Learning
New York University, Catherine Milne
Efficacy Study of AnimalWatch: An Intelligent Tutoring System for Pre-Algebra
WestEd, Steve Schneider
Cognition and Student Learning
An Efficacy Study of Two Computer-Based Attention Training Systems in Schools
Tufts Medical Center, Naomi Steiner
Teacher Quality — Mathematics and Science
INSPIRE Urban Teaching Fellows Program
University of Cincinnati, Carla Johnson
Social and Behavioral Context for Academic Learning
Improving Classroom Learning Environments by Cultivating Awareness and Resilience in Education (CARE)
The Pennsylvania State University, Patricia Jennings
Online School Staff Training: Establishing Positive Behavior Supports in Elementary School Instructional Settings
IRIS Media, Inc., Brion Marquez
Mindfulness-Based Academic Achievement Program for Middle Sch
NCSER announces FY 2009 Awards (March 3, 2009)
NCSER made a series of new research program grant awards in March. A list of these awards is as follows:
Early Intervention and Early Childhood Special Education
Parent-Implemented Social-Pragmatic Communication Intervention for Young Children with Developmental Disabilities
Illinois State University, Hedda Meadan-Kaplansky
Development of a Three-tiered Model in Early Intervention to Address Language and Literacy Needs of Children at Risk
University of Nebraska-Lincoln, Susan Sheridan
Efficacy Trial of Carescapes: Promoting Social Development in Home-based Child Care
Oregon Research Institute, Julie Rusby
Reading, Writing, and Language Development
Formative Assessment and Instrumentation Procedures for Reading
University of Minnesota, Theodore Christ
Using the International Classification of Function-Children & Youth to Guide Communication Instruction for Augmentative and Alternative Communication Users
Oregon Health & Science University, Charity Rowland
Mathematics and Science Education
Dynamic Assessment to Predict First Graders' Mathematics Development
Vanderbilt University, Lynn Fuchs
Foundations of Mathematical Understanding: Developing a Strategic Intervention on Whole Number Concepts
Pacific Institutes for Research, Scott Baker
Social and Behavior Outcomes to Support Learning
Parent Connectors: A Parent Support Program to Improve Outcomes for Students Who Have Emotional Disturbances
University of South Florida, Albert Duchnowski
Developing a School-based Social Competence Intervention (SCI)
University of Missouri, Janine Stichter
Development and Validation of Progress Monitoring Tools for Social Behavior
Louisiana State University, Frank Gresham
Ecological Approach to Family Intervention and Treatment (Eco-FIT) Integrated with PBS: An Effectiveness Trial in Middle School
Oregon Research Institute, John Seeley
Cognition and Student Learning in Special Education
Growth in Literacy, Language, and Cognition in Children with Reading Disabilities who are English Language Learners
University of California, Riverside, Lee Swanson
Strategy Training, Problem Solving, and Working Memory in Children with Math Disabilities
University of California, Riverside, Lee Swanson
Related Services
Language Growth and Therapy Characteristics for Early Elementary Students
The Ohio State University, Laura Justice
Write Start: Development of an Integrated Occupational Therapy Writing Intervention
The O
New Dropout Prevention Report (March 3, 2009)
This new report from the WWC looks at the Talent Development Middle Grades Program (TDMG), a whole school reform approach for large middle schools that face serious problems with student attendance, discipline, and academic achievement.
Updated Middle School Math Report Released (March 3, 2009)
The WWC's UCSMP Algebra intervention report has been updated to include reviews of 10 studies that have been released since 2005. UCSMP Algebra is a one-year course that uses a variety of approaches to teach algebraic concepts and skills.
How Eight State Education Agencies in the Northeast and Islands Region Identify and Support Low-Performing Schools and Districts (March 2, 2009)
This report describes and analyzes how eight state education agencies in the Northeast and Islands Region--those of Connecticut, Maine, Massachusetts, New Hampshire, New York, Puerto Rico, Rhode Island, and Vermont--identify and support low-performing schools and districts under the No Child Left Behind Act of 2001. Focusing on direct state supports and interventions, the report finds that the eight agencies have created supports and rationales to put federally defined accountability principles into practice in response to their specific contexts, local needs, and capacities.
Impact Evaluation of the U. S. Department of Education's Student Mentoring Program (February 25, 2009)
The report, Impact Evaluation of the U. S. Department of Education's Student Mentoring Program, compares school engagement, academic achievement, delinquent behavior, and prosocial behavior of students in the fourth through eighth grades who were randomly assigned to either receive or not receive school-based mentoring from one of the U. S. Department of Education's Student Mentoring Program grantees.
New PEELS report: The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study (February 25, 2009)
The National Center for Special Education Research has released the third major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, "The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study." This report describes changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06.
New Elementary School Math Report Released (February 24, 2009)
For this latest report, the WWC reviewed 40 studies of Investigations in Number, Data, and Space®, an activity-based mathematics curriculum for students in kindergarten through fifth grade.
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools (February 24, 2009)
The report, Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools, reports on the impacts on first-grade student achievement of four math curricula which were selected to represent diverse approaches to teaching elementary school math in the United States.
New Practice Guide Released: Assisting Students Struggling with Reading (February 18, 2009)
The latest IES practice guide offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement.
Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts (February 17, 2009)
The report, Effectiveness of Reading and Mathematics Software Products: Findings from Two Student Cohorts, reports on the impacts on student achievement of a second year of use of selected software programs in 1st grade reading, 4th grade reading, 6th grade math, and algebra I -- as a group and for ten individual products.
After-School Programs in Public Elementary Schools (February 10, 2009)
This study provides a national profile of various types of formal after-school programs physically located at public elementary schools in 2008. These programs included stand-alone programs that focus primarily on a single type of service (e.g., only day care) and broad-based programs that provide a combination of services such as academic enrichment and cultural activities. This report focuses on four broad types of after-school programs: (1) fee-based stand-alone day care programs for which parents paid fees; (2) stand-alone academic instruction/tutoring programs that focus exclusively on academic instruction or tutoring, including Supplemental Educational Services in schools that did not meet Adequate Yearly Progress; (3) the 21st Century Community Learning Centers (21st CCLCs) administered through the federally funded 21st CCLC Program to provide academic enrichment opportunities; and (4) other types of formal stand-alone or broad-based after-school programs.
An Evaluation of Teachers Trained Through Different Routes to Certification (February 9, 2009)
The report, An Evaluation of Teachers Trained Through Different Routes to Certification, compares the achievement of elementary school students in the same grade, at the same school who were randomly assigned to teachers who chose to be trained through different routes to certification -- traditional education school routes that complete coursework prior to becoming the teacher of record and alternative routes.
Course Credit Accrual and Dropping Out of High School, by Student Characteristics (February 3, 2009)
This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out.
New Measures of English Language Proficiency and Their Relationship to Performance on Large-Scale Content Assessments (January 26, 2009)
Using assessment results for 5th and 8th grade English language learner students in three Northeast and Island Region states, the report finds that the English language domains of reading and writing (as measured by a proficiency assessment) are significant predictors of performance on reading, writing, and mathematics assessments and that the domains of reading and writing (literacy skills) are more closely associated with performance than are the English language domains of speaking and listening (oral skills).
Updated Earobics® Report Released (January 26, 2009)
The WWC's report on Earobics® has been updated to include reviews of 10 studies released since 2005. Earobics® is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters.
Indirect County and State Estimates of the Percentage of Adults at the Lowest Literacy Level for 1992 and 2003 (January 8, 2009)
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL and NALS produced direct estimates of Prose, Document, and Quantitative literacy, each reported on a 0 to 500 scale and on four performance levels: Below Basic, Basic, Intermediate, and Proficient based on this scale. This report, describes the statistical methodology used to produce the model-dependent--indirect--estimates of the percentages of adults at the lowest literacy level for individual states and counties for 1992 and 2003.
New Dropout Prevention Report from the WWC (January 6, 2009)
The WWC's latest new report looks at the Wyman Teen Outreach Program (TOP), a life skills curriculum for 12- to 17-year-olds that aims to prevent negative youth behaviors, such as school failure and early pregnancy.
Early Childhood Education Report Released (January 6, 2009)
The WWC's report on Curiosity Corner has been updated to include a review of two studies that have been released since 2006. Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills.
Now Available: WWC Procedures and Standards Handbook (December 31, 2008)
This handbook brings together detailed information about the WWC, its structure, processes, and the standards used to assess research, all in one comprehensive guide.
What Works for Practitioners (December 31, 2008)
A User Guide designed to help teachers, supervisors and school leaders get the most out of the WWC.
Distance Education at Degree-Granting Postsecondary Institutions: 2006-07 (December 30, 2008)
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.
1.5 Million Homeschooled Students in the United States in 2007 (December 23, 2008)
This Issue Brief provides estimates of the number and percentage of homeschooled students in the United States in 2007 and compares these estimates to those from 1999 and 2003. In addition, parents’ reasons for homeschooling their children in 2007 are described and compared to 2003. Estimates of homeschooling in 2007 are based on data from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES).
Small Business Innovation Research Program Fast-Track Request for Proposals Now Available (December 18, 2008)
The Institute of Education Sciences invites qualified small business firms to submit a "Fast-Track" (Phase I & Phase II) proposal for up to $850,000 for the research and development of technological products that lead to improved student learning or improve the efficiency with which schools are operated. The due date and time for the receipt of proposals is 12PM EST on January 22, 2009.
New Quick Reviews Released (December 18, 2008)
The WWC has released two new quick reviews: one looks at a study of the effects of a program that provides coaches to middle school reading teachers; the other rates a study that examined the effects of a teacher professional development program on their students’ reading achievement.
Mathematics Achievement of Language-Minority Students During the Elementary Years (December 16, 2008)
This Issue Brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine the scores of public-school language-minority students on a mathematics assessment in 1st grade, as well as the gain in their scores between 1st and 5th grades. Scores are reported by three background characteristics--student's race/ethnicity, poverty status, and mother’s education--that have been found to be related to achievement. The findings indicate that language-minority students (English Proficient students and English Language Learners) scored lower on a 1st-grade mathematics assessment than did students whose primary home language was English. Between 1st and 5th grades, there was no measurable difference in gain scores on the mathematics assessment among the three language groups. However, gain score differences within and between the language groups were found by student background characteristics. For example, Asian language-minority students made greater gains than their Hispanic peers.
Houghton Mifflin: Invitations to Literacy Intervention Report Released (December 16, 2008)
This new Beginning Reading report from the WWC looks at "Houghton Mifflin: Invitations to Literacy", an integrated K–8 reading and language arts program that is structured around themes and aims to stimulate, teach, and extend communication and thinking skills.
New Lindamood Phonemic Sequencing (LiPS) Report Released (December 16, 2008)
The WWC's report on "Lindamood Phonemic Sequencing (LiPS)", formerly called the "Auditory Discrimination in Depth [ADD]" program, has been updated to include reviews of 12 studies that have been released since 2005. "LiPS" is a program designed to teach students skills to decode words and to identify individual sounds and blends in words.
Employees in Postsecondary Institutions, Fall 2007, and Salaries of Full-Time Instructional Faculty 2007-08 (December 11, 2008)
This report presents information from the Winter 2007-08 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2007 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2007-08 by length of contract/teaching period, academic rank, gender, and average salaries.
The Nation's Report Card: Mathematics 2007 Performance of Public School Students in Puerto Rico (December 10, 2008)
The NAEP 2007 mathematics assessment administered in Puerto Rico to approximately 2,800 fourth- and eighth-grade students from 100 public schools tested students' facility with such topics as measurement, geometry, algebra, and data analysis and probability. The results of this assessment are compared to those for public school students nationally.
Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context (December 9, 2008)
The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth administration of this international comparison since the 1995 initial administration. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both.
Two New Quick Reviews Released (December 4, 2008)
The WWC has released two new quick reviews: one looks at a study of the use of everyday language to teach scientific concepts to fifth graders; the other rates a study of "Children's Defense Fund Freedom Schools", a summer program that aims to improve the reading skills of disadvantaged elementary and middle school students.
Preparing Teachers in the Southeast Region to Work With Students With Disabilities (December 2, 2008)
The study examines the extent to which elementary education teacher preparation programs in 36 randomly selected colleges and universities in the six Southeast Region states integrate content related to students with disabilities. Most programs require one disability-focused course, two-thirds incorporate fieldwork related to students with disabilities, and more than half incorporate disability content into their mission statements.
Expectations and Reports of Homework for Public School Students in the First, Third, and Fifth Grades (December 2, 2008)
This brief uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to examine (1) the amount of time that students' public school teachers expected them to spend on reading/language arts and mathematics homework in first, third, and fifth grades; and (2) reports from parents of public school children of how often their children did homework at home in the first, third, and fifth grades. Teachers' expectations are reported by the percentage of minority students in the student's school and parents' reports are reported by the child's race/ethnicity. The findings indicate that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. In both subjects and in all grades, differences were found by the minority enrollment of the school. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening, whereas generally children in lower minority schools had teachers who expected less homework. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.
Updated Reading Recovery Report Released (December 2, 2008)
The WWC's Reading Recovery® report has been updated to include reviews of 28 studies that have been released since 2005. Reading Recovery® is a short-term tutoring intervention intended to serve first-grade students who have the most difficulty learning to read and write.
The Late Pretest Problem in Randomized Control Trials of Education Interventions (December 1, 2008)
NCEE announces the release of the third commissioned paper in its Technical Methods Report series, designed for use by researchers, methodologists, and evaluation specialists to provide guidance in resolving or advancing challenges to evaluation methods. The paper, The Late Pretest Problem in Randomized Control Trials of Education Interventions, by Peter Schochet, addresses pretest-posttest experimental designs that are often used in randomized control trials (RCTs) in the education field to improve the precision of the estimated treatment effects. For logistic reasons, pretest data are often collected after random assignment, so that including them in the analysis could bias the posttest impact estimates. Thus, the issue of whether to collect and use late pretest data in RCTs involves a variance-bias tradeoff.. This paper addresses this issue both theoretically and empirically for several commonly-used impact estimators using a loss function approach that is grounded in the causal inference literature. The key finding is that for RCTs of interventions that aim to improve student test scores, estimators that include late pretests will typically be preferred to estimators that exclude them or that instead include uncontaminated baseline test score data from other sources. This result holds as long as the growth in test score impacts do not grow very quickly early in the school year.
New Quick Review Released (November 25, 2008)
See how the WWC rated a study that examined whether students attending a Knowledge is Power Program (KIPP) middle school improved students' academic achievement.
Early Intervention in Reading Report Released (November 25, 2008)
The WWC's report on Early Intervention in Reading (EIR) has been updated to include reviews of two studies that have been released since 2005.
Public Elementary and Secondary School Student Enrollment and Staff From the Common Core of Data: School Year 2006-07 (November 24, 2008)
This report presents 2006-07 school year information at the national and state level on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios.
IES 2008 Biennial Report to Congress (November 21, 2008)
This congressionally mandated report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000. In addition, the report includes the Director's recommendations for the continued progress and effectiveness of IES.
Enhanced Reading Opportunities: Findings from the Second Year of Implementation (November 20, 2008)
The new report, "Enhanced Reading Opportunities: Findings from the Second Year of Implementation" presents findings from an ongoing evaluation of the impact of two supplemental literacy programs — Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading (XR) — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the second cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among the students who were randomly assigned to participate in the supplemental literacy programs equivalent to 1 to 2 months of instruction compared to those who did not participate in the programs. Analyzed separately, RAAL had a statistically significant impact on reading comprehension while XR did not have a statistically significant impact on reading comprehension. No statistically significant impacts were found on student’s vocabulary test scores or their use of reading behaviors promoted by the programs.
Reading First Impact Study Final Report (November 19, 2008)
The No Child Left Behind Act (NCLB) of 2001 created the Reading First program to help ensure that all students can read at or above grade level by the end of third grade. The law required an independent, rigorous evaluation of the program. The Reading First Impact Study Final Report provides an update of previously released impact findings on student reading comprehension and classroom reading instruction using an additional year of data (2006-07). In addition, the report includes information on the impact of the program on first grade students' decoding skill in 2006-07 as well as an examination of the relationship between classroom instruction and student reading comprehension.
The results indicate that Reading First produced statistically significant positive impacts on multiple reading practices promoted by the program, such as the amount of instructional time spent on the five essential components of reading instruction and professional development in scientifically based reading instruction. Reading First did not produce a statistically significant impact on student reading comprehension test scores in grades one, two or three. However, there was a positive and statistically significant impact on first grade students' decoding skills in spring 2007. Read the full report at http://ies.ed.gov/ncee/pubs/20094038.asp
Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities (November 18, 2008)
This report examines the relationship between various characteristics of students with disabilities and the probability that they would participate in the NAEP assessments, given the current methods of accommodation adopted by their state.
Characteristics of California School Districts in Program Improvement: 2008 Update (November 17, 2008)
This descriptive analysis updates an earlier study of California's Title I school districts in program improvement. California's accountability system continues to identify problems at the district level overlooked at the school level.
Parent involvement activities in school improvement plans in the Northwest Region (November 10, 2008)
This report addresses the fact that although the No Child Left Behind Act of 2001 spells out parent involvement requirements for schools in need of improvement, the majority (54 percent) of the 84 percent of Northwest Region school improvement plans reviewed failed to include such provisions. Many schools rely on communication as the primary way to involve parents-despite the wide range of parent involvement practices discussed in the literature.
Developing the "Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region": a companion to the database (November 3, 2008)
This report provides state-, regional-, and district-level decision makers in the Northeast and Islands Region with a description of the Compendium of Strategies to Reduce Teacher Turnover in the Northeast and Islands Region, a searchable database of selected profiles of retention strategies implemented in Connecticut, Maine, Massachusetts, and Vermont.
NCES just released the 2006-07 Nonfiscal CCD Local Education Agency Data Files (October 29, 2008)
The data files provide a listing of all agencies providing free public elementary and secondary education in the United States and its jurisdictions, along with basic descriptive statistical information on each agency listed.
NCES just released the 2006-07 CCD nonfiscal school universe survey data files (October 29, 2008)
The 2006-07 Common Core of Data (CCD) nonfiscal school survey data files provide a listing of all schools providing free public elementary and secondary education, along with basic descriptive statistical information on each school listed. The data were submitted to NCES by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependents schools (overseas and domestic), and the Bureau of Indian Education (BIE).
Aligning Mathematics Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP) (October 28, 2008)
This Technical Brief examines the alignment between the Texas Assessment of Knowledge and Skills (TAKS) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of TAKS science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the TAKS assessment standards go beyond the NAEP standards. The study finds that 74 percent of the NAEP grade 4, 81 percent of the NAEP grade 8, and 71 percent of the NAEP grade 12 assessment standards are either fully or partially addressed by the TAKS assessment standards.
Aligning Mathematics Assessment Standards: Arkansas and the 2009 National Assessment of Educational Progress (NAEP) (October 28, 2008)
This Technical Brief examines the current alignment between the Arkansas Comprehensive Testing, Assessment, and Accountability Program (ACTAAP) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of ACTAAP science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the ACTAAP assessment standards go beyond the NAEP standards. The study finds that 78 percent of NAEP grade 4, 84 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the ACTAAP assessment standards.
Aligning Mathematics Assessment Standards: Louisiana and the 2009 National Assessment of Educational Progress (NAEP) (October 28, 2008)
This technical brief examines the current alignment between the Louisiana Educational Assessment Program (LEAP) and Graduation Exit Examination (GEE) mathematics assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of LEAP and GEE science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the LEAP and GEE assessment standards go beyond the NAEP standards. The study finds that 91 percent of NAEP grade 4, 90 percent of NAEP grade 8, and 72 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the LEAP or GEE mathematics assessment standards.
Aligning Mathematics Assessment Standards: Oklahoma and the 2009 National Assessment of Educational Progress (NAEP) (October 28, 2008)
This technical brief examines the current alignment between Oklahoma Core Curriculum Tests (OCCT) and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2001 in a similar study that examined the alignment of Oklahoma science assessment standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the OCCT assessment standards go beyond the NAEP standards. The study finds that 85 percent of NAEP grade 4, 89 percent of NAEP grade 8, and 74 percent of NAEP grade 12 assessment standards are either fully or partially addressed by the OCCT mathematics assessment standards.
Aligning Mathematics Assessment Standards: New Mexico and the 2009 National Assessment of Educational Progress (NAEP) (October 28, 2008)
This technical brief examines the current alignment between the New Mexico Standards Based Assessment (NMSBA) assessment standards and the 2009 National Assessment of Educational Progress (NAEP) mathematics framework. It looks at the extent to which current state assessment standards cover the content on which 2009 NAEP assessments will be based. Applying the methodology used by Regional Educational Laboratory Southwest in 2007 in a similar study that examined the alignment of New Mexico science standards with the 2009 NAEP, this study presents results for areas of full alignment, partial alignment, nonalignment, and areas where the NMSBA assessment standards go beyond the NAEP standards. The study finds that 92 percent of NAEP grade 4, 94 percent of NAEP grade 8, and 80 percent of NAEP grade 12 assessment standards (aligned with current NMSBA assessment standards) and 77 percent of NAEP grade 12 assessment standards (aligned with proposed NMSBA assessment standards) are either fully or partially addressed by the NMSBA assessment standards.
Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study (October 28, 2008)
The report, Impacts of Comprehensive Teacher Induction: Results from the First Year of a Randomized Controlled Study, presents implementation and impact findings after one year of induction services. The study tests whether comprehensive teacher induction affects teacher retention rates, classroom practices, and student achievement, compared to the induction programs that districts normally provide. Beginning teachers in schools randomly assigned to receive comprehensive induction services were offered weekly mentoring from a full-time mentor (who provided services such as observing the beginning teacher in his/her classroom and providing feedback), opportunities to observe other teachers in their classrooms, and professional development workshops on topics such as classroom management and lesson planning. Two comprehensive induction providers were included in the study — the Educational Testing Service and the New Teacher Center at the University of California-Santa Cruz. The evaluation found no statistically significant differences in classroom practices, student achievement in reading and math averaged across all grades, or teacher retention after one year between teachers in schools assigned to one of the comprehensive induction programs and teachers in schools assigned to their district's induction program.
Numbers and Types of Public Elementary and Secondary Education Agencies From the Common Core of Data: School Year 2006-07 - First Look (October 28, 2008)
This First Look presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2006-07 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2006-07 - First Look (October 28, 2008)
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
National Household Education Surveys Program of 2001-07 Electronic Codebook, Public-Use Data Files, and User's Manuals (October 27, 2008)
Two surveys were fielded in 2007 as part of the National Household Education Surveys Program (NHES): the School Readiness Survey (SR) and the Parent and Family Involvement in Education Survey (PFI). Three surveys were fielded in 2005: the Early Childhood Program Participation (ECPP), the After-School Programs and Activities (ASPA), and the Adult Education (AE) surveys. The 2003 collections were the Parent and Family Involvement (PFI) and the Adult Education for Work-Related Reasons (AEWR) surveys. Three surveys were also fielded in 2001 as part of NHES. These were earlier versions of the 2005 collections and include the Adult Education and Lifelong Learning Survey (AELL), the Before- and After-School Programs and Activities Survey (ASPA), and the Early Childhood Program Participation Survey (ECPP). The data, data documentation, and software to help search through and convert the data from these surveys into SPSS, SAS, or STATA files are available on CD. Data files and documentation can also be downloaded directly from this website.
Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey (October 21, 2008)
This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). NCVS is the nation's primary source of information on crime victimization and the victims of crime in the United States and the SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. This report incorporates findings from student respondents ages 12-18 in grades 6-12 that were interviewed during the 2005 school year. It shows that student victims of crime are more likely to report conditions of an unfavorable school climate, security measures at school, and exhibit fear and avoidance behaviors. Additional topics covered in this report include the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type; and victim and nonvictim reports of the presence of gangs and weapons and the availability of drugs.
WWC Releases New Middle School Math Report (October 21, 2008)
The latest intervention report looks at studies of MathThematics, a curriculum for grades 6 through 8 that combines activity-based, discovery learning with direct instruction.
Accelerated Reader Intervention Report Released (October 14, 2008)
The WWC's report on Accelerated Reader has been updated to include reviews of 62 studies that have been released since 2005. This intervention involves a computerized supplementary reading program and a set of recommended principles on guided independent reading.
NCES Announces DataLab (October 8, 2008)
DataLab puts a wide range of survey data collected by NCES at your fingertips. Whether you want a quick number or an in-depth look at education data, the tools in the DataLab are designed to do both.
QuickStats, available now, is a guided table generator that allows users to produce a table with ease. Designed for those who are new to NCES data, or those who wish to answer basic questions -- what percent of college students are from low-income families? what percent of adults are taking coursework outside of the traditional college setting? what are the teaching challenges most often cited by public school teachers? -- QuickStats provides easy access to frequently used variables in many NCES studies of students, teachers, schools, and postsecondary institutions.
PowerStats, available in the spring of 2009, will permit users to produce complex tables and to run regressions, and to draw upon thousands of variables from many NCES studies. Like its predecessor the NCES DAS, Powerstats will allow for many kinds of regression analyses, including weighted least squares and logistic regression.
Postsecondary Institutions in the United States: Fall 2007 and Degrees and Other Awards Conferred: 2006-07, and 12-Month Enrollment 2006-07 (October 7, 2008)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2007 data collection, which included two survey components: Institutional Characteristics for the 2007-08 academic year, and Completions covering the period July 1, 2006, through June 30, 2007. It also presents data on 12-Month Enrollment for the 2006-07 academic year. These data were collected through the IPEDS web-based data collection system.
Early Childhood Education Report Released (October 7, 2008)
The WWC's report on Ready, Set, Leap! has been updated to include reviews of two studies that have been released since 2005. Ready, Set, Leap! is a preschool curriculum that uses multisensory technology incorporating touch, sight, and sound to teach early reading skills.
Status and Trends in the Education of American Indians and Alaska Natives: 2008 (September 30, 2008)
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. It shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance.
Accelerated Math Report Released (September 30, 2008)
This new report in the Middle School Math topic area reviews studies of the Accelerated Math software tool.
A Study of Classroom Literacy Interventions and Outcomes in Even Start (September 30, 2008)
The report, A Study of Classroom Literacy Interventions and Outcomes in Even Start, presents findings from the 2-year implementation of research-based, literacy-focused preschool and parenting education curricula in 120 Even Start Family Literacy projects. The Classroom Literacy Interventions and Outcomes (CLIO) study examined whether the CLIO preschool and parenting education curricula are more effective than existing Even Start instructional services and the extent to which the CLIO parenting education curricula add value to the CLIO preschool curricula.
Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) (September 24, 2008)
This first look uses data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This report is intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods. It looks at multiple aspects of the cohort's middle school year; including overall achievement in reading, mathematics, and science; attainment of specific reading and mathematics proficiencies; participation in various school-sponsored activities; time spent on homework; and educational aspirations. The focus of this report is on the majority of the cohort promoted on schedule and for these children, the estimates are presented by various child and family characteristics.
Postsecondary Career/Technical Education: Changes in the Number of Offering Institutions and Awarded Credentials from 1997 to 2006 (September 23, 2008)
This issue brief examines trends from 1997 to 2006 in the number of sub-baccalaureate postsecondary institutions that offer programs in career/technical education (CTE), and the number of sub-baccalaureate CTE credentials awarded by postsecondary institutions. Trends were examined by institutional sector, focusing on the three sectors most commonly offering CTE: Public two -year institutions, for-profit less-than-two -year institutions, and for-profit two-year institutions.
Reducing Behavior Problems in the Elementary School Classroom (September 23, 2008)
New from IES, this latest guide aims to help elementary school educators and administrators develop and promote positive student behavior.
Dropout Prevention Topic Report Released (September 23, 2008)
This summary report includes results from WWC reviews of research on 22 dropout prevention interventions.
The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement (September 22, 2008)
The new report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The added effect of coaching on teacher practice was not statistically significant.
Examining Context and Challenges in Measuring Investment in Professional Development: A Case Study of Six School Districts in the Southwest Region (September 22, 2008)
This study is an exploratory inquiry into the context and challenges of measuring investment in professional development in six Southwest Region school districts. The study estimated annual spending of approximately $150-$600 per pupil-or 2-9 percent of total spending. These figures likely underestimate the full investment in professional development in these districts because of the inability to track more integrated professional development activity that is a natural part of a teacher's work day or week.
Training Early Intervention Assistants in California's Community Colleges (September 22, 2008)
This study examines California's efforts to foster preservice preparation of early intervention assistants for infants and toddlers with special needs through the Community College Personnel Preparation Project, a certificate program offered by participating community colleges. The study finds that colleges could develop preservice training programs for early intervention assistants that meet requirements such as those for awarding a Chancellor's certificate, although not all participating colleges were successful, despite receiving state funding for startup expenses.
State Policies and Procedures and Selected Local Implementation Practices in Response to Intervention in the Six Southeast Region States (September 22, 2008)
This report describes how six state education agencies and three local education agencies in the Southeast Region are adopting and implementing Response to Intervention-an education approach designed to provide effective, evidence-based interventions for struggling learners.
Managing an Identity Crisis: Forum Guide to Implementing New Federal Race and Ethnicity Categories (September 18, 2008)
This Guide provides information about the 1997 standards and suggestions about how to implement them at the state and school district level. It covers developing policies and procedures, communicating with staff and the public, re-identification, and coding, storing, reporting, and bridging data.
Projections of Education Statistics to 2017 (September 17, 2008)
This publication provides projections for key education statistics including statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2017. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2017. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Tools of the Mind Intervention Report Released (September 16, 2008)
The WWC's latest report looks at Tools of the Mind, an early childhood curriculum for children in preschool and kindergarten, designed to foster self-regulation and cognitive skills.
Gender gaps in assessment outcomes in Vermont and the United States (September 15, 2008)
Using data from the National Assessment of Educational Progress (NAEP) and the New England Common Assessment Program (NECAP), the report examines how gender gaps differ between Vermont NAEP scores and U.S. NAEP scores and between Vermont NAEP and NECAP scores in grades 4 and 8. Overall and disaggregated by poverty and disability status, gender achievement gaps in Vermont resembled those in the country as a whole except in a few cases.
Implementation of the weighted student formula policy in San Francisco: a descriptive study of an equity-driven, student-based planning and budgeting policy (September 15, 2008)
This report describes the planning and implementation of San Francisco's weighted student formula policy, an equity-driven student-based planning and budgeting policy. It examines one district's policy goals, planning and implementation considerations, and how the policy interacted with other local, state, and federal policies.
2008 National Postsecondary Student Aid Study (NPSAS:08) Field Test Methodology Report (September 10, 2008)
This report describes the methodology and findings of the NPSAS:08 field test, which took place in the 2006-07 school year. The NPSAS:08 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2007-08 school year.
Houghton Mifflin Reading Intervention Report Release (September 9, 2008)
This latest report in the Beginning Reading topic area describes the WWC's examination of studies of the Houghton Mifflin Reading system.
Dropout Prevention Practice Guide Release (September 3, 2008)
The latest practice guide from IES provides recommendations that educators, administrators, and policymakers can use to plan and execute dropout prevention strategies.
Dropout and Completion Rates in the United States: 2006 (September 3, 2008)
This report presents estimates of rates for 2006 and provides data about trends in dropout and completion rates over the last three decades (1972-2006), including characteristics of dropouts and completers in these years.
Math education practices for students with disabilities and other struggling learners: case studies of six schools in two Northeast and Islands Region states (September 2, 2008)
This report describes in-depth practices at six schools that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school's practices for improving the math learning of all students as well as specific supports for students with disabilities and other struggling learners and identifies the challenges that schools face to serve students with diverse needs.
Performance patterns for students with disabilities in grade 4 mathematics education in Massachusetts (September 2, 2008)
This report-analyzing the mathematics performance of grade 4 students with disabilities in Massachusetts across several metrics (by locale-need combination categories, in top-performing schools, and relative to general education students)-finds that the proportion of students with disabilities scoring proficient fell by less than 1 percentage point between 2004 and 2006. The proficiency gap between general education students and students with disabilities was 30 percentage points in 2006 and decreased by almost 2 percentage points over the period.
Examining American Indian perspectives in the Central Region on parent involvement in children's education (September 2, 2008)
This study examines American Indian parents' perceptions of parent involvement in their children's education and factors that may encourage or discourage involvement.
Education and Certification Qualifications of Departmentalized Public High-School Level Teachers of Core Subjects: Evidence from the 2003-04 Schools and Staffing Survey (September 2, 2008)
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught.
New Dropout Prevention Intervention Report Released (August 26, 2008)
The New Century High Schools Initiative is a program designed to improve large, underperforming high schools by transforming them into small schools with links to community organizations.
WWC Releases Mathematics in Context Intervention Report (August 26, 2008)
Mathematics in Context is a middle school mathematics curriculum for grades 5 through 8 that teaches students to develop problem solving skills and explore the relationships among different domains of mathematics.
Breakthrough to Literacy Intervention Report Released (August 26, 2008)
Breakthrough to Literacy is a curriculum for students in preschool through third grade that introduces them to a book-a-week throughout the year.
Improving Adolescent Literacy: Effective Classroom and Intervention Practices (August 26, 2008)
This new practice guide from IES offers strategies that classroom teachers and specialists can use to increase the reading ability of adolescent students.
Performance Patterns for Students with Disabilities in Grade Four Mathematics Education in New York State (August 25, 2008)
This report describes the mathematics performance of grade 4 students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by 1 percentage point.
The Status of the Preparation and Hiring of School Principals in the U.S.-Affiliated Pacific Region (August 25, 2008)
This technical brief describes the current status of the preparation and hiring of school principals in the Pacific Region-American Samoa, Guam, Hawaii, Republic of the Marshall Islands, Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), Commonwealth of the Northern Mariana Islands, and Republic of Palau. The brief answers a central question: what academic, practice-based, and standards and policy criteria are used in the preparation and hiring of principals? It finds that many jurisdictions had relatively recent certification standards and policies and that the procedures and criteria for preparing and hiring school principals vary across jurisdictions in models, requirements, and implementation levels. The only requirements common to all 10 jurisdictions are that principals must complete some college-level coursework and must have teaching experience.
Data Products From PEELS: CD-ROM Data Set Available for Waves 1-4 (August 20, 2008)
NCSER has released a CD-ROM that contains documentation, an electronic codebook, and restricted-use data files for the first, second, third, and fourth waves of data collection for the Pre-Elementary Education Longitudinal Study. Data from all the instruments used in the study, including surveys, questionnaires, and direct assessments, are provided in ASCII format. These CD-ROMS are only available to holders of restricted-used data licenses. Researchers interested in using the PEELS data may contact Celia Rosenquist for more information.
Community Colleges: Special Supplement to The 2008 Condition of Education (August 20, 2008)
This Special Supplement to The Condition of Education 2008 provides a descriptive profile of community colleges in the United States, examines the characteristics of students who entered community college directly from high school, and looks at rates of postsecondary persistence and attainment among community college students in general. It also compares the characteristics of these institutions and of the students who enroll in them with those of public and private 4-year colleges and universities.
Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06 (August 19, 2008)
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year.
State policies on teacher evaluation practices in the Midwest Region (August 18, 2008)
This REL Technical Brief describes state-level policies and procedural requirements for guiding teacher evaluation practices at the district level in the seven states served by the Midwest Regional Educational Laboratory: Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. Building on the Issues & Answers report Examining district guidance to schools on teacher evaluation policies in the Midwest Region (Brandt et al. 2007), this technical brief reveals how teacher evaluation practices are addressed by state policies and other state-level initiatives that include teacher evaluation features.
Calculating the ability of within-school teacher supply to meet the demands of new requirements: the example of the Michigan Merit Curriculum (August 18, 2008)
Representatives from the Michigan Department of Education and the Center for Educational Performance and Information requested assistance in estimating Michigan's capacity to adequately staff its high schools to meet the course requirements of the new Michigan Merit Curriculum. The study team devised a formula to estimate the number of additional full-time equivalent (FTE) teachers needed for each subject at each Michigan high school. The formula was calculated using Michigan-specific values for key variables. Such an analysis may be particularly useful when new graduation or course requirements are being planned. Schools can adjust the variables in the formula (such as class size and number of periods taught by each FTE teacher) to fit their own needs.
High school dropout and graduation rates in the Central Region (August 18, 2008)
This report presents comprehensive and detailed information on grades 7-12 dropout rates and on high school graduation rates in the Central Region. Dropout and graduation rates are presented for the region as a whole and for each state in the region, by gender, race/ethnicity, locale, and grade. The rates provide a comprehensive reference for state and local educators and policymakers on the student subgroups most at risk of not completing high school.
Parents' Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007 (August 12, 2008)
This descriptive report presents initial findings on the school readiness of young children, as reported by their parents, from the School Readiness Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of children ages 3 to 6 who have not yet entered kindergarten, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and parents' beliefs about what they think they should do to prepare their children for school; children's developmental accomplishments and difficulties, including emerging literacy and numeracy skills; family activities with children in and outside of the home; and children’s television-viewing habits.
WWC Releases Reading Mastery Intervention Report (August 12, 2008)
Reading Mastery is a curriculum designed to teach phonemic awareness, sound-letter correspondence, word and passage reading, vocabulary development, comprehension, and building oral reading fluency.
WWC Releases Open Court Reading Intervention Report (August 12, 2008)
Open Court Reading© is an elementary basal reading program for grades K-6. The program is designed to teach decoding, comprehension, inquiry, investigation, and writing.
New Quick Review Released (August 12, 2008)
Read a quick review of a study that examined whether Los Angeles charter schools have higher growth in student achievement than traditional public schools.
The Reenrollment of High School Dropouts in a Large, Urban School District (August 11, 2008)
This study follows a cohort of first-time 9th graders in one large urban school district from 2001/02 to 2005/06 and documents their dropout, reenrollment, and graduation rates. For the one-third of dropouts who reenrolled in the district over that period, it reports course credit accrual and graduation outcomes as well as students' reasons for dropping out and the challenges districts face with their reenrollment.
The Status of Large-Scale Assessment in the Pacific Region (August 11, 2008)
This technical brief describes the large-scale assessment measures and practices used in the jurisdictions served by the Pacific Regional Educational Laboratory. The need for effective large-scale assessment was identified as a major priority for improving student achievement in the Pacific Region jurisdictions: American Samoa, Guam, Hawai'i, the Republic of the Marshall Islands, the Federated States of Micronesia (Chuuk, Kosrae, Pohnpei, and Yap), the Commonwealth of the Northern Mariana Islands, and the Republic of Palau (National Education Association 2007; Pacific Regional Advisory Committee 2005; South Pacific Board for Educational Assessment 2008).
Technical Methods Report, part of a new series of reports targeted to researchers, methodologists, and education evaluation specialists (August 11, 2008)
Statistical Power for Regression Discontinuity Designs in Education Evaluations examines theoretical and empirical issues related to the statistical power of impact estimates under clustered regression discontinuity (RD) designs. The theory is grounded in the causal inference and HLM modeling literature, and the empirical work focuses on commonly-used designs in education research to test intervention effects on student test scores. The main conclusion is that three to four times larger samples are typically required under RD than experimental clustered designs to produce impacts with the same level of statistical precision. Thus, the viability of using RD designs for new impact evaluations of educational interventions may be limited, and will depend on the point of treatment assignment, the availability of pretests, and key research questions.
WWC Releases Three New Quick Reviews (August 7, 2008)
See how the WWC rated a study that looked at the use of board games to
improve the numeracy skills of preschoolers, an Arkansas teacher
performance-pay study, and an examination of the effectiveness of student incentive programs in charter schools.
Parent and Family Involvement in Education, 2006-07 School Year, from the National Household Education Surveys Program of 2007 (August 5, 2008)
This descriptive report presents initial findings on parents' and families' involvement in their children's education from the Parent and Family Involvement in Education Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of students in kindergarten through 12th grade, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include parent reports of their involvement in activities at school, their involvement with homework, school communication practices, schools' provision of information on select topics, parent satisfaction with various school characteristics, expectations for their children's educational attainment, and family plans to help pay for postsecondary education.
Trends in California teacher demand: a county and regional perspective (August 5, 2008)
The report highlights the differences among California's counties and regions in their use of underprepared teachers and their needs for new teachers in the coming decade as driven by projected student enrollment changes and teacher retirements. The findings show county and regional variations in key factors that influence teacher labor markets.
Examining the Links Between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities (August 5, 2008)
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics.
Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later (July 30, 2008)
This NCES report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. Using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study, the report describes the background, academic preparation, and experience of these beginning students over three academic years, from July 2003 to June 2006, and provides information about rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions.
Revenues and Expenditures by Public School Districts: School Year 2005-06 (July 29, 2008)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2005-06. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06" (NCES 2008-328)
Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative (July 28, 2008)
The National Center for Education Research within the Institute of Education Sciences today released the report on the Preschool Curriculum Evaluation Research (PCER) initiative, an efficacy evaluation of several preschool curricula. The report, Effects of Preschool Curriculum Programs on School Readiness, provides individual results for each curriculum evaluated. Under the PCER initiative, twelve research teams were funded to implement and conduct research on 14 preschool curricula in a variety of settings serving predominantly low-income children under an experimental design. Evaluation data were collected from all research sites in fall and spring of the preschool year and spring of the kindergarten year using a common set of measures. The goal of the PCER initiative was to identify the impact of each preschool curriculum on five student-level outcomes (reading, phonological awareness, language, mathematics, and behavior) and six classroom-level outcomes (classroom quality, teacher-child interaction, and four types of instruction). This final report presents findings for the impact of each curriculum on student-level and classroom-level outcomes.
Prevalence of Strategies for Preparing Rural Teachers (July 28, 2008)
The Central Region states have greater percentages of rural students and schools than the U.S. average. This report describes how nine teacher preparation programs in the region prepare their graduates for teaching positions in rural settings.
Characteristics of California School Districts in Program Improvement (July 28, 2008)
This descriptive analysis provides a statistical profile of California's Title I school districts in program improvement. As an independent analysis of these districts in the aggregate, it is intended to inform the context for district improvement as California rolls out and refines its district intervention strategies.
Career and Technical Education in the United States: 1990–2005 (July 22, 2008)
This compendium report describes recent trends in career and technical education (formerly vocational education) at the secondary, postsecondary, and adult levels. The report looks at trends in CTE offerings, who participates in CTE, what types of CTE students take, who teaches CTE, and the labor market and further education outcomes attained by CTE participants.
Characteristics of Arizona School Districts in Improvement (July 21, 2008)
This descriptive analysis provides a statistical profile of Arizona's lowest performing school districts, which can inform the context for district improvement as Arizona rolls out and refines its district intervention strategies.
FY 2008 Awards, Second Phase, Awarded July 1, 2008 (July 17, 2008)
NCSER made a series of new research grant awards in July.
AUTISM SPECTRUM DISORDERS
Efficacy and Sustainability of the Strategies for Teaching Based on Autism Research (STAR) Program
University of Pennsylvania, David Mandell
Development of an Intervention to Enhance the Social Competencies of Children with Asperger's/High Functioning Autism Spectrum Disorders
University of Buffalo, SUNY, Martin Volker
NATIONAL RESEARCH AND DEVELOPMENT CENTERS
Center for Response to Intervention in Early Childhood
University of Kansas, Charles Greenwood and Judith Carta
Center on Serious Behavior Disorders at the Secondary Level
Lehigh University, Lee Kern
POSTDOCTORAL RESEARCH TRAINING
Postdoctoral Research Training Fellowship Program
University of Texas at Austin, Sharon Vaughn
Postdoctorate in Behavioral Education and Research
University of Connecticut, Sandra Chafouleas
Postdoctoral Methodological Training in Instruction, Reading, Math, and Cognition Research on Children At Risk for Learning Disabilities
University of California Riverside, H. Lee Swanson
VU Department of Special Education Postdoctoral Intervention Research Training Program
Vanderbilt University, Karen Harris
Georgia Measurement and Assessment Training–Postdoctoral Program
Georgia State University, Randy Kamphaus
RELATED SERVICES
Related Services Intervention for Expressive and Receptive Language Skills in Autism Spectrum Disorder and in Cognitive Impairment
Vanderbilt University, Stephen Camarata
RESPONSE TO INTERVENTION
Recognition and Response: A Response to Intervention Model for Early Childhood
University of North Carolina at Chapel Hill, Virginia Buysse
Early Identification of Children with Reading Disabilities within an RTI Framework
University of Kansas, Hugh Catts
Online Teacher Training: Promoting Student Social Competence to Improve Academic and Behavioral Outcomes in Grades K-3
Iris Media, Inc., Brion Marquez
TRANSITION OUTCOMES FOR SPECIAL EDUCATION SECONDARY STUDENTS
Project READY: Research on Employability Skills for Adjudicated Youth with Disabilities
FY 2008 Awards, Second Phase, Awarded July 1, 2008 (July 16, 2008)
NCER made a series of new research grant awards in July. This list of awards is for Cycle 2 only and is as follows:
COGNITION & STUDENT LEARNING
Mindful Instruction of Nonmainstream Children
University of Illinois at Urbana-Champaign, Richard Anderson
Developing the Retrieval-Monitoring-Feedback (RMF) Method for Improving the Durability and Efficiency of Student Learning
Kent State University, Katherine Rawson
Extension of an Argument Curriculum to an Academically Disadvantaged Middle-School Population
Teachers College, Columbia University, Deanna Kuhn
Making Sense of Concrete Models for Mathematics
Michigan State University, Kelly Mix
A Cognitive Approach to Implementing Tree Thinking in High School and College Biology Curricula
Vanderbilt University, Laura Novick
Scaffolding Students' Use of Multiple Representations for Science Learning
University of Wisconsin, Sadhana Puntambekar
The Organization of Mathematical Knowledge
Northwestern University, Lance Rips
EARLY CHILDHOOD PROGRAMS AND PRACTICES
Efficacy of Read It Again! In Rural Preschool Settings
The Ohio State University, Laura Justice
Educational Television to Enhance Young Children's Language and Vocabulary Skills
Florida State University, Beth Phillips
Test of Emergent Writing Skills
Florida State University, Cynthia Puranik
EDUCATION LEADERSHIP
A Randomized Control Trial to Assess the Efficacy of the Balanced Leadership Program
University of Michigan, Roger Goddard
The Development and Validation of the Vanderbilt Assessment of Leadership in Education
University of Pennsylvania, Andrew Porter
EDUCATION POLICY, FINANCE, AND SYSTEMS
Massachusetts Expanded Learning Time: Implementation and Outcomes
Massachusetts Department of Education, Carrie Conaway
Kids Integrated Data System (KIDS): An Evidence-Based System for Enhancing Educational Proficiency and Social Adjustment
University of Pennsylvania, John Fantuzzo
School Responses to AYP Classification Due to Student Subgroups and the Relationship to Student Achievement
University of Pennsylvania, Elliot Weinbaum
EDUCATION TECHNOLOGY
Expanding the Science and Literacy Curricular Space: The GlobalEd II Project
University of Connecticut, Scott Brown
Advancing Ecosystems Science Education via Situated Collaborative Learning in Multi-User Virtual Environments
Harv
WWC Releases Two New Quick Reviews (July 15, 2008)
One of the latest quick reviews rates a study that examined whether having a Teach For America teacher affects the academic performance of high school students. Also rated is a study that investigated whether it is more effective to teach mathematical concepts with abstract symbols or concrete examples.
America's Children in Brief: Key National Indicators of Well-Being, 2008 (July 11, 2008)
The Federal Interagency Forum on Child and Family Statistics, a collection of 22 Federal government agencies, including NCES, involved in research and activities related to children and families, has just released America's Children in Brief: Key National Indicators of Well-Being, 2008. The report continues the tradition of cooperation and commitment by agencies across the Federal Government to advance our understanding of children today and indicate what may be needed to bring them a better tomorrow. This year’s report shows that reading and math scores are up for 4th and 8th graders.
Academic Libraries: 2006 (July 8, 2008)
This First Look report summarizes services, staff, collections, and expenditures of academic libraries in 2- and 4-year, degree-granting postsecondary institutions in the 50 states and the District of Columbia.
WWC Releases Accelerated Middle Schools Intervention Report (July 8, 2008)
Accelerated middle schools are self-contained academic programs designed to help middle school students who are one to two years behind grade level to catch up to their peers. Read the WWC intervention report now.
Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 and 2004-05 (June 27, 2008)
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations.
2008 IES Research Conference Presentations Now Available (June 26, 2008)
Presentations from many of the recently concluded IES Research Conference panelists are now available for review. If you want to refresh your memory, or if you were unable to attend, these presentations provide a great portal into the substance of this annual event. Check back periodically for further additions.
NCES Statewide Longitudinal Data System Grants Request for Applications - 84.372 (FY 2009) (June 26, 2008)
The National Center for Education Statistics within the Institute of Education Sciences has released a Request for Applications for the Statewide Longitudinal Data System. The purpose of this program is to provide grants to SEAs to enable such agencies to design, develop, and implement statewide longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data, consistent with the Elementary and Secondary Education Act of 1965. The long term goal of this program is to increase the number and capacity of comprehensive statewide longitudinal data systems, thereby permitting States to generate accurate and timely data to meet reporting requirements; support evidence-based education decision-making; and increase the efficiency and organization of transferring educational data among schools, districts, and states in order to improve student achievement. These grants will support the development of statewide longitudinal systems that link individual student data, promote interoperability across institutions and States, and protect student privacy consistent with applicable privacy protection laws. The submission deadline for the Statewide Longitudinal Data System Grants is September 25, 2008.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2005-06 (June 26, 2008)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2005-06 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Findings include: In 2005-06, these 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers. The districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2004-05. Across the districts, the averaged freshman graduation rate was 69.5 percent. Three states -- California, Florida, and Texas -- accounted for almost half of the 100 largest public school districts. Current per-pupil expenditures in fiscal year 2003 ranged from a low of $5,104 in the Puerto Rico School District to a high of $18,878 in the District of Columbia Public School District.
Just Released: National Indian Education Study - Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 (June 25, 2008)
This report presents information about the educational, home, and community experiences of approximately 21,000 American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007.
Trends Among High School Seniors, 1972-2004 (June 24, 2008)
Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992, and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, and socioeconomic status (SES).
NAEP High School Transcript Studies Training for NAEP Researchers (June 18, 2008)
June 23 is the application deadline for this three-day advanced studies seminar on the use of NAEP transcript data for education research and policy analysis, August 4-6.
Using NAEP for Research and Policy Analysis--NAEP Database Training Seminar. (June 18, 2008)
June 23 is the application deadline for this three-day advanced studies seminar on the use of NAEP data for education research and policy analysis, July 30 to August 1.
Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years (June 16, 2008)
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program. The study’s latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After Two Years, found no significant differences in student achievement between those who were offered scholarships to attend a participating private school and those who were eligible for, but were not offered (as assigned by a lottery) a scholarship. However, being offered a scholarship may have improved reading test scores among three subgroups of relatively more advantaged students: those who had not attended a School in Need of Improvement (SINI) school when they applied to the program, those who had relatively higher pre-program academic performance, and those who applied in the first year of program implementation.
Students in the program did not report being more satisfied or feeling safer than those who were not in the program. However, the program did have a positive impact on parent satisfaction and perceptions of school safety.
This same pattern of findings holds when the analysis is conducted to determine the impact of using a scholarship rather than being offered a scholarship and when estimating the effects of attending private school versus public school, regardless of whether an Opportunity Scholarship Program scholarship was used.
New PEELS report: Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities (June 10, 2008)
The National Center for Special Education Research within the Institute of Education Sciences has released the second major report from the Pre-Elementary Education Longitudinal Study (PEELS) titled "Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report." This report describes changes in disability status, changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments.
Enhanced Academic Instruction in After-School Programs: Findings from the First Year of Implementation (June 10, 2008)
The report, Enhanced Academic Instruction in After-School Programs, presents implementation and impact findings after one year of program operation. This study tests whether interventions of structured approaches to academic instruction in after-school programs (one for reading and one for math) produce better academic outcomes than regular after-school services that consist primarily of help with homework, tutoring, or locally assembled materials that do not follow a structured curriculum.
Technical Methods Report: Guidelines for Multiple Testing in Impact Evaluations (June 9, 2008)
NCEE is beginning to publish commissioned papers called, Technical Methods Reports, that are an outgrowth from discussions and special investigations undertaken by the NCEE Methods Working Group. The reports are designed for use by research and evaluation specialists. These reports address current methodological concerns that evaluation experts believe warrant resolution or advancement. Typically, a paper will summarize the method issue and relevance to the conduct of studies, especially for studies in design or analysis phases. The first report in the series is
Technical Methods Report: Guidelines for Multiple Testing in Impact Evaluations presents guidelines for education researchers that address the multiple comparisons problem in impact evaluations in the education area. The problem occurs due to the large number of hypothesis tests that are typically conducted across outcomes and subgroups in evaluation studies, which can lead to spurious significant impact findings.
Sign up for the IES Newsflash to receive Technical Methods Reports.
Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 and 2003 Cohorts; and Financial Statistics, Fiscal Year 2006 (June 3, 2008)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2007 data collection, which included four components: Enrollment in Postsecondary Institutions, Fall 2006; Graduation Rates, 2000 & 2003 Cohorts; and Financial Statistics, Fiscal Year 2006. These data were collected through the IPEDS web-based data collection system.
WWC Releases Two New Quick Reviews (June 3, 2008)
See how the WWC rated a study that explores whether placing sixth graders in middle schools rather than elementary schools affects their behavior and academic performance. Read the second new review, rating a study of a Texas Advanced Placement Incentive Program and its effect on students' SAT/ACT scores and college attendance.
Condition of Education 2008 (May 29, 2008)
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
New NCSER Report: Facts From NLTS2: Substance Use Among Young Adults With Disabilities (May 20, 2008)
The National Center for Special Education Research (NCSER) within the Institute of Education Sciences has released "Facts From NLTS2: Substance Use Among Young Adults With Disabilities." The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities. For further information please contact David Malouf at 202-219-1309 or david.malouf@ed.gov.
A Second Follow-up Year for Measuring how Benchmark Assessments Affect Student Achievement (May 19, 2008)
This REL Technical Brief examines whether, after two years of implementation, schools in Massachusetts using quarterly benchmark exams aligned with state standards in middle school mathematics showed greater gains in student achievement than those not doing so. A quasi-experimental design, using covariate matching and comparative interrupted time-series techniques, was used to assess school differences in changes in mathematics performance between program and comparison schools. Following up on an earlier Issues & Answers report, with just one year of post-implementation data, the study found no significant differences between schools using this practice and those not doing so after two years.
Attrition of Public School Mathematics and Science Teachers (May 19, 2008)
Using data from the Teacher Follow-up Survey (TFS), this Issue Brief reports on trends in the attrition of public school mathematics and science teachers over a 16-year period and examines the reasons given by mathematics and science teachers for leaving teaching employment. Findings from the analysis indicate that the percentage of public school mathematics and science teachers who left teaching employment did not change measurably between 1988–89 and 2004–05. However, the percentage of other public school teachers who left teaching employment did increase over the same period. Differences were found between mathematics and science leavers and other leavers. For example, of those teachers with a regular or standard certification, a smaller percentage of mathematics and science teachers than other teachers left teaching employment. In addition, when asked to rate various reasons for leaving the teaching profession, greater percentages of mathematics and science leavers than other leavers rated better salary or benefits as very important or extremely important.
National Indian Education Study 2007 Part I on the NAEP Website (May 14, 2008)
This report presents the results for Part I of the National Indian Education Study (NIES) focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first such study conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results.
New Edition of IES Newsletter Online (May 13, 2008)
A new edition of Research News, the online newsletter highlighting recent IES activities, is now available. In this issue: Meet the two newest associate commissioners on the IES senior leadership team, learn about the four new RFA's for FY 2009 and the recipients of research program grants for 2008, and find out about new longitudinal studies being launched by NCES and new Quick Review Reports from the What Works Clearinghouse. In addition to providing information about recent report releases, the newsletter offers details about upcoming conferences and training opportunities, along with other IES activities.
National Indian Education Study Part I Available May 14 on the NAEP Website (May 6, 2008)
The National Indian Education Study (NIES), first conducted in 2005, is a two-part study designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Part I of the NIES will be released on May 14, providing in-depth information on the academic performance of fourth- and eighth-grade AI/AN students on the 2007 National Assessment of Educational Progress (NAEP) in mathematics and reading.
NIES provides data on a nationally representative sample of American Indian and Alaska Native students in public, private, Department of Defense, and Bureau of Indian Education funded schools. It is a reliable source of data for educators, administrators, and policymakers who address the educational needs of our students.
Part II of the study was conducted through a survey to explore the educational experiences of the fourth- and eighth-grade AI/AN students who participated in the NAEP assessments. The survey focused on the integration of native language and culture into school and classroom activities. Results of the 2007 survey will be available in the summer of 2008.
The study is sponsored by the Office of Indian Education (OIE) and conducted by the National Center for Education Statistics for the U.S. Department of Education.
NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.
Turning Around Chronically Low-Performing Schools: A Practice Guide (May 6, 2008)
Read the latest IES practice guide that looks at practices a chronically low-performing school can adopt to quickly change school strategies to improve student outcomes.
New From the WWC - Quick Reviews (May 6, 2008)
Learn about the WWC's newest product, designed to provide objective assessments of the quality of the evidence from recently released research, and read quick reviews of studies of after-school programs, the SATURN random drug testing initiative, and SimCalc MathworldsTM.
An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools (May 5, 2008)
New York rural schools and districts have a high percentage of core teaching assignments filled by highly qualified teachers, with only small differences across key factors such as school poverty and school need for improvement. Urban schools-particularly those in New York City-have fewer core assignments filled by highly qualified teachers.
Integrated Postsecondary Education Data System Human Resources Data Quality Study (May 5, 2008)
The purpose of this study was to assess the reliability and quality of human resources (HR) data collected through the Integrated Postsecondary Education Data System (IPEDS) from postsecondary institutions in the academic year 2004-2005. The 2004-05 IPEDS HR data collected in the Salaries (SA) and Employees by Assigned Position (EAP) components were compared to HR data from several external sources. An assessment of the 2004-05 IPEDS Fall Staff component was also made; however, the assessment involving the Fall Staff component differed from the assessment involving the IPEDS SA and EAP components because the reporting of Fall Staff data was optional in 2004-05 while the reporting of SA and EAP data was required in 2004-05 for Title IV institutions that met the minimum criteria for applicability. After taking definitional differences, data elements, and comparable institutions into consideration, HR data from the IPEDS SA component and HR data from the external sources were fairly consistent with one another. Where data for 9/10- and 11/12-month full-time faculty members could be separated, data for 9/10-month faculty members were more consistent between the data sources while data for 11/12-month faculty were somewhat less consistent. Detailed data (by gender and academic rank) were less likely to be consistent from one report to another than were overall totals or averages. The HR data from the IPEDS EAP component that were compared to the HR data from the external sources revealed very small to large differences depending on the data element evaluated. The analysis of the executive/administrative/managerial staff reported to IPEDS and to external sources revealed large differences, which were most likely related to the lack of common definitions between the sources. Overall, the 2004-05 optional year Fall Staff component data were at least as accurate as the original 2003-04 required year data submissions for both degree- and non-degree-granting institutions.
New Publication Released: Reading First Impact Study: Interim Report (May 1, 2008)
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1-3. A final report on the impacts from 2004-2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
An Exploratory Analysis of the Content and Availability of State Administrative Data on Teacher Compensation (April 29, 2008)
This report identifies state education agencies (SEAs) that maintain records on pay for public school teachers, the comparability of these records, and whether the data might be available to the research community. The report finds that many states maintain teacher-level records with earnings and other teacher characteristics, and are willing to share these data with researchers. It is feasible to use teacher employment and compensation data collected by SEAs to conduct large multistate comparative studies of teacher pay. These studies would not only permit overall comparisons of pay, but also comparisons of teacher pay at various points along typical career trajectories, with breakdowns by teacher demographics and state or district characteristics.
Teacher Career Choices: Timing of Teacher Careers Among 1992-93 Bachelor's Degree Recipients (April 29, 2008)
This report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study (B&B:93/03) to analyze the teaching career choices of 1992-93 bachelor's degree recipients. As of 2003, some 87 percent of graduates reported not teaching in 1994, 1997, and 2003 (nonteachers). Of the 13 percent of graduates who were teaching at one or more of the three follow-up interviews, 31 percent taught consistently, 41 percent were late starters, 16 percent were leavers, and 12 percent were other teachers. The report also provides an in-depth look at the teacher career choices of those graduates with various demographic characteristics, academic backgrounds, teaching assignments, and salaries. Among those who taught, graduates with dependents in each year (1993, 1997, and 2003) taught consistently at higher rates than graduates without dependents. Most graduates who taught consistently had majored in education for their bachelor's degree (77 percent). On the other hand, 40 percent of education majors were not teaching at the elementary/secondary level in 1994, 1997, or 2003. Many of the 1992-93 graduates who became teachers had earned a master's degree or higher by 2003 and had done so at higher rates than graduates who did not teach: 39 percent of graduates who taught had attained a master's degree or higher by 2003, compared with about one-quarter of those who did not teach. The results in this report may inform research on teacher supply and demand, teacher attrition, and teacher retention.
IES Hosting Webinars to Present Research Funding Opportunities (April 28, 2008)
The Institute of Education Sciences will host a series of webinars to present research funding opportunities at the National Center for Special Education Research and the National Center for Education Research.
For more information regarding webinar topics, dates, and registration process, please visit http://ies.ed.gov/funding/webinars/index.asp.
Parent Expectations and Planning for College: Statistical Analysis Report (April 22, 2008)
This report uses data from the 2003 National Household Education Surveys Program (NHES) Parent and Family Involvement Survey (PFI) to examine the characteristics associated with the educational expectations parents had for their children and the postsecondary education planning practices families and schools engaged in. The results presented in this report are based on a sample of students in grades 6 through 12 who represented the 28,182,000 students in grades 6 through 12 in the United States in early 2003. The data revealed that roughly nine out of every 10 students (91 percent) in grades 6 through 12 had parents who expected them to continue their education beyond high school, with about two-thirds (65 percent) having had parents who expected them to finish college. Other findings presented in this report show that about one-third (32 percent) of students had parents who perceived that their child's school did very well at providing information to help their child plan for postsecondary education. Finally, among students whose parents expected them to continue their education after high school, 82 percent had parents who reported that the family was planning on helping to pay for their child's postsecondary education costs, and among those whose parents reported that the family was planning on helping to pay the costs, 66 percent had parents who reported that they had enough information about postsecondary education costs to begin planning.
Pre-Elementary Education Longitudinal Study Data Analysis System (April 18, 2008)
The National Center for Special Education Research has released a dynamic web-based analysis system that allows the public to generate descriptive and inferential statistics using data from Waves 1 and 2 of the Pre-Elementary Education Longitudinal Study (PEELS). The system includes over 1,000 variables related to child and family characteristics; special education programs and services; and academic, social, and functional performance for preschoolers with disabilities. Users may access the system at http://nces.ed.gov/dasolv2/tables/index.asp#early or http://nces.ed.gov/dasolv2/covariance/index.asp.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2005-06 (Fiscal Year 2006) (April 15, 2008)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2005-06. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.
Findings from the Pilot Teacher Compensation Survey: School Year 2005-06 (April 10, 2008)
This brief publication contains summary data from the research and development effort to collect individual salary and demographic data on public school teachers. Seven states participated in this effort: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. Data from full-time public school teachers who teach at only one school were included in the analysis. Median salaries and counts for different groupings by experience, age, race, and gender are presented.
What States Can Learn About State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors (April 7, 2008)
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. It examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the challenges states face in developing and implementing approved systems.
NCSER announces FY 2008 Awards (April 3, 2008)
NCSER made a series of new research program grant awards in March. A list of these awards is as follows:
EARLY INTERVENTION AND EARLY CHILDHOOD SPECIAL EDUCATION
A Randomized Efficacy Trial of the Kids in Transition to School (KITS) Program for Children with Developmental Disabilities and Behavioral Problems
Oregon Social Learning Center, Katherine Pears
Building Social Competence for School Success through a Continuum of Positive Behavior Supports (CPBS)
University of Virginia, Martha Snell
Establishing the Efficacy of the "Special Friends" Project
University of Illinois, Michaelene Ostrosky
Sit Together and Read: Early Childhood Special Education
Ohio State University, Laura Justice
MATHEMATICS AND SCIENCE
Math and Science Teaching that Promotes Clear Expectations and Real Learning across Years for Students with Significant Cognitive Disabilities
University of North Carolina at Charlotte, Diane Browder
Visualizing Science with Adapted Curriculum Enhancements (ACE)
Mid-continent Research for Education and Learning, Sheila Arens
READING, WRITING, AND LANGUAGE DEVELOPMENT
Project LIBERATE (Literacy Instruction Based on Evidence through Research for Adjudicated Teens to Excel)
Georgia State University, David Houchins
Spanish Screener for Language Impairment in Children (SSLIC)
Arizona State University, Maria Adelaida Restrepo
SERIOUS BEHAVIOR DISORDERS
Collaborative School-Home Behavioral Intervention for ADHD
University of California, San Francisco, Linda Pfiffner
Development of Universal, Selected, and Intensive Social Skills Intervention Programs
Louisiana State University and A&M College, Frank Gresham
Promoting Social, Emotional, and Behavioral Competence in Young High-Risk Children: A Preventative Classroom-Based Early Intervention Model
Virginia Commonwealth University, Maureen Conroy
The Nation's Report Card: Writing 2007 (April 3, 2008)
This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White -- Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts.
Comparison Between NAEP and State Assessment Results: 2003 (April 2, 2008)
Two new research and development reports compare state and NAEP assessment results in reading and in mathematics, based on data from 2003 and earlier assessments. For each state, three aspects of student progress are addressed:
* Where the state standards fall on the NAEP scales for grades 4 and 8;
* How much progress the state made toward the NAEP equivalent of the state’s standards, from the earlier assessments to 2003;
* How much the racial/ethnic achievement gaps in each state have changed during this same period.
These two-volume reports also compare the NAEP findings with similar findings reported by each state on its own assessments. In each report, the first volume introduces the strengths and limitations of the study’s methodology and data sources, and the second volume contains detailed findings for each state, introduced by an explanation of the state profiles.
Download these reports:
Comparison Between NAEP and State Mathematics Assessment Results: 2003
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008475
Comparison Between NAEP and State Reading Assessment Results: 2003
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2008474
To read more about research comparing NAEP and state and NAEP standards, see
http://nces.ed.gov/nationsreportcard/researchcenter/statemapping.asp
A related report is available at
http://nces.ed.gov/nationsreportcard/pubs/studies/2007482.asp
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2004-05 (April 1, 2008)
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2004-05 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures.
Characteristics of Private Schools in the United States: Results from the 2005-2006 Private School Universe Survey (April 1, 2008)
This report on the 2005-2006 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics.
WWC Releases Job Corps Intervention Report (April 1, 2008)
Read the WWC rating of Job Corps, a program offering remedial education, GED preparation, vocational training, and job placement assistance to economically disadvantaged youth.
Piloting a Searchable Database of Dropout Prevention Programs in Nine Low-Income Urban School Districts in the Northeast and Islands Region (March 31, 2008)
Despite evidence that some dropout prevention programs have positive effects, whether districts in the region are using such evidence-based programs has not been documented. This report details a pilot project to generate and share knowledge by building a searchable database of dropout programs and policies.
NCER Announces FY 2008 Awards (March 26, 2008)
NCER made a series of new research program grant awards in March. This list of awards is for cycle I only and is as follows:
COGNITION & STUDENT LEARNING
Guided Cognition for Unsupervised Learning of Mathematics
Fordham University, William Whitten
Improving Children's Numerical Understanding
Carnegie Mellon University, Robert Siegler
Efficacy of Earobics Step I in English Language Learners and Low SES Minority Children
University of Texas Health Science Center at Houston, Jason Anthony
The Diagnostic Geometry Assessment Project
Boston College, Michael Russell
EARLY CHILDHOOD PROGRAMS AND PRACTICES
Closing the SES Related Gap in Young Children's Mathematical Knowledge
University of California, Prentice Starkey
Increasing the Efficacy of an Early Mathematics Curriculum with Scaffolding Designed to Promote Self-Regulation
State University of New York at Buffalo, Doug Clements
EDUCATION POLICY, FINANCE, AND SYSTEMS
Catholic School Prices, Private School Attendance, and Student Outcomes
National Bureau of Economic Research, Susan Dynarski
Creating an Integrated Resource Information System to Assess Student, Teacher, Classroom, and School Effects on Value-Added Student Learning Gains and to Support More Cost-Effective Budgeting
University of Wisconsin, Robert Meyer
EDUCATION TECHNOLOGY
Studying the Potential of Virtual Performance Assessments for Measuring Student Achievement in Science
Harvard University, Christopher Dede
HIGH SCHOOL REFORM
The Consequences for High School Students of Failing State Exit Exams: Evidence from Massachussetts
Harvard University, Richard Murnane
A Curriculum Engagement: Micro-process Interventions in Middle and High School to Improve Attendance, Behavior, Achievement and Grade Promotion for At-Risk Ninth Graders
Johns Hopkins University, Nettie Legters
MATHEMATICS AND SCIENCE EDUCATION
A Longitudinal Study of Gender and Mathematics Using ECLS-K Data
University of Illinois, Urbana-Champaign, Sarah Lubienski
Bringing Cognitive Tutors to the Internet: A Website that Helps Middle-School Students Learn Math
Carnegie Mellon University, Vincent Aleven
A Randomized Controlled Study of the Effects of Intelligent Online Chemistry Tutors in Urban California School Districts
WestEd, Steven Schneider
Early Learning in Mathematics: Efficacy in Kindergarten Classrooms
Pacific Institutes for Research, Scott Baker
Multilevel Assessments of Science Standards (MASS)
WestEd, E
StatChat on 2007 NAEP Writing Assessment Results (March 25, 2008)
At 2pm on April 3, join National Center for Education Statistics Associate Commissioner Peggy G. Carr for an online StatChat about the 2007 writing assessment results. You can submit questions for the chat anytime in advance at
http://nces.ed.gov/whatsnew/statchat and come back later to participate in the session.
The writing results will be available on April 3 at 10 a.m. At that time, you can view the results and watch a webcast of the release event online at
http://nationsreportcard.gov.
For more information on the writing assessment, visit
http://nces.ed.gov/nationsreportcard/writing/
NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.
Digest of Education Statistics, 2007 (March 25, 2008)
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.
WWC Releases JOBSTART Intervention Report (March 25, 2008)
JOBSTART is an alternative education and training program designed to improve the economic prospects of young, disadvantaged high school dropouts. See how the WWC rated JOBSTART for dropout prevention.
IES releases RFA for an NCSER FY 2009 research training grant competition: Special Education Research Training Grants (84.324B) (March 20, 2008)
IES has released a funding announcement for the NCSER FY 2009 research training grant competition: Special Education Research Training Grants (84.324B).
IES releases RFAs for two NCER FY 2009 research and research training grant competitions: Education Research Training Grants (84.305B) and Education Research and Development Center Grants (84.305C) (March 20, 2008)
IES has released funding announcements for two NCER FY 2009 research and research training grant competitions: Education Research Training Grants (84.305B) and Education Research and Development Center Grants (84.305C).
2003-2004 Private School Universe Survey (PSS) Data File User's Manual and Survey Documentation (March 20, 2008)
This manual describes the 2003-2004 Private School Universe Survey (PSS) data collection activities, processing, and data files. The 2003-2004 PSS public-use data file user's manual is also included.
New Quick Guides Introduce NAEP Tools (March 20, 2008)
NAEP web tools are powerful and easy to use, and now they are even easier to use, thanks to new Quick Reference Guides that you can print. See
http://nces.ed.gov/nationsreportcard/about/naeptools.asp#qrg
Read about all NAEP tools at
http://nces.ed.gov/nationsreportcard/about/naeptools.asp
If you have a particular interest in NAEP assessment questions, watch a quick introduction to the questions tool by clicking "See video preview" in the large Questions Tool button at
http://nces.ed.gov/nationsreportcard/itmrls/
For details, click the large Questions Tool button to go to
http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp where you will see a button for the Tutorial.
If you want to customize how you look at NAEP data, learn how with the NAEP Data Explorer tutorial. Click the link "view the tutorial" on
http://nces.ed.gov/nationsreportcard/naepdata/
NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.
Trends in Undergraduate Borrowing II: Federal Student Loans in 1995-96, 1999-2000, and 2003-04 (March 18, 2008)
This report uses data from the National Postsecondary Student Aid Studies (NPSAS:96, NPSAS:2000 and NPSAS:04) to examine trends in Stafford loan borrowing among undergraduates. Since 1995-96, borrowing of subsidized Stafford loans increased among low-income dependent undergraduates and among independent students at all income levels. The rate of borrowing any Stafford loan (subsidized or unsubsidized) increased among all but those in the lowest income category for both dependent and independent undergraduates alike. While the average amount of subsidized loans has leveled off over time, both the amount of the average unsubsidized loan and the percentage of borrowers of such loans continued to grow. Unlike subsidized loans, interest on an unsubsidized loan accrues and is usually added to the principal of the loan while the student is enrolled in school and not yet in repayment.
A Description of Foundation Skills Interventions for Struggling Middle-grade Readers in Four Urban Northeast and Islands Region School Districts (March 17, 2008)
This study describes how four midsize urban school districts in the Northeast and Islands Region were providing foundation skills assessments and programs to struggling middle-grade readers. Researchers found variations, but also some similarities, in the districts' use of tests and programs.
Applications Being Accepted for NAEP Database Training Seminar July 30 (March 14, 2008)
A three-day advanced studies seminar on the use of the NAEP database for education research and policy analysis will begin July 30, 2008; application deadline is June 18. See
http://ies.ed.gov/whatsnew/conferences/?id=313&cid=2 for details. This seminar is aimed at faculty and advanced graduate students from colleges and universities. Education researchers and policy analysts with strong statistical skills from state and local education agencies and professional associations are also welcome.
The main NAEP database contains nationally representative achievement scores on fourth-, eighth-, and 12th-graders from public and non-public schools in a variety of academic subjects. The database also contains background information on the students who were assessed and their learning environment. To understand more about NAEP research, see
http://nces.ed.gov/nationsreportcard/researchcenter/
Explore the data at http://nces.ed.gov/nationsreportcard/naepdata/
NAEP, the National Assessment of Educational Progress, is administered by the National Center for Education Statistics within the Institute of Education Sciences.
Mini-Digest of Education Statistics 2007 (March 13, 2008)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2007.
New NCER FY2009 Competition on Evaluating State and Local Education Programs and Policies (March 12, 2008)
Through its new research program in Evaluation of State and Local Education Programs and Policies (84.305E), the Institute will provide support for rigorous evaluations of state or local education programs or policies implemented by State or local education agencies. The deadline for this program is October 2, 2008. The Requests for Applications are available at http://ies.ed.gov/ncer/funding/ .
IES Workshop on Evaluating State and District Level Interventions (March 12, 2008)
The Institute of Education Sciences will sponsor a one-day workshop on evaluating state- and district-level interventions. The purpose of the workshop is to help states and districts plan and design rigorous evaluations of their policies and programs. The workshop will provide an overview of quasi-experimental and experimental evaluation designs, with a focus on state-level and district-level design issues.
Employees in Postsecondary Institutions, Fall 2006, and Salaries of Full-Time Instructional Faculty, 2006-07 (March 11, 2008)
This report presents information from the Winter 2006-07 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2006 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2006-07 by length of contract/teaching period, academic rank, gender, and average salaries.
Alternative Assessments for Special Education Students in the Southwest Region States (March 10, 2008)
In 2003, the U.S. Department of Education issued regulations allowing states to develop alternate standards and assessments for students with the most significant cognitive disabilities. This study reviews and summarizes alternate assessment policies and practices and their implementation and impact for the most significantly cognitively disabled students, across the five states in the Southwest Region.
NAEP Researchers: 2006 Restricted-Use Data Files Available! (March 7, 2008)
Data for all 2006 NAEP national assessments (Civics, Economics, and U.S. History) are available on CD-ROM to researchers in organizations holding licenses from NCES. See which NAEP variables are available in 2006 (and earlier datasets) by visiting the NAEP website.
Ten Years After College: Comparing the Employment Experiences of 1992-93 Bachelor's Degree Recipients With Academic and Career-Oriented Majors (March 4, 2008)
The report uses longitudinal data from the 1992-93 Baccalaureate and Beyond Study, which represents about 1.2 million bachelor's degree recipients that year. The report examines college graduates' work experiences in 1994, 1997, and 2003, describing their labor force status, employment stability, occupations and industries, salaries and benefits, and perceptions about their jobs. It compares the experiences of graduates with academic and career-oriented undergraduate majors. About half of all the graduates (51 percent) were employed and not enrolled at all three follow-ups, but the other half moved into and out of the workforce, often to pursue further education. By 2003, some 46 percent of graduates had at some point been unemployed (not working, but looking for work) since graduation, but unemployment became less prevalent the longer graduates had been out of college. By 2003, most graduates were settled in a job they considered a career, and had used their education. The average salary for a graduate employed full time at one job, adjusted for inflation, had roughly doubled since 1994. A majority was satisfied with their pay, fringe benefits, job security, and opportunity for promotion. Compared with graduates with academic undergraduate majors, those with career-oriented majors appeared to establish themselves in the labor force earlier and relatively fewer obtained additional education.
NAEP Questions Tool: New Video Preview, Tutorial, and Data Feature (March 3, 2008)
Do you want to see what NAEP questions are like and what you can do with them? A new video will introduce you to the NAEP Questions Tool in under two minutes. Go to http://nces.ed.gov/nationsreportcard/itmrls/ and click "See video preview" at the bottom of the Questions Tool button.
Accompanying the new video are short but detailed lessons to help you use all the features of the NAEP Questions Tool, which are easily available from the new Tutorial button on the Questions Search page:
http://nces.ed.gov/nationsreportcard/itmrls/startsearch.asp
For each question, a selection feature has been added for educators and other researchers who want to examine response data for any jurisdiction in state NAEP. For your selected question in mathematics, reading, science, or writing, click on the "More Data" tab to examine data for any a single state or TUDA.
Don't forget about the way to get a quick look at representative questions from recent assessments: click on Test Yourself on
http://nces.ed.gov/nationsreportcard/itmrls/
A Review of Avoidable Losses: High Stakes Accountability and the Dropout Crisis (February 29, 2008)
REL Southwest received a request to review the report Avoidable Losses: High Stakes Accountability and the Dropout Crisis to assess the soundness of the study methodology and the appropriateness of the conclusions drawn in the report. The review by REL Southwest found that the authors made strong causal conclusions about the effect of Texas's test-based accountability system on the high school dropout rates: that the accountability system directly increases dropout rates throughout the state. Given the nature of the data collected and analyzed in this study, such conclusions cannot be scientifically validated.
IES releases RFAs for three NCER FY 2009 research grant competitions: Education Research program (84.305A), Statistical and Research Methodology in Education (84.305D), and Evaluation of State and Local Education Programs and Policies (84.305E) (February 29, 2008)
IES has released funding announcements for three NCER FY 2009 research grant competitions: Education Research program (84.305A), Statistical and Research Methodology in Education (84.305D), and Evaluation of State and Local Education Programs and Policies (84.305E). The Requests for Applications are available at http://ies.ed.gov/ncer/funding/.
The Education Research program (84.305A) covers a broad range of topics and the application deadlines are: June 26, 2008 and October 2, 2008. New this year are the research programs in Statistical and Research Methodology in Education (84.305D) and Evaluation of State and Local Education Programs and Policies (84.305E). Through the grant program on Statistical and Research Methodology in Education, IES will provide support for research to advance education research methodologies and statistical analyses. The deadline for this program is June 26, 2008. Through the research program in Evaluation of State and Local Education Programs and Policies, the Institute will provide support for rigorous evaluations of state or local education programs or policies implemented by State or local education agencies. The deadline for this program is October 2, 2008.
IES releases the FY 2009 RFA for the Special Education Research program (84.324A) (February 29, 2008)
IES has released the FY 2009 funding announcement for the Special Education Research program (84.324A). The Special Education Research program covers 10 broad topics: (1) Early Intervention and Early Childhood Special Education; (2) Reading, Writing, and Language Development; (3) Mathematics and Science Education; (4) Social and Behavioral Outcomes to Support Learning; (5) Transition Outcomes for Special Education Secondary Students; (6) Cognition and Student Learning in Special Education; (7) Teacher Quality; (8) Related Services; (9) Systemic Interventions and Policies for Special Education; and (10) Autism Spectrum Disorders. The application deadlines are June 26, 2008, and October 2, 2008. The Request for Applications is available at http://ies.ed.gov/ncser/funding/.
IES releases four new RFAs for FY 2009 research grant competitions (February 29, 2008)
IES has released funding announcements for four FY 2009 research grant competitions. The Education Research program (84.305A) and the Special Education Research program (84.324A) cover a broad range of topics. The deadlines for both of these competitions are: June 26, 2008 and October 2, 2008. New this year are the research programs in Statistical and Research Methodology in Education (84.305D) and Evaluation of State and Local Education Programs and Policies (84.305E). Through the grant program on Statistical and Research Methodology in Education, IES will provide support for research to advance education research methodologies and statistical analyses. The deadline for this program is June 26, 2008. Through the research program in Evaluation of State and Local Education Programs and Policies, the Institute will provide support for rigorous evaluations of state or local education programs or policies implemented by State or local education agencies. The deadline for this program is October 2, 2008. The Requests for Applications are available at http://ies.ed.gov/funding/.
Formative Assessment Policies, Programs, and Practices in the Southwest Region (February 19, 2008)
Formative assessments help educators target instructional practices to meet specific student needs and monitor and support student progress toward valued state learning outcomes. Policies and programs in the five Southwest Region states suggest a range of strategies to support the development and use of formative assessments.
A Status Report on Middle School Mathematics Assessment and Student Achievement in the Pacific Region (February 11, 2008)
This study answers one basic question: What is the status of student achievement in middle school mathematics in the Pacific Region jurisdictions? The findings provide a portrait of the types of mathematic assessments used in grades 7 and 8 and of how well students are performing.
Summer Research Training Institute: Cluster-Randomized Trials (January 30, 2008)
Information on the Research Training Institute on Cluster-Randomized Trials is now available. The Training Institute is sponsored by Northwestern University, with grant support from the Institute of Education Sciences. The purpose of the Training Institute is to increase the national capacity of researchers to develop and conduct rigorous evaluations of the effectiveness of education interventions.
Recent Participation in Formal Learning Among Working-Age Adults with Different Levels of Education (January 29, 2008)
This report uses data from the 2001 and 2005 adult education surveys of the National Household Education Surveys Program (NHES) to examine the participation of adults in formal learning activities during the 12 months preceding the survey, focusing on the participation of adults who at the end of the survey had the lowest levels of education (no high school diploma, or a GED). These adults with low levels of education were found to have participated at relatively high rates in adult basic education, ESL, and GED classes. However, for the most common types of formal learning activities—work-related courses and personal interest courses—adults with low levels of education participated at lower rates and for shorter periods of time than did adults with higher levels of education. Among the adults who did participate in these activities, those with lower levels of education at the end of the survey were less likely than those with higher levels of education to pay at least some course expenses themselves.
Course-taking Patterns and Preparation for Postsecondary Education in California's Public University Systems Among Minority Youth (January 28, 2008)
This report finds that the high school program for college preparation begins in 9th grade and that making up missed preparatory courses and academic content is likely to be difficult for students who put off college-preparatory work until later in their high school career.
Enhanced Reading Opportunities: Early Impact and Implementation Findings (January 28, 2008)
The new report, Enhanced Reading Opportunities: Early Impact and Implementation Findings presents early findings from an evaluation of the impact of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the first cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among students who were randomly assigned to participate in the supplemental literacy programs compared to those who did not participate in the programs. There were no statistically significant impacts on student achievement in vocabulary or student use of reading behaviors promoted by the programs.
IES 2007 Research Training Institute On Cluster Randomized Trials Presentations Available Online (January 24, 2008)
The National Center for Education Research, one of four Centers within the Institute of Education Sciences, organized and provided financial support for the first IES Summer Research Training Institute. The 2007 Training Institute was held at the Wyatt Center at Peabody College on the campus of Vanderbilt University. The faculty consisted of leading researchers, with extensive experience in statistical analysis and implementation of cluster randomized trials. The course sessions provided intensive training on planning, implementing and analyzing data from a cluster randomized trial in education. The course sessions were videotaped and a subset of the presentations are now available online.
Interested researchers can access the PowerPoint presentations, and the videotaped sessions using the link provided here.
WWC Releases New Chance Intervention Report (January 24, 2008)
New Chance, a program for young welfare mothers who have dropped out of school, aims to improve both their employment potential and their parenting skills. Read the WWC analysis.
First Things First Intervention Report Released (January 24, 2008)
Find out how the WWC rated First Things First, a reform model intended to transform schools serving economically disadvantaged students.
New NCSER Report: Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments (January 23, 2008)
Released by the National Center for Special Education Research (NCSER) on January 23, 2008, the report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs partially sighted, regular vs special school placement, and demographic groups). Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. The report also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. For further
information please contact David Malouf at 202-219-1309 or david.malouf@ed.gov.
Save the Date--IES Research Training Institute: Cluster-Randomized Trials (January 22, 2008)
The National Center for Education Research (NCER) in the Institute of Education Sciences (IES) of the U. S. Department of Education announces its second Research Training Institute on Cluster-Randomized Trials to increase the national capacity of researchers to develop and conduct rigorous evaluations of the effectiveness of education interventions. The training will be held July 6 – 18, 2008 at Northwestern University in Evanston, IL. Application information will be available on the IES website by late January.
2008 IES Research Conference (January 18, 2008)
The Institute of Education Sciences (IES) will hold its third annual research conference June 10-12, 2008, at the Marriott Wardman Park Hotel in Washington, D.C., for IES grant and contract awardees. Organized around the theme Education Research: What's Now? What's Next?, the conference represents the broadest assemblage of grant and contract recipients conducting education research funded by IES. Last year's conference was attended by over 700 researchers. This year's conference features plenary presentations by IES Director Grover J. "Russ" Whitehurst and Gary Taubes, an award-winning science writer whose current focus is on controversial science and the scientific tools and methodology needed to establish reliable knowledge in any field of inquiry. His latest book, Good Calories, Bad Calories: Challenging the Conventional Wisdom on Diet, Weight Control and Disease (Knopf, 2007), examines how a hypothesis became dogma. Attendees can also look forward to 16 panel sessions, several hundred poster presentations, and many opportunities for dialogue and collaboration during the three-day conference.
IES Research Training Institute: Single-Case Design (January 16, 2008)
The National Center for Special Education Research, within the Institute of Education Sciences, U.S. Department of Education, will sponsor a two-day Training Institute to increase the capacity of researchers to conduct rigorous special education research using single-case methodologies that incorporate quantitative analyses.
More information about the Training Institute, including the application procedures, have been posted on the website.
National Board for Education Sciences Meeting Announcement (January 10, 2008)
The National Board for Education Sciences (NBES) will be holding a meeting Thursday, January 24, 2008 at the Institute of Education Science (IES) boardroom, 80 F Street, NW, Washington, DC. For information regarding the meeting, please e-mail Norma Garza, NBES executive director at
norma.garza@ed.gov
January 2008 Issue of IES Research e-News (January 9, 2008)
This issue highlights the Institute's efforts to promote the development and use of longitudinal data systems, which are paving the way for research that can be used to improve student outcomes and better inform education policy. Also included are recent activities from the four Centers, including report releases and funding and training opportunities, along with news about the upcoming annual research conference and special honors received by the Institute and its staff.
Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002) (January 8, 2008)
This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 (ELS:2002), the analysis identifies the coursetaking sequences most prevalent among contemporary high school students in their junior and senior years, sociodemographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. The largest gains in advanced skills such as derivations and making inferences from algebraic expressions were made by students who took precalculus paired with another course. The smallest gains were made by students who took one mathematics course or no mathematics courses during their last 2 years.
New Year Brings 2008 NAEP Assessments (January 7, 2008)
In 2008, the National Assessment of Educational Progress (NAEP) will continue conducting the long-term trend assessment, which has measured students' progress in mathematics and reading since the early 1970s. For selected nine-year-old students, the assessment period runs from January 7 to March 14, 2008. From March 17 to May 23, 2008, students at age 17 will take the assessments. Students at age 13 took the assessments in October through December 14, 2007. Results from these assessments in public and private schools throughout the nation will be reported in 2009. Read about the long-term trend assessment:
http://nces.ed.gov/nationsreportcard/ltt/
Learn why the full participation of all the selected schools and students is crucial to the success of this important assessment:
http://nces.ed.gov/nationsreportcard/about/natimportant.asp
http://nces.ed.gov/nationsreportcard/parents/importance.asp
From January 28 through March 7, 2008, selected eighth-graders across the nation will be assessed in the arts, specifically in music or visual arts. The previous NAEP arts assessment was conducted a decade ago; read about it at:
http://nces.ed.gov/nationsreportcard/arts/
Field tests for upcoming national and state assessments will also be held during this period.
For online resources with more information about NAEP, see the new NAEP home page:
http://nces.ed.gov/nationsreportcard/
Parents of students participating in the assessment can find answers to frequently asked questions:
http://nces.ed.gov/nationsreportcard/parents/
Learn how to use the NAEP data tools that help you understand the results of NAEP assessments:
http://nces.ed.gov/nationsreportcard/about/naeptools.asp
Measuring How Benchmark Assessments Affect Student Achievement (January 3, 2008)
This report examines a Massachusetts pilot program for quarterly benchmark exams in middle-school mathematics, finding that program schools do not show greater gains in student achievement after a year. But that finding might reflect limited data rather than ineffective benchmark assessments.
Customizable Rating Charts (December 28, 2007)
Create your own chart by learning outcomes and effectiveness.
Projections of Education Statistics to 2016 (December 18, 2007)
This publication provides projections for key education statistics; it includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2016. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2016. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
IES releases two RFPs for developing and evaluating education technology through the Small Business Innovation Research (SBIR) Program (December 14, 2007)
IES has released two solicitations for the Small Business Innovation Research (SBIR) Program, one for Phase I proposals and another for Fast-Track (Phase I and II) proposals. The submission deadline for all proposals is January 22, 2008.
The Phase I period is for: 1) the development of a prototype of an education technology product that contributes to improved student learning and academic achievement, and 2) research to determine the feasibility of the prototype in a school or other formal education delivery setting. Phase I awards are for 6-months, and up to $100,000.
Through the Fast-Track option, IES plans to fund meritorious proposals for activities that cover both the Phase I and Phase II periods, including the: 1) full scale development of an education technology product that contributes to improved student learning and academic achievement in the field of education, 2) evaluation of the product in a school or other formal education delivery settings, and 3) private sector commercialization of the product. By providing funds for the Phase I period (6 months, up to $100,000) and an option for Phase II (2 years, up to $750,000), which will commence as soon as Phase I ends, the Fast-Track mechanism has the potential to eliminate a funding gap between the phases.
NOTE: In order to apply for Fast-Track funding, offerors must submit both 1) a full Phase I proposal and 2) a Fast-Track proposal. Fast-Track proposals that are submitted without a Phase I proposal will not be evaluated.
Both The Phase I RFP and the Fast-Track RFP are available on the SBIR funding homepage.
NCES Common Core of Data State-Level Public-Use Data File on Public School Dropouts: School Year 2004–05 (December 13, 2007)
This file contains data constructed from data collected through the CCD Public Elementary/Secondary School Universe Survey and Local Education Agency Universe Survey. In addition to dropout counts, the file contains the enrollment bases that can be used in calculating dropout rates.
NCES Common Core of Data Local Education Agency-Level Public-Use Data File on Public School Dropouts: School Year 2004–05 (December 13, 2007)
This data file contains data about the number of dropouts from LEAs enrolling 1,000 or more students, as reported on the Common Core of Data (CCD) Local Education Agency survey for school year 2004–05. In addition to dropout counts, the file contains the enrollment bases that can be used in calculating dropout rates.
Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Preschool Restricted-Use Data File and Electronic Codebook (December 12, 2007)
This CD-ROM contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the first, second and third waves of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). It also contains the Reading Aloud Profile--Together supplemental data file.
User's Manual for the ECLS-B Longitudinal 9-Month--Preschool Restricted-Use Data File and Electronic Codebook (December 12, 2007)
The User's Manual describes the design, collection, and data processing of the Early Childhood Longitudinal Study, Birth Cohort of 2001 (ECLS-B), with a special focus on the preschool wave data collection. It contains information to help users access and use the data files and electronic codebook. It also documents the Reading Aloud Profile--Together supplemental data file. This manual is only available on the ECLS-B Longitudinal 9-month--Preschool CD ROM.
Deciding on Postsecondary Education (December 11, 2007)
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families.
2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Methodology Report (December 11, 2007)
This report describes and evaluates the methods and procedures used in the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), the first follow-up of the cohort of first-time beginning students who were identified as part of the 2003–04 National Postsecondary Student Aid Study (NPSAS:04). This cohort was first interviewed in 2004 and identified as first-time beginners (FTBs). An FTB was defined as an individual who began his or her postsecondary education during the 2003–04 academic year. BPS:04/06 is the first of two scheduled follow-up studies that will follow these students through college and into the workforce. The second, and final, follow-up is scheduled to take place in 2009. The BPS study is unique in that it includes both traditional and nontraditional students, follows their paths through postsecondary education over the course of 6 years, and is not limited to enrollment at a single institution.
Examining District Guidance to Schools on Teacher Evaluation Policies in the Midwest Region (December 10, 2007)
This descriptive study provides a snapshot of teacher evaluation policies across a demographically diverse sample of districts in the Midwest Region. It aims to lay the groundwork for further research and inform conversations about current policies at the local, district, and state levels.
Numbers and Rates of Public High School Dropouts: School Year 2004-05 (December 6, 2007)
This report presents findings on the numbers and rates of public school students who dropped out of school in school years 2002-03, 2003-04, and 2004-05, using data from the CCD State-Level Public Use Data File on Public School Dropouts for these years. The report includes high school dropout rates by state, region, school district size, and several student characteristics.
Educational Technology in Teacher Education Programs for Initial Licensure (December 5, 2007)
This report details findings from "Educational Technology in Teacher Education Programs for Initial Licensure," a survey that was designed to provide policy makers, researchers, educators, and administrators with timely baseline information on a range of topics involving educational technology and teacher education programs for initial licensure at 4-year postsecondary institutions. Findings suggest that teacher education programs for initial licensure were oriented toward preparing teacher candidates to use educational technology. For example, while about half of all institutions with teacher education programs for initial licensure offered 3- or 4-credit stand-alone courses in educational technology in their programs, many also taught educational technology within methods courses (93 percent), within the field experiences of teacher candidates (79 percent), and within content courses (71 percent). Large majorities of institutions agreed (strongly or somewhat) that their program graduates possess the skills and experience to integrate technology into instruction, and can construct project-based learning lessons involving educational technology. However, institutions reported a variety of barriers that impeded efforts to prepare teacher candidates to use educational technology within both program coursework and field experiences. For example, a majority of institutions reported a variety of moderate or major barriers to the ability of teacher candidates to practice educational technology-related skills and knowledge during their field experiences, including competing priorities in the classroom (74 percent), available technology infrastructure in the schools (73 percent), and lack of training or skill (64 percent), time (62 percent), and willingness (53 percent) on the part of supervising teachers to integrate technology in their classrooms.
Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context (December 4, 2007)
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions.
Indicators of School Crime and Safety: 2007 (December 2, 2007)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (November 28, 2007)
This report summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001. The results show that the average reading comprehension score of U.S. fourth-grade students in 2006 was higher than the average score of students in 22 of the 44 other countries and educational jurisdictions that participated in the PIRLS assessment. Ten countries and educational jurisdictions had average scores higher than the scores of U.S. students; average scores of students in the remaining 12 countries and educational jurisdictions were not significantly different from the scores of U.S. students. The performance of U.S. students on PIRLS in 2006 did not measurably differ from their performance in 2001. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. fourth-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2006 in the United States and in the other participating jurisdictions.
Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions (November 27, 2007)
Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions [NL]Minority-serving institutions (MSIs) are colleges and universities serving a large percentage of minority students. This study identifies six different subgroups of MSIs and analyzes them from the perspective of the institution and the student. First, using the 2004 Fall Enrollment Survey, a census survey component of the Integrated Postsecondary Education Data System (IPEDS), the study compares all subgroups of MSIs to one another and to non-MSIs. Second, from the perspective of the students, data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04) is used to examine how minority students differ, in demographic and enrollment characteristics, by the type of institution. Major findings are as follows: MSIs totaled 1,254 in 2004, accounting for just under one-third of all degree-granting Title IV institutions; they enrolled nearly sixty percent of the 4.7 million minority undergraduates. Hispanic-serving institutions and Black-serving (non-HBCUs) accounted for 27 percent and 16 percent, respectively of MSIs followed by Asian-serving (8 percent), HBCUs (5 percent), and American Indian-serving institutions (1 percent). The majority of students in Hispanic- and Black-serving MSIs were enrolled in public 2-year institutions. Four-year MSIs (except for Asian-serving) had a higher percentage of institutions with open admissions policy and institutions with at least half low-income enrollment compared with non-MSIs.
The Predictive Validity of Selected Benchmark Assessments Used in the Mid-Atlantic Region (November 26, 2007)
This report examines the availability and quality of predictive validity data for a selection of benchmark assessments identified by state and district personnel as in use within Mid-Atlantic Region jurisdictions. The report finds that evidence is generally lacking of their predictive validity with respect to state assessment tests.
The Nation’s Report Card: 2007 Trial Urban District Assessment in Mathematics (November 15, 2007)
This report presents trial school-district-level results of the NAEP mathematics 2003, 2005, and 2007 assessments at grades 4 and 8 for 10 urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. In 2005, Austin ISD was added and also participated in 2007. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results for public schools in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, between 2003 and 2007, mathematics performance improved in 8 of the 10 districts that participated in both years. Between 2007 and 2005, four districts scored higher and one scored lower. At grade 8, eight districts had higher scores in 2007 than in 2003, and six had higher scores when 2007 was compared with 2005.
The Nation’s Report Card: 2007 Trial Urban District Assessment in Reading (November 15, 2007)
This report presents results for four years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003, four additional districts participated: Boston School District, Charlotte-Mecklenburg Schools, Cleveland Municipal School District, and San Diego City Unified. In 2005 and 2007, Austin ISD also participated. Results are reported for these 10 districts and for the District of Columbia, which regularly participates in NAEP. Student performance is reported in terms of average scale scores on the NAEP reading scale and percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, average reading scores increased between 2002 and 2007 in four districts and in two districts between 2005 and 2007. One district had a lower average score when 2007 was compared with 2005. At grade 8, increases were noted in two districts when comparing 2007 to 2002 and in four districts when comparing 2007 with 2005.
NCER Grantee Receives 2007 Purves Award (November 15, 2007)
Carol Booth Olson, one of NCER's Teacher Quality grantees, has been awarded the 2007 Alan C. Purves Award by the National Council of Teachers of English (NCTE). Olson, director of the University of California-Irvine Writing Project, was selected for her article with Robert Land titled "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School," which was published in the journal Research in the Teaching of English. The Purves Award recognized Olson's article as "most likely to have a significant impact on teachers' understanding of literacy learning and/or teaching." Olson and Land's research was funded by the U.S Department of Education Office of English Language Acquisition (OELA). With a new 2.9 million dollar grant from the Institute of Education Sciences (IES), they are currently implementing a randomized field trial designed to test the efficacy of the cognitive strategies approach. The award will be presented Saturday in New York City.
National Assessment of Title I: Final Report (November 15, 2007)
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.
As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I.
Public Libraries in the United States: Fiscal Year 2005 (November 7, 2007)
This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, selected findings, and several tables. The report, based on data from the Public Libraries Survey for fiscal year 2005, includes information on population of legal service area, service outlets, library collections and services, full-time equivalent staff, and operating revenue and expenditures. The report includes several key findings: Nationwide, visits to public libraries totaled 1.4 billion, or 4.7 library visits per capita. The average number of Internet terminals available for public use per stationary outlet was 11.2.
IES grantee Carol McDonald Connor has received a 2006 Presidential Early Career Award for Scientists and Engineers (PECASE) (November 5, 2007)
IES grantee Carol McDonald Connor has received a 2006 Presidential Early Career Award for Scientists and Engineers (PECASE), "the nation’s highest honor for professionals at the outset of their independent scientific research careers."
Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (October 30, 2007)
This is the first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in 2001. The report provides descriptive information about these children when they were about 4 years old. It also includes results from language, literacy, mathematics, and fine motor skills assessments, and information on children's nonparental education and care experiences. For example, the report shows that 65 percent of children between 48 and 57 months of age were proficient in number and shape recognition, a component of the mathematics assessment. Proficiency varied by several child and family characteristics such as socioeconomic status. Forty percent of children from low SES families were proficient compared to 87 percent of children from high SES families. For experiences with nonparental care and education settings, the report shows that approximately 20 percent of the cohort did not regularly attend such settings. The primary nonparental care and education setting was a non-Head Start center for 45 percent of the cohort, a Head Start center for approximately 13 percent of the cohort, a home-based relative setting for 13 percent of the cohort, and a home-based non-relative setting for 8 percent of the cohort.
Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read (October 29, 2007)
This review sought to locate and summarize findings from rigorous, scientifically based studies of the effectiveness of strategy instruction—teaching students to use and articulate strategies that foster active, competent, self-regulated, and intentional learning—for helping struggling high school students improve their reading comprehension. The goal was to address information needs in the Central Region by identifying evidence-based practices intended to help high school teachers teach struggling readers.
Evaluation of States' Monitoring and Improvement Practices Under IDEA (October 25, 2007)
The National Center for Special Education Research will release the first report on the Evaluation of States’ Monitoring and Improvement Practices Under IDEA study. Under IDEA, states must monitor special education and early intervention programs. Prior to the reauthorization in 2004, IDEA did not explicitly detail monitoring requirements. Provisions in the 2004 reauthorization now require states to monitor priority areas using quantifiable indicators. The current report discusses states’ monitoring practices in the year prior to the enforcement of these new requirements. The two most commonly reported focus areas for monitoring programs for individuals ages 3 through 21 (Part B) were free and appropriate public education in the least restrictive environment (35 states) and access to the general curriculum (30 states). The two most commonly reported focus areas for monitoring programs for infants and toddlers (Part C) were Individualized Family Service Plan requirements and procedures (35 states) and transition to preschool (33 states).
The 2007 Revision of the Career/Technical Education Portion of the Secondary School Taxonomy (October 17, 2007)
The Secondary School Taxonomy (SST) is a framework for aggregating and analyzing high school transcript data. This report revises the portion of the SST that pertains to career/technical education (CTE). The revision maintains the three current major CTE categories of family and consumer sciences education, general labor market preparation, and specific labor market preparation (or occupational education). Within the last major category, the 2007 revision designates 21 program categories, which can be linked to Career Clusters and to the NCES CTE Statistics’ taxonomy for postsecondary education. The report specifies the courses (using the Classification of Secondary School Codes, or CSSC) within each category and displays an application of the revised SST using data from the High School Transcript Study of 2005.
Whitehurst Wins Education Award (October 16, 2007)
Institute of Education Sciences Director Grover J. (Russ) Whitehurst is the 2007 recipient of the prestigious Peter H. Rossi Award for contributions to the theory or practice of program evaluation. Given annually by the Association for Public Policy and Management (APPAM), the award honors the lifetime achievements of Rossi, the late sociologist best known for his seminal contributions to the field of evaluation of social programs.
Education Longitudinal Study of 2002 (ELS:2002): A First Look at the Initial Postsecondary Experiences of the High School Sophomore Class of 2002 (October 16, 2007)
This report provides selected, nationally representative information about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately 2 years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and 4 percent had earned a General Education Development certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July). High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at 4-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively). Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective 4-year institutions and 19 percent enrolled in a moderately selective 4-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective 4-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up.
Measuring Resilience and Youth Development: The Psychometric Properties of the Healthy Kids Survey (October 3, 2007)
This report summarizes findings from a study of the psychometric properties of the resilience and youth development module, a key component of the Healthy Kids Survey. The study aims to improve resilience assessment and research so that educators can shape the school environment to promote academic resilience.
Reviewing the Evidence On How Teacher Professional Development Affects Student Achievement (October 3, 2007)
Of the more than 1,300 studies identified as potentially addressing the effect of teacher professional development on student achievement in three key content areas, nine meet What Works Clearinghouse evidence standards, attesting to the paucity of rigorous studies that directly examine this link. This report finds that teachers who receive substantial professional development—an average of 49 hours in the nine studies—can boost their students' achievement by about 21 percentile points.
Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions (October 3, 2007)
The Pacific Region needs more highly qualified teachers, but current teacher preparation and training programs and certification and licensing processes are not meeting this need.
Assessing the Likelihood that Virginia Schools Will Meet the Proficiency Goals of the No Child Left Behind Act (October 1, 2007)
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools.
Subgroups and Adequate Yearly Progress in Mid-Atlantic Region Schools (October 1, 2007)
This report examines to what extent Mid-Atlantic Region schools are achieving adequate yearly progress targets for No Child Left Behind subgroups. It provides education leaders with easily accessible data on what standards Mid-Atlantic Region states set for adequate yearly progress, how major No Child Left Behind subgroups perform against these standards, and how subgroup performance influences schools' adequate yearly progress determinations.
The Distribution of Teaching and Learning Resources in California's Middle and High Schools (October 1, 2007)
Access to important educational resources in California's middle and high schools is not equal among schools that serve different student populations. Overall, the most disadvantaged populations of middle and high school students are likely to have the least access to the resources necessary for learning.
IES Receives Highest Rating From OMB Assessment (September 28, 2007)
The U.S. Office of Management and Budget (OMB) has announced that the research, development, and dissemination programs at IES have received an effective rating, the highest score on OMB's Program Assessment Rating Tool (PART).
OMB concludes that, "IES has transformed the quality and rigor of education research within the Department of Education and increased the demand for scientifically based evidence of effectiveness in the education field as a whole."
Encouraging Girls in Math and Science (September 28, 2007)
Encouraging Girls in Math and Science is the second in a series of IES guides in education; Organizing Instruction and Study to Improve Student Learning is the third IES Practice Guide. Developed by a panel of experts, Encouraging Girls in Math and Science brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. is the third IES Practice Guide. Organizing Instruction and Study to Improve Student Learning reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory.
NCER Releases Two New Practice Guides: Encouraging Girls in Math and Science and Organizing Instruction and Study to Improve Student Learning (September 28, 2007)
Encouraging Girls in Math and Science is the second in a series of IES guides in education; Organizing Instruction and Study to Improve Student Learning is the third IES Practice Guide. Developed by a panel of experts, Encouraging Girls in Math and Science brings together the best available evidence and expertise to provide educators with specific and coherent evidence-based recommendations on how to encourage girls in the fields of math and science. is the third IES Practice Guide. Organizing Instruction and Study to Improve Student Learning reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory.
Announcing College Navigator! (September 26, 2007)
The National Center for Education Statistics (NCES), releases an upgrade and redesign of the college search engine formerly known as College Opportunities Online (COOL). The new application uses data collected by Integrated Postsecondary Education Data System (IPEDS) and the Office of Postsecondary Education (OPE). New features include: a favorites menu with side-by-side comparison, the ability to save your search, an export of your search results, an interactive map, and the ability to see your search criteria at all times and modify your search without starting over.
Data Products From PEELS: CD-ROM Data Set Available for Waves 1-3 (September 25, 2007)
NCSER has released a CD-ROM that contains documentation, an electronic codebook, and restricted-use data files for the first, second, and third waves of data collection for the Pre-Elementary Education Longitudinal Study. Data from all the instruments used in the study, including surveys, questionnaires, and direct assessments, are provided in ASCII format. These CD-ROMS are only available to holders of restricted-used data licenses. For more information, please contact Celia Rosenquist at Celia.Rosenquist@ed.gov; 202-219-2024.
The Nation's Report Card: Reading 2007 (September 25, 2007)
This report presents results of the 2007 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation and in 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.Highlights of the national results show that reading skills are improving for both fourth- and eighth-graders, particularly among lower-and middle-performing students. Fourth-graders scored higher in 2007 than in all previous assessment years, with higher percentages of students performing at or above the Basic and Proficient achievement levels. The average reading score for eighth-graders was up 1 point since 2005 and 3 points since 1992; however, the trend of increasing scores was not consistent over all assessment years. In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level. State results show gains since 2005 for both fourth- and eighth-graders in 4 states and jurisdictions. An additional 14 states and jurisdictions showed gains for grade 4 only, and 2 states showed gains for grade 8 only. Two states showed declines since 2005 at grade 8. Among the 42 states and jurisdictions that participated in both the 1992 and 2007 fourth-grade reading assessments, 25 showed higher average scores in 2007, and 1 showed a decline. Among the 38 states and jurisdictions that participated in the 1998 and 2007 eighth-grade reading assessments,6 states showed higher average scores in 2007, and 7 states showed declines.
The Nation's Report Card: Mathematics 2007 (September 25, 2007)
This report presents results of the 2007 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation and in 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.Highlights of the national results show that both fourth- and eighth-graders reached a higher level of performance in 2007 in comparison to all earlier assessment years. The average score for fourth-graders increased 27 points over the past 17 years, and the score for eighth-graders increased 19 points. Students at all levels of performance made gains, resulting in higher percentages of students at or above the Basic and Proficient achievement levels.State results show gains since 2005 for both fourth- and eighth-graders in 15 states and jurisdictions. An additional 8 states showed gains for grade 4 only, and 11 states showed gains for grade 8 only. All of the 42 states and jurisdictions that participated in both the 1992 and 2007 fourth-grade mathematics assessments showed higher average scores in 2007, and all 38 states and jurisdictions that participated in the 1990 and 2007 eighth-grade mathematics assessments showed higher average scores in 2007.
Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2005-06 (September 25, 2007)
This report uses data from the 2005–06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered three times to the principals of a nationally representative sample of public primary, middle, high, and combined schools.
StatChat Event for the release of the Nation’s Report Card: U.S. Mathematics & Reading 2007 (September 19, 2007)
On September 25 at 2 p.m., join NCES Associate Commissioner Dr Peggy Carr for a StatChat about the results of the NAEP 2007 national and state mathematics and reading assessments. Submit questions for the chat ahead of time!
Public School Practices for Violence Prevention and Reduction: 2003–04 (September 19, 2007)
This report (1) examines principals’ reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence and (2) describes the distribution of these practices by selected school characteristics. This analysis is based on school-level data reported by principals participating in the school year 2003–04 School Survey on Crime and Safety (SSOCS) administered by the National Center for Education Statistics (NCES). Findings from the analysis indicate that schools implemented a variety of school violence prevention and reduction practices and that some practices were more commonly used than others. For example, 59 percent of schools formally obtained parental input on policies related to school crime and 50 percent provided parental training to deal with students’ problem behaviors. In addition, practices differed by school level and other selected school characteristics. For example, high schools were more likely than primary schools to implement safety and security procedures, while primary schools were more likely than high schools to promote training for parents to deal with students’ problem behavior.
Interpreting 12th-Graders’ NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes From the National Education Longitudinal Study of 1988 (NELS:88) (September 18, 2007)
This report utilizes four sources of NELS:88 data: questionnaire responses, tests, high school transcripts, and postsecondary education transcripts. The NELS:88 1992 12th grade mathematics assessment scores were transformed to the NAEP scale. The report relates mathematics results expressed in the NAEP metric (specifically, the NAEP achievement levels) to cross-sectional (12th grade) correlates of math achievement. It also relates 12th grade NAEP-scaled NELS:88 mathematics results (again expressed in terms of the NAEP achievement levels) to postsecondary educational outcomes. The report is divided into three chapters. Chapter 1 provides background information and an introduction. Chapter 2 examines the correlates of math achievement— student, family, and high school predictors (e.g., sex, race, socioeconomic status [SES], school sector, highest math course taken, grades, etc.) of 12th graders’ NAEP-Scaled performance. Chapter 3 relates high school seniors’ NAEP-scaled mathematics performance to later outcomes such as entry into postsecondary education, and baccalaureate attainment. These senior-year correlates (chapter 2) and future outcomes (chapter 3) are explored through bivariate tables; senior-year achievement correlates are also examined in a logistic regression. Two appendixes provide technical notes, a glossary of variables used, and tables of standard errors for all estimates contained in the report.
La Frontera: Student Achievement In Texas Border and Nonborder Districts (September 18, 2007)
This study provides policymakers with a data-driven profile of the education environment along the U.S.-Mexico border in Texas, an area known as La Frontera.
Levers For Change: Southeast Region State Initiatives To Improve High Schools (September 14, 2007)
This descriptive report aims to stimulate discussion about high school reform among Southeast Region states. The report groups recent state activities in high school reform into six "levers for change." To encourage critical reflection, the report places the reform discussion in the context of an evidence-based decisionmaking process and provides sample research on reform activities.
Status and Trends in the Education of Racial and Ethnic Minorities (September 12, 2007)
This report profiles current conditions and recent trends in the education of minority students and presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education.
Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2) (September 2007) (September 11, 2007)
A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2): Scheduled for release on September 11, this report from NCSER provides a picture of the self-representations and expectations of youth with disabilities, how they differ across disability categories and demographic groups, and how they compare with youth in the general population. The National Longitudinal Transition Study-2 (NLTS2), funded by IES, was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. This report presents findings drawn primarily from telephone interviews or self-administered mail surveys collected from youth when they were ages 15 through 19. The report addresses questions such as how youth with disabilities describe their feelings about themselves and their lives, their secondary school experiences, their personal relationships, and their expectations for the future.
Postsecondary Institutions in the United States: Fall 2006 and Degrees and Other Awards Conferred: 2005-06 (September 11, 2007)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2006 data collection, which included two survey components: Institutional Characteristics for the 2006-07 academic year, and Completions covering the period July 1, 2005, through June 30, 2006. These data were collected through the IPEDS web-based data collection system.
Technical Report of the NAEP Mathematics Assessment in Puerto Rico—Focus on Statistical Issues (September 7, 2007)
This report describes the content and administration of the trial National Assessment of Educational Progress (NAEP) mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future NAEP administrations. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students in Puerto Rico at grades 4 and 8. In Puerto Rico, there were larger amounts of missing data, fewer correct responses than expected for every content area, and a more frequent mismatch between expected and actual student performance (item misfit) on items compared to other jurisdictions. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. Analysis of the 2005 data showed fewer missing responses and a higher percentage of correct responses compared to 2003. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. However, results of a validity analysis indicated that the Puerto Rico data could be reported on the NAEP scale, and thus comparisons could be made between Puerto Rico and the nation. In future NAEP administrations, the intent is to include Puerto Rico as part of the national sample.
Mini-Digest of Education Statistics 2006 (September 6, 2007)
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2006.
Registering Students From Language Backgrounds Other Than English (September 5, 2007)
This REL Appalachia report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help these groups accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members.
New Data Needed: Improving Survey Research On Two-Year College Experiences (September 5, 2007)
From REL Midwest: Research can improve understanding of two-year colleges, but new detailed indicators are needed to capture the complexities of this changing sector.
Restricted Use Data Licenses Procedures (August 31, 2007)
This Restricted-Use Data Licensing Application Tool was created to facilitate the restricted-use data application process, as well as to explain the laws and regulations governing these data. Our goal is to maximize the use of statistical information, while protecting individually identifiable information from disclosure. This Restricted-Use Data Licensing Application Tool may also be used to facilitate licensed users requests for license amendments. We hope that this Tool answers any questions or concerns you may have regarding obtaining access to restricted-use data, and speeds the application process.
The What Works Clearinghouse (WWC) has a New Website Home (August 29, 2007)
The What Works Clearinghouse was established in 2002 by the U.S. Department of Education's Institute of Education Sciences to provide educators, policymakers, researchers, and the public with a central and trusted source of scientific evidence of what works in education. The WWC aims to promote informed education decision making through a set of easily accessible databases and user-friendly reports that provide education consumers with high-quality reviews of the effectiveness of replicable educational interventions (programs, products, practices, and policies) that intend to improve student outcomes. Please visit the new website to review the work of the WWC.
Problem Solving in Technology-Rich Environments: A Report From the NAEP Technology-Based Assessment Project (August 16, 2007)
This report describes results from the third and last field investigation in the NAEP Technology-Based Assessment Project, which explores the use of new technology in administering NAEP. (The first two focused on assessments of math and writing online.) In the TRE study, two extended scenarios within the domain of physical science were created for measuring students’ ability to solve problems using technology. The TRE Search scenario required students to locate and synthesize information about scientific helium balloons from a simulated World Wide Web environment. The TRE Simulation scenario required students to conduct experiments of increasing complexity about relationships among buoyancy, mass and volume. These scenarios were delivered via school computers or on laptop computers taken into the schools. The sample was nationally representative, consisting of over 2,000 public school 8th grade students tested in 2003. Students were randomly assigned to the assessment scenarios. The TRE project was intended as an exploratory study of how NAEP can use technology to measure skills that cannot be easily measured by conventional paper-and-pencil means. TRE Search produced a total score and two subscores, scientific inquiry and computer skills. The TRE Simulation scenario produced a total score and three subscores: scientific exploration, scientific synthesis, and computer skills. The results indicate that the TRE scenarios functioned well as assessment devices.
Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years (August 15, 2007)
This First Look report provides a brief description of the persistence and degree attainment of a nationally representative sample of students who began postsecondary education for the first time in the 2003-04 academic year. The report provides a first look at the experience of these students over three academic years, from July 2003 to June 2006, and provides information about rates of program completion, transfer, and attrition for students who first enrolled at various types of postsecondary institutions using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). Findings showed that among the beginning students who were recent (2003) high school graduates, enrolled full time in the fall of 2003, and had bachelor’s degree plans, 70 percent were still enrolled at their first institution without a degree, 4 percent had attained a degree or certificate at their first institution, and 20 percent had transferred elsewhere without a degree by June 2006.
Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 (August 14, 2007)
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France. Germany. Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income.
WWC Releases New Intervention Report - Success for All (August 13, 2007)
Success for All (SFA) is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight.
WWC Releases New Intervention Report - Ladders to Literacy for Kindergarten Students (August 13, 2007)
Ladders to Literacy is a supplemental early literacy curriculum published in Ladders to Literacy: A Kindergarten Activity Book.
WWC Releases New Intervention Report - The Voyager Universal Literacy System (August 13, 2007)
The Voyager Universal Literacy System is a core reading program designed to help students learn to read at or above grade level by the end of the third grade.
WWC Releases New Intervention Report - Earobics (August 13, 2007)
Earobics is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters.
WWC Releases New Report - Beginning Reading Topic Report (August 13, 2007)
Findings presented in this topic report summarize the first wave of WWC beginning reading intervention reports produced in 2006–07.
WWC Releases 4 New Beginning Reading Intervention Reports and a Beginning Reading Topic Report (August 13, 2007)
The What Works Clearinghouse has just released a Beginning Reading Topic Report and four new Beginning Reading Intervention Reports: Earobics, Ladders to Literacy for Kindergarten Students, Success for All, and Voyager Universal Literacy System.
How Northwest Region States Are Responding To Schools In Need of Improvement (August 13, 2007)
This REL Northwest descriptive study examines the systems of technical assistance and support that Northwest Region states implemented during 2005/06 for schools in need of improvement. By illuminating key characteristics and differences among state systems, the intent is to stimulate a thoughtful analysis of what states can do and what issues they might address to move schools out of in need of improvement status.
A Review Of Methods and Instruments Used In State and Local School Readiness Evaluations (August 13, 2007)
This REL Southeast report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments, and provides resources and recommendations that may be helpful to those who are designing and implementing school readiness evaluations.
Research e-News, the Newsletter of IES (August 13, 2007)
In this latest issue of IES' Research e-News, we highlight how the Institute’s four Centers are working to improve teacher quality and student outcomes, along with updating readers on the latest IES reports to Congress, news from the What Works Clearinghouse and the Regional Educational Laboratories. We also report on the Institute’s first Practice Guide in a series that will be developed by panels of experts and designed to bring the best available evidence and expertise to bear on issues that cannot currently be addressed by a single intervention or program.
Differential Characteristics of 2-Year Postsecondary Institutions (August 10, 2007)
Two-year institutions, including community colleges and career schools, have become increasingly important in American higher education. Many classification systems for 2-year institutions use a wide array of characteristics and perspectives to differentiate between 2-year institutions. This report uses a classification system for 2-year institutions that uses number of variables available on the Integrated Postsecondary Education Data System (IPEDS) to identify seven groups of 2-year institutions: small publics; medium-sized publics; large publics; allied health not-for-profits; other not-for-profits; degree-granting for-profits; and other for-profits. The report presents brief profiles for each classification type, then focuses on four broad topic areas (institutional resources, student characteristics, institutional affordability, and measures of student success) to highlight the key differences that set a particular institutional type apart. The analysis found that among public institutions, small and large institutions differed in key areas; for example, large public schools tended to offer lower tuition and more services and to be located in urban areas. Private for-profit schools appear quite similar to one another with the exception of the types of credentials offered and completed, which reflect the classification itself. In most other aspects—such as tuition, location, finances, student characteristics, and student financial aid—these institutions exhibited few differences. Other not-for-profits appeared to be similar to for-profits, but slightly more traditional. Allied health institutions differed from other not-for-profit institutions—and the other institutions in the classification system—in terms of the programs offered, funding streams, student characteristics, student costs and the types of awards granted. These schools appeared to be between public institutions and other private schools in terms of affordability and financial aid. Students at allied health institutions were more likely to be older, independent with dependents, and female than their counterparts at other 2-year schools.
Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004 (August 9, 2007)
This report presents new time series data on the coursetaking patterns in mathematics and science for the spring high school graduating classes of 1982, 1992, and 2004. Coursetaking information was derived from high school transcripts collected by NCES in the following three studies: (1) High School and Beyond Longitudinal Study of 1980 Sophomores; (2) the National Education Longitudinal Study of 1988; and (3) the Education Longitudinal Study of 2002. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, socioeconomic status (SES), expectations for future educational attainment, and school sector. The report examines trends in academic coursetaking in both mean credits earned in math and science and in the highest course level that high school graduates completed in the two subjects. Some key findings are as follows. First, in mathematics, academic coursework increased from, on average, 2.7 total credits in 1982 to 3.6 total credits in 2004. In addition, graduates shifted from taking lower level mathematics courses to taking more advanced courses. For example, the percentage of graduates who persisted through the mathematics curriculum into the two most advanced levels—precalculus and calculus—tripled between 1982 and 2004. At the subgroup level, while students in each of the four SES quartiles increased their participation in advanced mathematics over time, some disparities increased—for example, the difference between the highest and lowest SES quartiles in precalculus and calculus coursetaking went from 18 percentage points in 1982 to 35 percentage points in 2004. Second, in science, the average number of credits increased from 2.2 total credits in 1982 to 3.3 total credits in 2004. Further, graduates shifted in significant proportions from taking lower level science courses to taking upper level ones. At the subgroup level, despite increased completion of advanced-level science courses by graduates from all school sectors, Catholic and other private school students remained more likely than their public school counterparts to complete advanced-level courses in science.
The Nation's Report Card: Economics 2006 (August 8, 2007)
This report presents results of the first ever National Assessment of Educational Progress (NAEP) U.S. economics assessment in 2006; National results for a representative sample of students at grade 12 are reported in terms of students’ average economics score on a 0–300 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. The overall national average score was set at 150. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are presented. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, school location and parental education). The national results show that on average male students scored higher than female students, and White and Asian/Pacific Islander students scored higher than other racial/ethnic groups. Students from schools in large cities had lower average scores than students from schools in other locations. Students from families with higher levels of parental education scored higher, on average, than their peers from families with lower levels of parental education. Most 12th-graders reported some exposure to economics content during high school. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling and weighting; participation, exclusion, and accommodation rates; and statistical significance.
Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Psychometric Report for the 2-year Data Collection (August 7, 2007)
This methodology report documents the design, development, and psychometric characteristics of the assessment instruments used in the second wave of the ECLS-B. The assessment instruments discussed measure children's cognitive development (BSF-R), socioemotional functioning (Two Bags Task), security of attachment (TAS-45), and physical development (height, weight, middle upper arm circumference (MUAC), and head circumference). The report also includes information about interviewer observations of the child and the child's environment, as well as indirect assessments of the children through questions in the parent interview.
To Teach or Not to Teach? Teaching Experience and Preparation Among 1992-1993 Bachelor's Degree Recipients 10 Years After College (July 31, 2007)
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report profiles 1992-93 bachelor’s degree recipients’ experience with K-12 teaching in the subsequent 10 years, as well as their preparation for teaching. The analysis first compares current and former teachers in this cohort on several demographic and educational measures, and contrasts these groups with 1992-93 graduates who never taught. The report provides an overview of teachers’ job satisfaction and, for those not teaching in 2002-03, the main reason for not teaching. The second section looks at graduates’ preparation for teaching, including the key steps of completing a teacher education program, serving as a student teacher, and earning certification. Finally, the report examines the main reasons graduates who never taught gave for deciding against teaching.
WWC Releases 8 New Reports (July 30, 2007)
The What Works Clearinghouse (WWC) has released 5 new Intervention Reports and 3 new Topic Reports. The reports fall into the categories of Beginning Reading, Dropout Prevention, Early Childhood Education, English Language Learning, and Middle School Math.
Digest of Education Statistics, 2006 (July 26, 2007)
The 42nd 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.
Demographic and School Characteristics of Students Receiving Special Education (July 26, 2007)
This Issue Brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Data for this analysis are drawn from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The percentage of the student cohort receiving special education grew from 4.1 percent in kindergarten to 11.9 percent of students in fifth grade. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education.
Aligning Science Assessment Standards: Reports from Arkansas, Louisiana, New Mexico and Oklahoma (July 25, 2007)
These REL Southwest policy research documents are intended for state specific policymakers to use when examining possible changes to their state's assessment alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned with that used for the NAEP.
Search IES Funded Research Grants (July 25, 2007)
IES has funded over 425 research grants over the last 5 years which are now all searchable by using this new web tool. Search by title, grantee, principal investigator, IES grant program, IES Center, year, or any free text search of the deatils of the grant.
Status of Education in Rural America (July 25, 2007)
This report, which includes the findings that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas, presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences.
The WWC Releases a New Intervention Report on Early Childhood Education (July 23, 2007)
The WWC released a new intervention report 'Building Blocks for Math' which was found to have positive effects on mathematics achievement.
Revenues and Expenditures by Public School Districts: School Year 2004-05 (July 23, 2007)
This brief publication contains data on revenues and expenditures per pupil made by school districts for school year 2004-05. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data. Revenues and expenditures for the 100 largest school districts are included, as well as federal revenues by program. For total revenues and expenditures for public education made by states and the nation, readers should refer to the state-level "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05" (NCES 2007-356)
The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools (July 19, 2007)
In this new Issues and Answers report released by the Mid-Atlantic REL the percentages of students with disabilities were similar for all five Mid-Atlantic jurisdictions, at about 14 percent of students, but the percentages of schools reporting for this subgroup varied from 15 percent for Pennsylvania to 96 percent for Maryland. In four states more schools missed their adequate yearly progress targets solely because of the performance of this subgroup than because of the performance of any other subgroup.
Supplemental Educational Services and Implementation Challenges in the Northwest Region States (July 18, 2007)
Participation in supplemental educational services in the Northwest Region is about one-third the national rate. Among the challenges to improving services for all eligible children are recruiting, monitoring, and evaluating service providers; communicating effectively at all levels, from parents to the state; and weak data systems, with data both difficult to access and often conflicting.
Forum Guide to Core Finance Data Elements (July 17, 2007)
This document provides an overview of key finance data terms in addition to covering the 2 NCES public school finance surveys: the state-level National Public Education Financial Survey and the School District Finance Survey (or F-33). Differences and similarities between the two surveys are described. Chapter 3 contains definitions for key finance data elements. Chapter 4 contains a listing and defininitons of key finance indicators and economic adjustment indexes.
Aligning Science Assessment Standards: Texas and the 2009 National Assessment of Educational Progress (NAEP) (July 17, 2007)
This policy research document is intended for policymakers to use when examining possible changes to the state assessment's alignment with the National Assessment of Educational Progress (NAEP). The 2009 NAEP test is not yet in existence, so the purpose of this report is to give policymakers a headstart in determining where they might, if they so decide, begin to make changes in their assessment standards and specifications to develop an assessment system more closely aligned to that used for the NAEP.
Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies (July 12, 2007)
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality.
Access to Quality Supplemental Services: SEA (July 12, 2007)
At just 11 percent of eligible students, participation rates in supplemental educational services-available in schools that fail to make adequate progress for three years running-are low and may not improve until provision problems are resolved and programs demonstrate effectiveness. Answers to five research questions provide a status report.
Analysis of Title IIB Mathematics and Science Partnerships in the Northwest Region (July 10, 2007)
This report describes the nature of the funded professional development activities in the Title IIB Math and Science Partnership projects in the Northwest Region and characterizes the models of evaluation. The analysis is structured around the factors of professional development associated with changes in teacher knowledge and practice.
New CD-ROM Data Set Available from NCSER (July 6, 2007)
NCSER has released a set of three CD-ROMs that contain documentation, a data dictionary, and restricted-use data files for the first, second, and third waves of data collection for the National Longitudinal Transition Study-2. Data from all the instruments used in the study, including surveys, questionnaires, and direct assessments, are provided in both SPSS and SAS formats. These CD-ROMS are only available to holders of restricted-used data licenses.
Effective Literacy and English Language Instruction for English Learners in the Elementary Grades (July 3, 2007)
This Practice Guide is the first in a series of IES guides in education that are developed by a panel of experts which are intended to bring the best available evidence and expertise to bear on the types of systemic challenges that cannot currently be addressed by single intervention or programs. This first guide addresses the challenge of providing effective literacy instruction for English learners in the elementary grades. Although the target audience is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers, the more specific objective is to reach district-level administrators with a Practice Guide that will help them develop practice and policy options for their schools. The Guide offers five specific recommendations for district administrators and indicates the quality of the evidence that supports these recommendations.
WWC Releases Four New Intervention Reports on Beginning Reading, English Language Learners, and Dropout Prevention (July 2, 2007)
The What Works Clearinghouse released new topic reports on Beginning Reading: Corrective Reading; - Beginning Reading: Failure Free Reading; - Dropout Prevention:
The Quantum Opportunity Program; - and English Language Learners: Success for All.
13 States Win $62.2 Million in Grants for Longitudinal Data Systems in 2007 Grant Competition (July 2, 2007)
IES has awarded a total of $62.2 million in grants to 13 state education departments for the design and implementation of statewide longitudinal data systems. These grants are intended to help the states generate and use accurate and timely data to meet reporting requirements, support decision-making, and aid education research. The grants range from $3.2 million to $6 million and extend for three years.
Four New 'Issues & Answers' Reports Released Through the Regional Educational Laboratory Program (REL). (July 2, 2007)
Four new 'Issues & Answers' reports, have been released through the Regional Educational Laboratory Program (REL). These reports are: "Coach" Can Mean Many Things: Five Categories of Literacy Coaches in Reading First; English Language Proficiency Assessment in the Pacific Region; High School Standards and Expectations for College and the Workplace; and, An Analysis of Utah's K-3 Reading Improvement Program.
"Coach" Can Mean Many Things: Five Categories of Literacy Coaches in Reading First (July 2, 2007)
Our research addresses two questions,Who becomes a reading coach? And what background, skills, and qualifications do coaches bring to their jobs?, and, How do coaches actually perform their jobs? That is, how do they spend their time, and what do they see as their focus? The research answers these questions with data from and about Reading First coaches. The answers are relevant for Reading First—which includes about 1,550 districts and 5,200 schools across the nation (Moss et al., 2006). They are also relevant for the many other schools and districts emulating Reading. Simply knowing that literacy coaches are in schools does not imply anything about how those individuals spend their time—there is a difference between being a coach and doing coaching.
English Language Proficiency Assessment in the Pacific Region (July 2, 2007)
Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms.
High School Standards and Expectations for College and the Workplace (July 2, 2007)
State standards for high schools in a majority of Central Region states cover 82 percent of the language arts topics but just 57 percent of the mathematics topics identified by both of two national studies as important for success in college and the workplace.
An Analysis of Utah's K-3 Reading Improvement Program (July 2, 2007)
Utah's K-3 Reading Improvement Program provides state matching funds to help districts and charter schools achieve the state's goal of having third graders read at or above grade level. All 40 Utah school districts took part in both Year 1 (2004/05) and Year 2 (2005/06) of the program, and the number of participating charter schools increased from 10 (of 12) in Year 1 to 17 (of 20) in Year 2. More districts and charter schools reported implementing key elements of the state literacy framework and meeting their own goals.
IES Grant Topic Selection Tool (June 29, 2007)
If you are new to the IES grant process, our interactive Grant Topic Selection Tool may help you find the current IES research topic(s) that are most appropriate for your research interests. The tool is only intended as a preliminary guide to help you focus on those parts of the research grant RFA(s) that may be most relevant to your research interests. This tool cannot substitute for a thorough reading of one or both of the RFAs to which it applies.
Getting the Evidence for Evidence-Based Initiatives: How the Midwest States Use Data Systems to Improve Education Processes and Outcomes (June 28, 2007)
Educational improvement through data-based decisionmaking using high-quality data is a longstanding goal of policymakers and practitioners, and ensuring the quality of the evidence available to inform such decisions is a key part of the No Child Left Behind Act of 2001. This study focuses on state and LEAs' data collection requirements, policies, process, and reporting problems in the region.
Dropout Rates in the United States: 2005 (June 28, 2007)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2005, and provides data about trends in dropout and completion rates over the last three decades (1972-2005), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately six times more likely to drop out of high school between 2004 and 2005 than of their peers from high-income families.
Evidence-Based Decisionmaking: Assessing Reading Across the Curriculum Interventions (June 27, 2007)
This report looks at what reading across the curriculum interventions states and districts might consider in their plans to improve reading outcomes at the secondary level.
Part-Time Undergraduates in Postsecondary Education: 2003-04 (June 27, 2007)
This report uses data from the 2003–04 National Postsecondary Student Aid Study (NPSAS:2004) to profile part-time undergraduates enrolled in U.S. postsecondary institutions in 2003–04. About 49 percent of undergraduates were enrolled exclusively full time in the 2003–04 academic year, 35 percent were enrolled exclusively part time, and 16 percent had mixed enrollment intensity. Part-time undergraduates, especially exclusively part-time students, were at a distinct disadvantage relative to those who were enrolled full time: they came from minority and low-income family backgrounds; they were not as well-prepared for college as their full-time peers; they were highly concentrated in 2-year colleges and nondegree/certificate programs; and many of them worked full time while enrolled and were not enrolled continuously. Using longitudinal data from the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the report also found that part-time enrollment was negatively associated with persistence and degree completion six years after beginning postsecondary education even after controlling for a wide range of factors related to these outcomes. This was the case even for the group of students with characteristics that fit the typical profile of a full-time student (i.e., age 23 or younger, financially dependent on parents, graduated from high school with a regular diploma, and received financial help from parents to pay for postsecondary education). Regardless of whether they resembled full-time students, part-time students (especially exclusively part-time students) lagged behind their full-time peers in terms of their postsecondary outcomes even after controlling for a variety of related factors.
How the Government Defines Rural Has Implications for Education Policies and Practices (June 26, 2007)
This report documents national and state definitions of rural and considers their application
to education policies and practices.
Description and Employment Criteria of Instructional Paraprofessionals (June 26, 2007)
This report (1) offers a descriptive portrait of the distribution of instructional paraprofessionals in all public elementary and secondary schools by instructional responsibility and selected school characteristics and (2) examines the educational attainment criteria used by school districts in hiring these paraprofessionals. Data for this analysis were drawn from the 2003–04 Schools and Staffing Survey (SASS). The findings from this analysis indicate that 91 percent of public elementary and secondary schools in the United States had at least one instructional paraprofessional on staff in 2003–04. A greater percentage of traditional public schools than charter schools had instructional paraprofessionals and a greater percentage of elementary schools than secondary schools report having instructional paraprofessionals. Overall, 93 percent of schools were in districts that required paraprofessionals to have a high school diploma or the equivalent. The results also indicate that a greater percentage of Title I schools than non-Title I schools were in districts that required instructional paraprofessionals to have a high school diploma or the equivalent.
WWC Releases a New Intervention Report on Beginning Reading (June 25, 2007)
The What Works Clearinghouse released a new topic report on Beginning Reading: Stepping Stones to Literacy.
Evaluation of the DC Opportunity Scholarship Program: Impacts After One Year (June 21, 2007)
The DC School Choice Incentive Act of 2003 established the first federally funded private school voucher program in the United States, providing scholarships of up to $7,500 for low-income residents of the District of Columbia to send their children to local participating private schools. The law also mandated that the Department conduct an independent, rigorous impact evaluation of what is now called the DC Opportunity Scholarship Program. The study’s latest report, Evaluation of the DC Opportunity Scholarship Program: Impacts After One Year, found no significant differences in student achievement between those who were offered scholarships to attend a participating private school and those who were eligible for, but were not offered (as assigned by a lottery) a scholarship. Students in the program did not report being more satisfied or feeling safer than those who were not in the program. However, the program did have a positive impact on parent satisfaction and perceptions of school safety.
Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2005-06 (June 20, 2007)
This report presents national and state-level data about the number of regular, special education, vocational, alternative, and charter schools; average school size; and the numbers of schools in city, suburban, town, and rural locations.
Restricted-use Data Applicants (June 19, 2007)
As of July 1, 2007, IES/NCES will only accept restricted-use data License applications through its new Electronic Application System. Any License application that does not come through this new system will be returned to the applicant. More information about applying for a License is available in the instructions and in the Restricted-Use Data Procedures Manual.
Numbers and Types of Public Elementary and Secondary Education Agencies From the Common Core of Data: School Year 2005-06 (June 19, 2007)
This report presents national and state-level data about the number of regular school districts and other local education agencies, school district size, grades served, and the number of school districts in city, suburban, town, and rural locales.
WWC Releases Three New Intervention Reports on Beginning Reading and Early Childhood Education (June 11, 2007)
The What Works Clearinghouse released new topic reports on Beginning Reading: Fluency Formula, Beginning Reading: Start Making a Reader Today, and Early Childhood Education: Ready, Set, Leap.
IES 2007 Biennial Report to Congress (June 8, 2007)
Transmitted by Director Grover J. (Russ) Whitehurst as required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000.
Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff From the Common Core of Data: School Year 2005-06 (June 8, 2007)
This report presents 2005-06 school year information at the national and state level on student enrollment by grade, numbers of teachers and other education staff, numbers of high school completers, and the averaged freshman graduaution rate for 2004-05.
Mapping 2005 State Proficiency Standards onto NAEP Scales (June 7, 2007)
NCES has released a new research and development report, Mapping 2005 State Proficiency Standards Onto the NAEP Scales. The new report uses the NAEP as a common yardstick for comparing among the proficiency standards each state sets on its own tests for fourth- and eighth-grade reading and mathematics, and for comparing these state standards with national performance benchmarks.
The Commissioner's Statement on Mapping 2005 State Proficiency Standards onto NAEP Scales (June 7, 2007)
NCES has released the results of a study that uses NAEP as a basis for comparing 2005 state-level proficiency standards. In doing so, NCES developed a methodology that uses NAEP as a common yardstick.
Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4 (June 4, 2007)
This Statistics in Brief uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects; English (including reading and language arts), mathematics (arithmetic), social studies (including history), and science. Results show that combined teacher instructional time in the four subjects has increased between 1987-88 and 2003-04. However, examining each subject shows that this increase is largely due to an overall increase in the amount of instruction in English and mathematics. In the two most recent administrations, 1999-2000 and 2003-04, weekly teacher instructional hours in English increased while instructional time in mathematics, social studies, and science decreased. Despite the fluctuations in hours of instruction, total instructional time in the four subjects as a percentage of the student school week did not change significantly between 1987-88 and 2003-04; it was about 67 percent of the school week in each year.
WWC Releases a Topic Report on Character Education (June 3, 2007)
The What Works Clearinghouse released a new topic report on Character Education. The Character Education Topic Report summarizes the available evidence of the effects of 13 Character Education interventions - from the first wave of WWC Character Education intervention reports produced in 2005-06 - in three outcome domains: behavior; knowledge, attitudes and values; and, academic achievement.
The Condition of Education 2007 (May 31, 2007)
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data and by presenting 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
Findings from the Condition of Education 2007: High School Coursetaking (May 31, 2007)
This report contains a special analysis that is republished from the Condition of Education 2007 in a booklet form. This analysis presents key findings from the high school transcript studies on high school coursetaking.
WWC Releases Two New Intervention Reports (May 29, 2007)
The What Works Clearinghouse released two new intervention reports. In Early Childhood Education: Curiosity Corner - the WWC found that Curiosity Corner had no discernible effects on oral language and cognition.
In Middle School Math: Cognitive Tutor® Algebra I - the WWC found that Cognitive Tutor® Algebra I had potentially positive effects on math achievement.
The Nation's Report Card: U.S. History 2006 (May 16, 2007)
This report presents results of the National Assessment of Educational Progress (NAEP) 2006 U.S. history assessment (the 2006 Civics Assessment was also released today) which includes national results for a representative sample of students at grades 4, 8, and 12. Results are reported in terms of students’ average U.S. history score on a 0–500 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed. This report also provides results by four U.S. history subscales, and for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from 1994 and 2001—the previous years in which the NAEP U.S. history assessment was administered. The national results show an increase in the average U.S. history score at all three grades, compared to the scores of both earlier assessments. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling, statistical significance, use of accommodations, and school participation.
The Nation's Report Card: Civics 2006 (May 16, 2007)
This report presents results of the National Assessment of Educational Progress (NAEP) 2006 civics assessment which includes national results for a representative sample of students at grades 4, 8, and 12. Results are reported in terms of students’ average civics score on a 0–300 scale, and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from 1998—the previous year in which the same assessment was administered. The national results show an increase in the average civics score since 1998 at grade 4, but no significant change in average scores at grades 8 and 12. The report also includes sample assessment questions and examples of student responses. The technical notes section provides information about sampling, statistical significance, use of accommodations, and school participation.
The FY2008 IES Education Research Request for Applications for the National Research and Development Center Grants Program is Now Available (May 15, 2007)
NCER is now releasing the FY 2008 Request for Applications for its National Research and Development Center grant program. The submission deadline is November 1, 2007. For FY2008, the Institute invites applications for Research and Development Center grants that will contribute to its education research programs. For FY 2008, two National Research and Development Centers are being competed: (a) the National Research and Development Center on Cognition and Science Instruction, and (b) the National Research and Development Center on Instructional Technology.
The FY2008 IES Special Education Research Request for Applications for the National Research and Development Center Grants Program is Now Available (May 15, 2007)
NCSER is now releasing the FY 2008 Request for Applications for its National Research and Development Center grant program. The submission deadline is November 1, 2007. For FY2008, the Institute invites applications for Research and Development Center grants that will contribute to its special education research programs. For FY 2008, two National Research and Development Centers are being competed: (a) the National Research and Development Center on Serious Behavior Disorders at the Secondary Level, and (b) the National Research and Development Center on Response to Intervention in Early Childhood Special Education.
Facts From NLTS2: Secondary School Experiences of Students With Autism (May 14, 2007)
NCSER has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism.
WWC Releases New Intervention Report on English Language Learning (May 14, 2007)
The What Works Clearinghouse has announced the release of a new intervention report on English Language Learning: Peer-Assisted Learning Strategies (PALS)©.
Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey (May 10, 2007)
This report focuses on the English literacy of incarcerated adults between 1992 and 2003. It compares the literacy of adults in the prison and household populations and across groups of prison inmates with different characteristics, including race/ethnicity, gender, educational attainment, age, language spoken before starting school, and parents’ educational attainment. Major findings indicate that the average Prose, Document, and Quantitative literacy scores of the prison population were higher in 2003 than in 1992. Incarcerated White adults had lower average prose literacy than White adults living in households. In addition, incarcerated Black and Hispanic adults had higher average prose literacy than Black and Hispanic adults living in households. In 2003, 37 percent of the prison population did not have a high school diploma or a GED, compared with 49 percent in 1992.
Enrollment in Postsecondary Institutions, Fall 2005; Graduation Rates, 1999 and 2002 Cohorts; and Financial Statistics, Fiscal Year 2005 (May 9, 2007)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2006 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2004-05 academic year; Enrollment for fall 2005 and 12-month counts for 2004-05; Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1999 at 4-year institutions or in 2002 at less-than-4-year institutions; and Finance for fiscal year 2005. These data were collected through the IPEDS web-based data collection system. Major findings: * Title IV institutions in the United States enrolled 18 million students in fall 2005; 61 percent were enrolled in 4-year institutions, 37 percent were enrolled in 2-year institutions, and 2 percent were enrolled in less-than-2-year institutions. * Overall graduation rates at 4-year institutions were higher than at 2-year institutions (56 percent and 33 percent, respectively). * During 2004-05, nearly 75 percent of the 2.6 million full-time, first-time degree/certificate-seeking undergraduates attending Title IV institutions located in the United States received financial aid. Among full-time, first time undergraduates, the proportion of students receiving financial aid varied by sector of institution: 76 percent of those attending public 4-year institutions; 80 percent of those attending private for-profit 4-year institutions; and 85 percent of those attending private not-for-profit 4-year institutions.
Event Dropout Rates for Public School Students in Grades 9-12: 2002–03 and 2003–04 (May 8, 2007)
The report summarizes and compares event dropout rates for public high school students, by state, for 2002-03 and 2003-04. Among reporting states in 2003-04, the rates ranged from a low of 1.8 percent in Connecticut and New Jersey to a high of 7.9 percent in Louisiana. The event dropout rate measures the percentage of high school students who drop out in a given year. A dropout is a student who was enrolled at the beginning of the year, not enrolled at the beginning of the next year, and who did not graduate from high school or complete some other district- or state-approved educational program.
WWC Releases Two New Intervention Reports on Beginning Reading (May 7, 2007)
The What Works Clearinghouse has announced the release of two new intervention reports on Beginning Reading: Early Intervention in Reading (EIR) and Read, Write & Type!
Course Credit Accrual and Dropping Out of High School (April 24, 2007)
In this Issue Brief, differences in the average number of course credits earned between high school graduates and dropouts, both within and accumulated across academic years, are examined in order to describe enrollment and completion behavior of high school graduates and dropouts. Differences in course credit accrual by selected subjects (English, mathematics, and science) are also reported. Data for this study are drawn from high school transcripts collected in 2005 as part of the first follow-up to the National Center for Education Statistics (NCES) Education Longitudinal Study of 2002 (ELS:2002). These high school transcripts provide enrollment histories, graduation dates, and coursetaking patterns. The findings from the analysis indicate that high school dropouts earn fewer credits than do on-time graduates within each academic year, and the gap in course credits accrued between dropouts and on-time graduates increased across academic years. Differences were also observed in the course credit accrual of dropouts and on-time graduates by selected subjects (e.g., mathematics, science, and English). In addition, the gap in the cumulative number of course credits accrued between on-time graduates and dropouts grew more pronounced over time, and the disparity in cumulative course credits was most evident in the final academic year in which they earned any course credits.
What Works Clearinghouse Releases Three New Reports on Beginning Reading and One on Elementary School Math (April 23, 2007)
The What Works Clearinghouse has announced the release of three new intervention reports on Beginning Reading: Accelerated Reader/Reading Renaissance; Auditory Discrimination in Depth (ADD)® / Lindamood Phonemic Sequencing (LiPS)®; and Little Books; and one report on Elementary School Math Curricula: Progress in Mathematics © 2006.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2004-05 (Fiscal Year 2005) (April 17, 2007)
This brief publication contains basic revenue and expenditure data, by state, for public elementary and secondary education for school year 2004-05. It contains state-level data on revenues by source and expenditures by function, including expenditures per pupil.
What Works Clearinghouse Releases a New Report on Dropout Prevention (April 16, 2007)
The What Works Clearinghouse has announced the release of a new intervention report on dropout prevention, 'High School Redirection.'
What Works Clearinghouse Releases a New Report on Middle School Math (April 9, 2007)
The What Works Clearinghouse has announced the release of a new intervention report highlighting available research on Middle School Math.
Special Education Research Request for Applications (FY 2008) (April 6, 2007)
The Institute of Education Sciences invites applications for research projects that will contribute to its FY2008 Special Education Research Grants Programs on Early Intervention, Early Childhood Special Education and Assessment Research; Mathematics and Science Special Education Research; Reading, Writing, and Language Development Special Education Research; Serious Behavior Disorders Special Education Research; Individualized Education Programs and Individualized Family Service Plans Research; Secondary and Transition Services Research; Autism Spectrum Disorders Research; Response to Intervention Research; and Related Services Special Education Research.
The FY 2008 IES Education Research Requests for Applications Are Now Available (April 6, 2007)
The FY 2008 IES Education Research Requests for Applications are now available. The National Center for Education Research is accepting applications on topics as wide ranging as Reading and Writing; Education Leadership; Interventions for Struggling Adolescent and Adult Readers; Cognition and Student Learning; Social and Behavioral Context for Academic Learning; and Early Intervention; The submission deadlines are July 26, 2007 and November 1, 2007.
Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort (April 4, 2007)
IES' National Center for Education Evaluation and Regional Assistance has released a major study on the effectiveness of education technology. The report, 'Effectiveness of Reading and Mathematics Software Products: Findings from the First Student Cohort' which was mandated by Congress, uses scientifically based research methods and control groups to focus on the impact of technology on student academic achievement. The main findings of the study are:
• Test scores were not significantly higher in classrooms using the reading and mathematics software products than those in control classrooms. In each of the four groups of products—reading in first grade and in fourth grade, mathematics in sixth grade, and high school algebra—the evaluation found no significant differences in student achievement between the classrooms that used the technology products and classrooms that did not.
• There was substantial variation between schools regarding the effects on student achievement. Although the study collected data on many school and classroom characteristics, only two characteristics were related to the variation in reading achievement. For first grade, effects were larger in schools that had smaller student-teacher ratios (a measure of class size). For fourth grade, effects were larger when treatment teachers reported higher levels of use of the study product.
Thirty-three districts, 132 schools, and 439 teachers participated in the study. Sixteen products were selected for the study based on public submissions and ratings by a study team and expert review panels.
Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy (April 3, 2007)
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and in terms of four literacy levels—Below Basic, Basic, Intermediate, and Proficient. This report examines changes in literacy levels for the total adult population of the U.S., as well as for adults with different demographic characteristics (gender, race, age, and ethnicity). Changes in literacy levels are reported for 2003 as well as between 1992 and 2003. In addition, the report describes how American adults age 16 and older at varying literacy levels use written information in their everyday lives. The findings discuss the relationship between literacy and employment status, occupation, weekly wage or salary, job training, and participation in public assistance programs. Finally, the report discusses how adults at different literacy levels participate in government and community affairs by voting, staying informed, and volunteering.
The Nation's Report Card: Mathematics 2003 and 2005 Performance in Puerto Rico—Highlights (March 29, 2007)
This report presents highlights of the results for fourth- and eighth-grade students in Puerto Rico for the 2003 and 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. Results are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Performance of students in Puerto Rico is compared to all public school students in the nation and to public school students from low-income families in the nation. In all cases, students in Puerto Rico performed lower than the nation and low-income students. The report also includes sample assessment questions in mathematics, and technical notes provide information about sampling, school and student participation rates, use of accommodations, statistical significance quality of 2003 results, and changes in 2005 administration.
The Nation's Report Card: Mathematics 2005 Performance in Puerto Rico—Focus on the Content (March 29, 2007)
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Average scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico scored lower than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation.
Students Entering and Leaving Postsecondary Occupational Education: 1995-2001 (March 28, 2007)
This report uses data from the 1995–96 to 2001 Beginning Postsecondary Students Longitudinal Study to examine three questions concerning students pursuing postsecondary certificates or associate’s degrees in career related fields (referred to here as occupational students). (1) who enters postsecondary occupational education, (2) to what extent do occupational students persist in postsecondary education and attain their credential goals, and (3) what are the labor market outcomes for occupational students who earn credentials? Occupational students were found to be more likely than academic subbaccalaureate students to be female, Black, older, have lower educational backgrounds, and self-identify as "enrolled employees" rather than "working students." Most of these differences were due to differences between occupational certificate students and the two groups of occupational and academic associate’s degree-seeking students. No differences were found in the rates at which occupational and academic subbaccalaureate students persist in postsecondary education and attain a credential, although occupational students were more likely to "downgrade" to a postsecondary certificate. Finally, no differences were found in the rates at which occupational completers (those who earned a credential) and noncompleters were employed or in their average salary; however, among students who entered a job related to their field of study, average salary increased with the years of education completed.
What Works Clearinghouse Releases Two New Reports on Middle School Math (March 27, 2007)
The What Works Clearinghouse has announced the release of two new intervention reports highlighting available research on and Middle School Math.
Employees in Postsecondary Institutions, Fall 2005, and Salaries of Full-Time Instructional Faculty, 2005-06 (March 27, 2007)
This report presents information from the Winter 2005-06 Integrated Postsecondary Education Data System (IPEDS) web-based data collection. Tabulations represent data requested from all postsecondary institutions participating in Title IV federal student financial aid programs. The tables in this publication include data on the number of staff employed in Title IV postsecondary institutions in fall 2005 by primary occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, race/ethnicity, and gender. Also included are tables on the number of full-time instructional faculty employed in Title IV postsecondary institutions in 2005-06 by length of contract/teaching period, academic rank, gender, and average salaries.
Nonresponse Bias in the 2005 National Household Education Surveys Program (March 26, 2007)
This report includes assessments of the potential for both unit and item nonresponse bias in the surveys fielded as part of the 2005 National Household Education Surveys Program. The analysis of unit nonresponse bias showed no evidence of bias in the estimates considered from the Early Childhood Program Participation and After-School Programs and Activities Surveys. For the Adult Education Survey, the only evidence of unit nonresponse bias is in estimates of sex: females were more likely to respond than males. The weighting class adjustment for nonresponse should reduce or correct this bias.
Timing and Duration of Student Participation in Special Education in the Primary Grades (March 21, 2007)
This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. About 12 percent of students receive special education in at least one of the grades: kindergarten, first, and third grade, including 16 percent of boys, 8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special education in early grades, first receive special education in kindergarten. Half of those who begin special education in kindergarten are no longer receiving special education by third grade. In addition to students’ gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K).
What Works Clearinghouse Releases New Reports on Beginning Reading, Dropout Prevention, Early Childhood Education, and Middle School Math (March 19, 2007)
The What Works Clearinghouse has announced the release of new intervention reports highlighting available research on Beginning Reading (1 report), Dropout Prevention (2), Early Childhood Education (1), and Middle School Math (1).
Documentation for the 2004-05 Teacher Follow-up Survey (March 19, 2007)
Technical documentation for the 2004-05 Teacher Follow-Up Survey, done one year after the 2003-04 Schools and Staffing Survey. The documentation covers the entire survey cycle--from sample design, questionnaire revisions, and field data collection through all stages of processing. There are descriptions and explanations of the survey cycle in the main text, supplemented by more detailed information in appendices.
Dropout Rates in the United States: 2004 – web version (March 16, 2007)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04.
Statement by Director of the Institute of Education Sciences, Grover (Russ) Whitehurst on Fiscal Year 2008 Request for the Institute of Education Sciences, Before the House Subcommittee on Labor, HHS, and Education Appropriations (March 14, 2007)
Read IES Director Whitehurst's March 14 statement on the FY 2008 budgetary request for the Institute of Education Sciences before the House Subcommittee on Labor, HHS, and Education Appropriations.
State Education Reforms (SER) website just expanded! (March 12, 2007)
This website, initially based on the report Overview and Inventory of State Education Reforms: 1990 to 2000, is updated periodically to incorporate new data on state education reform activities. The SER website, which draws primarily on data collected by organizations other than NCES, compiles and disseminates data on state-level education reform efforts in four areas:
1) standards, assessment, and accountability,
2) school finance reforms,
3) resources for learning, and
4) state support for school choice options.
Specific reform areas include student and teacher assessments, adequate yearly progress, statewide exit exams, highly qualified teachers, open enrollments laws, and charter schools.
Two new tables on exit exams have been added to the Standards Assessment, and Accountability area and three new tables on longitudinal data systems, school exit exams, and kindergarten policies have been added to Resources for Learning area.
SBIR Contractor Receives Prestigious Global Technology Award (March 12, 2007)
IES Small Business Innovation Research Phase II awardee, Daniel K. Davies of Ablelink Technologies, was selected as the winner of the prestigious 2006 Katherine M. Swanson Equality Award for using technology to benefit humanity in the area of advancing equality. Mr. Davies and his colleagues at Ablelink were recognized at The Tech Museum of Innovation Laureates ceremony in September 2006 for their work in developing technologies for people with cognitive disabilities.
The Path Through Graduate School: A Longitudinal Examination 10 Years After Bachelor’s Degree (March 6, 2007)
The report uses longitudinal data from the 1992–93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992–93 bachelor’s degree recipients. About 40 percent of 1992–93 bachelor’s degree recipients had enrolled in a graduate degree program by 2003. On average, most students waited between 2 and 3 years to enroll for the first time in a graduate degree program, and among those who enrolled between 1993 and 2003, some 62 percent had earned at least one graduate degree by 2003. Master’s degree students took an average of 3 years to complete their degree, first-professional students took about 4 years, and doctoral students took more than 5 years. After controlling for a wide range of relevant variables, several enrollment characteristics retained a significant relationship with graduate degree persistence and completion. Rates of persistence and completion were higher among students who entered graduate school immediately after earning a bachelor’s degree, who attended full time and enrolled continuously, and who enrolled in multiple graduate degree programs.
Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2004 (Public Use) (February 28, 2007)
This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2004 (ALS:2004).This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2004 provides information pertinent to libraries at 3,889 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia.
An Historical Overview of Revenues and Expenditures for Public Elementary and Secondary Education, by State: Fiscal Years 1990-2002 (February 27, 2007)
This comprehensive publication contains data from the Common Core of Data, National Public Education Financial Survey, Fiscal Years 1990 through 2002 adjusted to 2002 dollars using the Consumer Price Index. Full dollar amounts and per pupil amounts are presented for each data item. Appendix C contains unadjusted data. This publication contains state-level data on revenues by source and expenditures by function, including expenditures per pupil. All data were reported to NCES by state education agencies.
Commissioner's Remarks - 2005 America's High School Graduates: Results from the 2005 NAEP High School Transcript Study (February 22, 2007)
The Nation's Report Card: 12th-Grade Reading and Mathematics Good morning. My name is Mark Schneider, Commissioner of the National Center for Education Statistics. I am here today to share with you the results of two reports on the academic performance of America's twelfth-graders-The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 and America's High School Graduates: Results from the 2005 NAEP High School Transcript Study.
America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study (February 22, 2007)
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates’ GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs.
The Nation's Report Card: 12th-Grade Reading and Mathematics 2005 (February 22, 2007)
This report presents results of the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and highest level of parental education) are included as well. Students’ performance in the 2005 reading assessment is compared to students’ performance in previous assessment years and shows a decline in the average score in 2005 in comparison to 1992, and no significant change in comparison to 2002. Results from the 2005 mathematics assessment could not be compared to those from previous years because of changes in the assessment content and administration. In 2005, 61 percent of twelfth-graders performed at or above the Basic level in mathematics and 73 percent performed at or above Basic in reading. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance.
What Works Clearinghouse Releases a New Report on English Language Learning (February 21, 2007)
The What Works Clearinghouse has released a new intervention report highlighting available research on English Language Learning, 'Bilingual Cooperative Integrated Reading and Composition.'
REL Director's Meeting Summaries: February 8-9, 2007 (February 10, 2007)
The REL directors met in Washington DC on February 8-9, 2007 to discuss RCTs and other topics with some of the nation's preeminent education researchers.
Teacher Attrition and Mobility: Results from the 2004-05 Teacher Follow-up Survey (February 6, 2007)
This First Look report provides some selected findings from the 2004-05 Teacher Follow-up Survey (TFS) along with data tables and methodological information. The TFS is a follow-up of a sample of the elementary and secondary school teachers who participated in the previous year’s Schools and Staffing Survey (SASS). The TFS sample includes teachers who leave teaching in the year after the SASS data collection and those who continue to teach either in the same school as last year or in a different school. The purpose of the Teacher Follow-up Survey is to determine how many teachers remained at the same school, moved to another school or left the profession in the year following the SASS administration.
Submitting Grant Applications to IES via Grants.gov (February 5, 2007)
Beginning in 2007, grant applications to Institute of Education Sciences (IES) competitions must be submitted via the Grants.gov government-wide portal that allows potential applicants to find grant opportunities and apply for grants. The Grants.gov registration process can take several weeks. Interested applicants should begin the registration process now and not wait until IES grant opportunities are posted.
Individuals planning to submit an application on behalf of their organization must ensure that (1) their institution/organization is registered with Grants.gov, and (2) they register themselves as Authorized Organizational Representatives (AORs) well before the competition deadline. Grants.gov registration information can be found at:
www.grants.gov/applicants/get_registered.jsp
Please direct your questions about submitting applications through Grants.gov to the Grants.gov Help Desk at 800-518-4726 or by email to support@grants.gov.
Summer Research Training Institute: Change in the Eligibility Requirements and Application Deadline (February 5, 2007)
In response to several inquiries, the Summer Research Training Institute eligibility requirement has been modified. Interested applicants who have a doctoral degree (PhD, EdD) but do not have post-degree experience conducting research relevant to education are encouraged to apply. The revised eligibility requirement now includes postdoctoral fellows. The Training Institute application deadline has been extended to February 28, 2007 to provide additional time for postdoctoral fellows and other interested researchers to submit their applications for the Training Institute.
National Board for Education Sciences Elects New Chairman (February 1, 2007)
Craig T. Ramey, director of Georgetown University's Center for Health and Education, has been elected chairman of the National Board for Education Sciences, the advisory panel of the Institute of Education Sciences in the U.S. Department of Education.
Documentation for the 2003-04 Schools and Staffing Survey (January 29, 2007)
This report serves as the survey documentation for the design and implementation of the 2003-04 Schools and Staffing Survey. Topics covered include the sample design, survey methodology, data collection procedures, data processing, response rates, imputation procedures, weighting and variance estimation, review of the quality of data, the types of SASS data files, and user notes and cautions. More detail is contained in appendices.
SEELS and NLTS2 Database Training Workshop (January 25, 2007)
The University of Maryland in collaboration with SRI International and the Office of Special Education Programs (OSEP), U.S. Department of Education, will sponsor a two and half day advanced training workshop, from March 7 - 9, 2007, on the use of the databases for Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2). SEELS provides trend information on a large, nationally representative sample of students with disabilities who were between the ages of 6 and 12 in 1999. NLTS2 documents the experiences of a national sample of students who were 13 to 16 years of age in 2000 as they move from secondary school into adult roles. The workshop will cover descriptions and applications of the SEELS and NLTS2 databases for research and policy studies. The application deadline for the workshop is February 19, 2007.
Public School Principals Report on Their School Facilities: Fall 2005 (January 22, 2007)
This publication presents data about public school principals' reports on their school facilities in Fall 2005. It provides information about principals' satisfaction with various environmental factors in their schools, and the extent to which they perceive those factors as interfering with the ability of the school to deliver instruction. The report also describes the extent of the match between the enrollment and the capacity of the school buildings, approaches for coping with overcrowding, the ways in which schools use portable (temporary) buildings and reasons for using them, and the availability of dedicated rooms or facilities for particular subjects (such as science labs or music rooms) and the extent to which these facilities are perceived to support instruction.
What Works Clearinghouse Releases a New Intervention Report on Early Childhood Education (January 18, 2007)
The What Works Clearinghouse has released a new intervention report highlighting available research on Early Childhood Education,' Interactive Shared Book Reading.'
IES Research Training Institute: Cluster Randomized Trials Schedule Available (January 18, 2007)
The schedule for the National Center for Education Research (NCER) Research Training Institute is now available. The Training Institute is designed to increase the national capacity to develop and conduct education research using randomized trials. The application deadline is Thursday, February 15, 2007 by 8:00 p.m. EST.
View Schedule.
Households' Use of Public and Other Types of Libraries: 2002 (January 16, 2007)
This report presents a series of tabulations that highlight households’ use of public libraries, including, patterns of library use by household demographic, social, economic, and geographic characteristics are presented. The data for this report were collected as part of the October 2002 Current Population Survey (CPS) Library Supplement. The Current Population Survey (CPS) is a monthly survey of households conducted by the Census Bureau for the Bureau of Labor Statistics. Data are collected from a sample of 50,000 to 60,000 households through personal and telephone interviews.
FY 2006 Special Education Research Program Grant Awards & Structured Abstracts Now Available (January 10, 2007)
NCSER recently announced their FY 2006 grant award winners for Special Education Research Programs in seven areas: Assessment for Accountability; Early Intervention and Assessment for Young Children with Disabilities; Individualized Education Programs; Language and Vocabulary Development; Mathematics and Science; Pre-Elementary Education Longitudinal Study; Reading and Writing; Secondary and Postsecondary Outcomes; and, Serious Behavior Disorders. For more information, and to view the structured abstracts select the FY 2006 link in each of these areas.
Public-Use Data Files and Documentation: Foods and Physical Activity in Public Elementary Schools, 2005 (January 4, 2007)
This file contains data from a 2005 fast-response survey titled "Foods and Physical Activity in Public Elementary Schools: 2005." The study was prompted by concern over the rate of obesity among school-age children and was designed to obtain current national information on availability of foods and opportunities for exercise in public elementary schools. NCES released the results of the survey in the publication Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early March 2005, requesting that the questionnaire be completed by the person most knowledgeable about the availability of foods and opportunities for physical activity at the school. Respondents were encouraged to consult with the school’s food service personnel and physical education staff to complete relevant sections of the questionnaire. 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 late March 2005 and completed in late June 2005. The final response rate was 91 percent. Respondents were asked about the types of food sold at one or more locations in their schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.
What Works Clearinghouse Releases New Intervention Reports on Dropout Prevention and Early Childhood Education (December 28, 2006)
The What Works Clearinghouse has released two new intervention reports highlighting available research on Dropout Prevention, 'Talent Search' and Early Childhood Education, 'Phonological Awareness Training plus Letter Knowledge Training.'
Postsecondary Institutions in the United States: Fall 2005 and Degrees and Other Awards Conferred: 2004-05 (December 27, 2006)
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2005 data collection, which included two survey components: Institutional Characteristics for the 2005-06 academic year, and Completions covering the period July 1, 2004, through June 30, 2005. These data were collected through the IPEDS web-based data collection system.
Problem Solving in the PISA and TIMSS 2003 Assessments (December 26, 2006)
In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report’s authors develop and use a definition for problem solving to identify items in the two assessments that address students’ problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations.
What Works Clearinghouse Releases New Reports on Dropout Prevention and Early Childhood Education (December 21, 2006)
The What Works Clearinghouse has released two new intervention reports highlighting available research on Dropout Prevention and Early Childhood Education.
NAEP and NCES Rank High in Study of Education Influence (December 19, 2006)
The National Assessment of Educational Progress (NAEP) has been ranked the nation's most influential educational information source - and most influential study -- in a new survey of education policy experts.
The survey of national leaders in education circles also ranked NCES, which conducts NAEP, as the third most influential information source, and Trends in International Mathematics and Science Study (TIMSS), another NCES effort, as the nation's second most influential study.
The U.S. Congress and U.S. Department of Education were judged the first and second most influential organizations.
The study was conducted by the research center at Editorial Projects in Education, the nonprofit that publishes Teacher magazine and Education Week. It employed a two-stage survey of the nation's opinion-elite. For the top-tier studies, the research center also conducted a series of citation searches to determine the rates at which these works were cited in scholarly literature and in the news media. View Article
Statewide Longitudinal Data Systems Grants (SLDS) Request for Applications (December 15, 2006)
IES announces the release of the 2007 Statewide Longitudinal Data Systems Grants (SLDS) Request for Applications. The purpose of this program is to provide grants to SEAs to enable such agencies to design, develop, and implement statewide longitudinal data systems to efficiently and accurately manage, analyze, disaggregate, and use individual student data, consistent with the Elementary and Secondary Education Act of 1965. The deadline for receipt of applications to be submitted through Grants.gov is March 15, 2007, no later than 4:30 p.m., EST.
Crime, Violence, Discipline and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety: 2003-04 (December 12, 2006)
This report presents national-level information about crime and safety in U.S. public schools as reported by school principals, including the frequency of criminal incidents at school, the use of disciplinary actions, and efforts to prevent and reduce crime at school. Data come from the 2003–04 School Survey on Crime and Safety (SSOCS:2004). Eighteen percent of public schools reported at least one serious violent incident during the 2003–04 school year; two percent of public schools reported hate crimes; five percent of public schools reported gang-related crimes.
The New NCES KidsZone (December 11, 2006)
The NCES Students’ Classroom has been redesigned and renamed as the KidsZone. It now has an entirely new look and feel to help you find things easier and added features to make your visit more fun. You'll still have the same great tools to help you find schools, libraries, or colleges and don't worry, the Create a Graph is still just a click away. Check out the very popular Chances where probability is only a roll of the dice away, or visit old favorites like the Word Search. You can find updated information on education or compare where you stack up to students from across the globe. The new home page is also not to be missed with its new Student Poll and Mindbenders to test your cleverness. We hope you like what we've done. It's knowledge and fun rolled up in one!
NEW! IES Research e-News Quarterly Newsletter (December 8, 2006)
In this issue of the IES Research e-News, the quarterly electronic newsletter of the Institute of Education Sciences, we feature new reports from the What Works Clearinghouse, an update on the Special Education Research Center’s inaugural year, a StatChat transcript on the results of the 2005 Trial Urban District Assessment in science, and more.
What Works Clearinghouse Releases New Reports on Early Childhood Education and Elementary School Mathematics (December 7, 2006)
The What Works Clearinghouse has released two new intervention reports highlighting available research on Early Childhood Education and Elementary School Mathematics.
Dropout Rates in the United States: 2004 (December 7, 2006)
This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates for 2004, and provides data about trends in dropout and completion rates over the last three decades (1972–2004), including characteristics of dropouts and completers in these years. Among other findings, the report shows that in students living in low-income families were approximately four times more likely to drop out of high school between 2003 and 2004 than were their peers from high-income families. Focusing on indicators of on-time graduation from public high schools, the averaged freshman graduation rate for the 3 most recent years for which data are available shows an increase from 72.6 percent for 2001–02 to 73.9 percent for 2002–03 to 74.3 percent for 2003–04.
State Library Agencies: Fiscal Year 2005 (December 6, 2006)
This report provides a statistical profile of state library agencies in the 50 states and the District of Columbia for fiscal year 2005. The report includes information on governance, collections and services, service outlets and staff, revenue, and expenditures. The data were collected through the State Library Agencies Survey conducted by the National Center for Education Statistics (NCES).
Indicators of School Crime and Safety: 2006 (December 4, 2006)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
Internet Access in U.S. Public Schools and Classrooms: 1994-2005 (November 29, 2006)
This report presents 11 years of data from 1994 to 2005 (no survey was conducted in 2004) on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students and teachers. It also provides information on teacher professional development on how to integrate the use of the Internet into the curriculum, and the use of the Internet to provide opportunities and information for teaching and learning.
Trends in the Use of School Choice: 1993 to 2003 (November 28, 2006)
Opportunities for school choice in the United States have expanded since the 1990s. This report uses data from the National Household Surveys Program (NHES) to present trends that focus on the use of and users of public schools (assigned and chosen), private schools (church- and non church-related), and homeschoolers between 1993 and 2003. The percentage of students enrolled in their assigned public school decreased from 80 percent to 74 percent between 1993 and 2003, while this decrease was nearly offset by an increase in chosen public school enrollment from 11 to 15 percent between 1993 and 2003. During this same time period, enrollment in church-related private schools remained stable at 8 percent and enrollment in non church-related private schools increased from 1.6 to 2.4 percent. This report also presents data on parental perceptions of public school choice availability and associations between the public and private school types children were enrolled in and parental satisfaction with and involvement in the schools. About one-half of all students have parents who reported that public school choice was available in their community, with one-quarter of students attending assigned public schools having parents who considered enrolling them in a school other than the one they were currently attending, while 17 percent of all students and 27 percent of Black students attended a school other than their parent’s first-choice school. Generally, there were no parental involvement differences detected between students enrolled in assigned and chosen public schools. Parents of students in private schools reported more direct involvement in their children’s schools than parents of students enrolled in other types of schools.
Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04 (November 22, 2006)
This report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report supplies a brief examination of the coursetaking patterns of 2003-04 graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. Additionally, the report links these coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. Major findings in the report are that: the high school graduating class of 2003-04 earned an average of 25.8 course credits (measured in Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of the class earned at least a credit in Advanced Placement or International Baccalaureate courses. Among the graduates, 5 percent got no further than basic math or pre-algebra courses, 45 percent completed at least algebra I or II, 36 percent completed at least one trigonometry, statistics, or precalculus course, and 14 percent calculus, as their highest level mathematics in high school. Ninety one percent of graduates who completed an academic curriculum and 46 percent of students who completed an occupational curriculum demonstrated mastery at proficiency level 3 on the ELS:2002 12th grade mathematics assessment, which is simple problem-solving, requiring low-level mathematical concepts.
Overview of Public Elementary and Secondary Students, Staff, Schools, School Districts, Revenues, and Expenditures: School Year 2004-05 and Fiscal Year 2004 (November 21, 2006)
This report contains information from the 5 Common Core of Data (CCD) surveys: the 2004-05 state, local education agency, and school nonfiscal surveys for 2004-05 and the state and local education agency school finance surveys for fiscal year 2004. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported. Finance data include revenues by source (local, state, and federal) and total and per-pupil expenditures by function.
IES Small Business Innovation Research Program (SBIR) FY2007 Solicitation Announcement (November 17, 2006)
IES announces the release of the 2007 Small Business Innovation Research Program (SBIR) Fast-Track "Phase I and II" solicitation. The Fast-Track solicitation provides up to $850,000 to meritorious research proposals to develop and evaluate innovative education products from qualifying small businesses. Competitive proposals will have a high potential for the development and commercialization of technologically innovative products that contribute to improved student learning and achievement. The proposal submission deadline is January 8, 2007.
Placing College Graduation Rates in Context: How 4-Year College Graduation Rates Vary With Selectivity and the Size of Low-Income Enrollment (November 16, 2006)
This report uses data primarily from the 2004 Graduation Rate Survey (GRS), a component of the Integrated Postsecondary Education Data System (IPEDS), to provide a systemwide overview of how graduation rates of comparable 4-year institutions vary with institution selectivity and the size of the low-income population enrolled. The report clearly shows that graduation rates dropped systematically as the proportion of low-income students increased, even within the same Carnegie classification and selectivity levels. Variations by gender and race/ethnicity also were evident. Women graduated at higher rates than men, and in general, as the proportion of low-income students increased, so did the gap between female and male graduation rates. The gap in graduation rates between White and Black students and between White and Hispanic students, on the other hand, typically narrowed as the as the proportion of low-income students increased.
National Assessment of Educational Progress 2005 Science Trial Urban District (TUDA) Results (November 15, 2006)
In 2005, the National Assessment of Educational Progress (NAEP) conducted the first Trial Urban District Assessment (TUDA) in science to examine the performance of fourth- and eighth-graders in 10 large urban districts. These urban districts serve student populations that are more diverse than the nation's public schools overall. Only public schools participated, so scores for the 10 participating districts are compared to public school averages for the nation and large central cities. Large central cities (population 250,000 or more) provide a comparison that is more reflective of these student populations than the nation as a whole. Because this is the first science TUDA assessment, NAEP cannot compare student performance in the districts to prior years to determine whether districts are making progress. Associate Commissioner Peggy Carr participated in a live chat concerning the results at 3:00 pm on Wednesday November 15. The transcript is now available.
Academic Libraries: 2004 (November 14, 2006)
The selected findings and tables in this report, based on the 2004 Academic Libraries Survey, summarize services, staff, collections, and expenditures of academic libraries in degree-granting postsecondary institutions in the 50 states and the District of Columbia. The report includes a number of key findings: During fiscal year (FY) 2004, there were 155.1 million circulation transactions from academic libraries’ general collection. During a typical week in the fall of 2004, 1.4 million academic library reference transactions were conducted, including computer searches. The nation’s 3,700 academic libraries held 982.6 million books; serial backfiles; and other paper materials, including government documents at the end of FY 2004. Academic libraries spent $2.2 billion on information resources during FY 2004.
Institutional Policies and Practices Regarding Postsecondary Faculty: Fall 2003 (November 7, 2006)
This report describes recent hiring and retirement patterns as well as tenure-related changes and actions taken by public and private not-for-profit postsecondary institutions that offered an associate’s or higher degree in fall 2003 and participated in federal Title IV student aid programs. Among the highlights are: In fall 2003, some 8 percent of all full-time faculty were hired the previous year from outside the institution, while 7 percent had left their institutions during the previous year. Of those who left, 36 percent retired. At least 90 percent of all doctoral or master’s institutions had tenure systems, but even among public associate’s institutions, the majority (64 percent) had a tenure system. About 64 percent of institutions with a tenure system limit time on tenure track to 6 or 7 years. One-half (52 percent) of institutions with a tenure system offered early or phased retirement to tenured faculty members between 1998 and 2003.
Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis (November 1, 2006)
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis.
Where Are They Now? A Description of 1992-93 Bachelor's Degree Recipients 10 Years Later (October 31, 2006)
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report provides an overview of the status of 1992–93 college graduates 10 years after graduation. The report presents highlights of these college graduates’ lives in 2003 in five areas—education after the bachelor’s degree, labor force participation, opinions about their undergraduate education, family status, and civic participation. In addition to presenting a basic profile of graduates’ lives in 2003, the report is also intended as a broad introduction to the kinds of data available in B&B:93/03. A table compendium with five sections corresponding to the five areas above provides additional detail about how graduate characteristics are associated with the highlighted outcomes as well as related experiences in each area. The estimates in this report represent about 1.2 million bachelor’s degree completers from 1992–93.
What Works Clearinghouse Issues New Reports on English Language Learning and Elementary School Mathematics (October 27, 2006)
The What Works Clearinghouse has released two new intervention reports highlighting available research on English Language Learning and Elementary School Mathematics.
The PISA (Program for International Student Assesment) 2003 U.S. datafiles now available. (October 27, 2006)
The PISA 2003 U.S. datafile is now available for downloading. The datafile includes variables unique to the U.S. context, such as race/ethnicity, that are not available in the international dataset. Data for the performance of 15-year-olds on an internationally created assessment in mathematics, science, and reading literacies for 49 countries is also included along with background information on the students and schools. As with other NCES datafiles, a user's guide and an electronic codebook with macros and control files for SPSS and SAS are posted on the website.
What Works Clearinghouse Releases New Report on English Language Learning (October 24, 2006)
The Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a vocabulary development curriculum for English language learners and native English speakers (grades 4-6). The 15-week program includes 30-45 minute whole class and small group activities, which aim to increase students' understanding of target vocabulary words included in a weekly reading assignment.
2003–04 National Postsecondary Student Aid Study (NPSAS:04): Undergraduate Financial Aid Estimates for 12 States: 2003–04 (October 24, 2006)
This report presents selected findings about the price of attendance and the types and amounts of financial aid received by in-state undergraduates enrolled in public 2-year, public 4-year, and private not-for-profit 4-year institutions during the 2003–04 academic year in 12 selected states. It is based on the undergraduate data in the 2003–04 National Postsecondary Student Aid Study (NPSAS:04), a nationally representative survey of postsecondary students. In addition to providing national estimates, the NPSAS:04 survey was designed to provide representative samples of undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in 12 states: California, Connecticut, Delaware, Georgia, Indiana, Illinois, Minnesota, Nebraska, New York, Oregon, Texas, and Tennessee. Prior NPSAS studies have not been representative at the state level. For the in-state undergraduates in each of these 12 selected states, the tables in this E.D. TAB show the average tuition and fees and total price of attendance, the percentages of undergraduates receiving various types of financial aid and the average amounts received, the average net price of attendance after financial aid, average financial need and remaining need after financial aid, cumulative student loan amounts, earnings from work while enrolled, and other aspects of financing an undergraduate education. Tables of comparable national totals limited to in-state undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in the 50 states, DC, and Puerto Rico are also provided to allow for comparisons of undergraduate financing patterns in each of the 12 selected states and the entire nation.
New Customized NAEP State and National Comparisons Feature on the Web (October 20, 2006)
Now you can create tables that compare states based on their average NAEP scale scores for selected groups of public school students (gender, race/ethnicity for three groups, eligibility for free or reduced-price school lunches, or high and low percentiles).
You set the scope for the state comparisons of interest. You must first select grade, subject, and student group of interest, then choose either single-year or cross-year mode, and then select the state of interest. You can compare the scores in one year, or examine the change in performance between two assessment years.
IES Names Urban Education Research Task Force (October 18, 2006)
IES today announced formation of an Urban Education Research Task Force, charged with advising IES on a broad range of issues pertaining to the nation’s largest public school districts. The 15-member panel, comprising leading educators and researchers, "will provide the Institute with guidance on critical directions for research to improve education in the nation’s urban districts," said Grover J. “Russ” Whitehurst, IES director.
Whitehurst said he expected the task force to make recommendations on areas of research and data collections that are not covered through existing programs. Additionally, the panel will help IES leaders think about the design of large, cross-district research projects, and it will serve to identify and support greater collaboration between the research community and urban educators.
Michael Casserly, executive director of the Council of the Great City Schools, a coalition of the nation’s largest urban districts, was named chairman of the task force. Other members are:
Dr. Katherine Blasik, Associate Superintendent, Broward County Schools, Ft. Lauderdale, FL; Dr. Geoffrey Borman, Associate Prof., Univ. of Wisconsin-Madison; Dr. Carl Cohn, Superintendent, San Diego Unified School District; Dr. Ronald Ferguson, Lecturer in Public Policy, Malcolm Weiner Center for Social Policy, Kennedy School of Government, Harvard Univ.; Dr. Pascal D. Forgione, Jr., Superintendent, Austin Independent School District; Dr. Russell Gersten, Exec. Director, Instructional Research Group; Dr. Dan Goldhaber, Research Associate Prof., Univ. of Washington; Dr. Beverly L. Hall, Superintendent, Atlanta Public Schools; Dr. David Heistad, Exec. Director, Research Evaluation, Minneapolis Public Schools; Dr. Caroline Hoxby, Professor, Harvard Univ.; Dr. Valerie E. Lee, Prof. of Ed., Univ. of Michigan; Mr. Peter McWalters, Commissioner of Ed., Rhode Island Dept. of Ed; Dr. Jason C. Snipes, Director of Research, Council of the Great City Schools; Dr. Joseph Torgesen, W. Russell and Eugenia Morcom Professor, Florida St. Univ.
Ex Officio Members:
Dr. Edward Kame'enui, Commissioner, NCSER, IES, DoED; Dr. Lynn Okagaki, Commissioner, NCER, IES, DoED; Dr. Grover Whitehurst, Director, IES, DoED
Full Version of the Digest of Education Statistics, 2005 (October 18, 2006)
The 2005 edition of the Digest of Education Statistics is the 41st in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the Digest contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices.
ECLS-B Database Training Seminar - Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Database for Research and Policy Discussion (October 17, 2006)
The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education, will sponsor a 3-day advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. ECLS-B is designed to support research on a wide range of topics pertaining to young children’s cognitive, social, emotional, and physical development across multiple contexts (e.g., home, nonparental care, and school entry). This seminar is open to advanced graduate students and faculty members from colleges and universities nationwide and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations.
The ECLS-B training seminar will be conducted from January 10-12, 2007 in Washington, DC. Support for travel and lodging will be provided to accepted applicants. The application deadline for the seminar is November 27, 2006.
Dr. Anne Ricciuti Appointed Acting Deputy Director for Science (October 17, 2006)
Dr Anne Ricciuti has been appointed acting deputy director for science of the Institute of Education Sciences. Anne received her Ph.D. in developmental psychology from the University of Virginia in 1992. She worked on education projects at Abt Associates before joining the standards and review staff within the office of the deputy director for science in 2004.
New Intervention Reports Released by the What Works Clearinghouse (October 13, 2006)
The What Works Clearinghouse has released three new intervention reports highlighting available research on Character Education, Early Childhood Education, and Middle School Mathematics.
Economic Impact of the Nation's Historically Black Colleges and Universities (October 13, 2006)
The purpose of this study was to document the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In this study, short-term economic impact was defined as the change in overall economic activity in the institutions’s community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system was used to build regional models for each of the 101 HBCUs in the 50 states and the District of Columbia and to calculate multipliers for estimating the HBCUs’ impact in terms of output, value-added, labor income, and employment. These multipliers were applied to each institution’s salary, staff, enrollment and expenditure data from the 2001 Integrated Postsecondary Education Data System (IPEDS) and data from the Bureau of Labor Statistics Consumer Expenditure Survey. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62 percent of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion with 35 percent due to the multiplier effect. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companie
Economic Outcomes of High School Completers and Noncompleters 8 Years Later (October 12, 2006)
This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned.
News Flash Subscription Service Now Available! (October 12, 2006)
News Flash is an e-mail-based alert service designed to help anyone with an interest in IES content posted to its website including news from its four Centers and programs within Centers such as the Regional Educational Laboratory Program. Learn about new publications, ongoing research, funding opportunities, web tools, and other information. It is a "custom" service that lets you select your own areas of interest. All notices received through this service contain a link to the appropriate location on the IES website. Sign up for your area of interests now.
National Indian Education Study: Part II: The Educational Experiences of Fourth- and Eighth-Grade American Indian and Alaska Native Students (October 10, 2006)
This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities. Students, teachers, and school principals all participated in the survey, which constituted Part II of the National Indian Education Study (NIES). Part I of NIES collected information on the academic performance of AI/AN students, as measured by the National Assessment of Educational Progress (NAEP). The report describes important aspects of the educational experiences of AI/AN students in grades 4 and 8. . Findings are presented in four broad areas: characteristics of AI/AN students, their schools, their teachers, and their curriculum. Although the central focus of the report is AI/AN students, information is also provided about non-AI/AN students, where available. The report also provides comparisons between AI/AN students at high density and low density schools. High density schools are defined by the Office of Indian Education as schools in which at least 25 percent of the students are American Indian or Alaska Native. All other schools are classified as low density. The Technical Notes section provides information about sampling, interpreting statistical significance, and other technical features. The Data Appendix provides tables that support the findings provided in the report.
Now Available! NCSER Projects and Programs Booklet (October 9, 2006)
This booklet describes research grants and contracts that represent NCSER's current investments. These investments will evaluate the effectiveness of programs, intervention, strategies, and assessment tools to determine what works in addressing the needs of infants and children with disabilities.
RFA Deadline for Submission for NCER Sponsored Competitions (October 4, 2006)
RFAs are due November 16, 2006 for the following NCER sponsored competitions. A.Reading and Writing; B.Interventions for Struggling Adolescent and Adult Readers and Writers; C.Mathematics and Science Education; D.Teacher Quality - Reading and Writing; E.Teacher Quality - Mathematics and Science Education; F.Cognition and Student Learning; G.High School Reform; and, H. Postsecondary Education.
United States High School Sophomores: A Twenty-Two Year Comparison, 1980-2002 (October 3, 2006)
Using questionnaire and test data collected in 1980, 1992, and 2002, this report presents time series data on three cohorts of high school sophomores. The report presents information on the changing context of cohort demographics, family characteristics, school characteristics, and school experiences, after school activities, and future plans and expectations. Tested achievement is also presented with results in math from 1980 to 1990 and 2002, and results in reading from 1990 to 2002.
Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide (October 2, 2006)
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA.
Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching (October 2, 2006)
Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching can now be viewed as an HTML document, including viewable video clips from each of the five participating countries.
What Works Clearinghouse Releases 10 New Reports (September 28, 2006)
The What Works Clearinghouse (WWC), an initiative of the U.S. Department of Education's Institute of Education Sciences, announces 10 new intervention reports highlighting available research on Beginning Reading, Early Childhood Education, Character Education, English Language Learning, and Elementary School Mathematics.
IES Newsletters Now Online (September 27, 2006)
The first 4 issues of the IES newsletter are now online and available for browsing. Information to be found in the newsletter includes: new publications; upcoming conferences; links to helpful resources, current happenings and more. The next issue will be out this fall. We hope you find the newsletter informative and helpful.
School and Parent Interaction by Household Language and Poverty Status: 2002-03 (September 27, 2006)
Language minority parents may face a number of challenges when trying to communicate or become involved with their child’s school. This Issue Brief describes school-to-home communication practices and opportunities for parent involvement at school as reported by parents of U.S. school-age students from primarily English- and primarily Spanish-speaking households during the 2002–03 school year. Data are drawn from the Parent and Family Involvement in Education Survey of the 2003 National Household Education Surveys Program (NHES), which included English and Spanish language surveys of parents’ perceptions of school communication practices and opportunities for parent involvement. Among the findings: A greater percentage of students in English-speaking households than in Spanish-speaking households had parents who reported receiving personal notes or e-mails about the student; receiving newsletters, memos, or notices addressed to all parents; opportunities to attend general meetings; opportunities to attend school events; and chances to volunteer. Differences were still apparent after taking poverty status into account.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2003-04 (September 26, 2006)
This annual report provides basic information from the Common Core of Data about the nation’s largest public school districts in the 2003-04 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Several findings were:
Calendar of Events Now Available for NCES Activities (September 25, 2006)
A comprehensive calendar of events tool is now available for all NCES activities. The calendar includes briefings, conferences, employment opportunities, press releases, publication/product releases, training/workshops, and other pertinent activities. It is constantly being updated to present you with the latest events.
NEW WEBSITE! Regional Educational Laboratory Program (September 25, 2006)
The Regional Educational Laboratory (REL) Program consists of a network of ten laboratories that serve the educational needs of a designated region by providing access to high quality scientifically valid education research through applied research and development projects, studies, and other related technical assistance activities. This website will provide users with a one-stop location from which to find information from all 10 RELs.
Visit Home Pages for All Regional Educational Laboratories (September 25, 2006)
All 10 Regional Educational Laboratories (RELs) have individual websites that present information on their organization and their activities. Learn about the individual regional needs that each is facing. Get information on their current and upcoming projects. And find out how they are structured and the many partners who are participating in carrying out these initiatives. You can go directly to an RELs home page or visit the regional map to begin your selection process.
Interactive Project Selector for all Lab Projects (September 22, 2006)
If you are new to the Regional Educational Laboratory website, our interactive Project Selector is designed to help you find current REL projects that may fit with your interests.
Forum Guide to Decision Support Systems: A Resource for Educators (September 21, 2006)
Forum Guide to Decision Support Systems: A Resource for Educators was developed to help educators better understand decision support systems and determine how they might be used most effectively in education organizations.
An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2) (September 21, 2006)
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled, An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2). This report is an executive summary of two previously-released reports presenting findings from Wave 2: The Academic Achievement and Functional Performance of Youth With Disabilities and After High School: A First Look at the Postschool Experiences of Youth with Disabilities.
NCES Position Opening (September 20, 2006)
The National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education has an opening for an individual with expertise in economics and public policy. The individual must demonstrate a familiarity with state and local education finance data. The individual must also have experience conducting analysis of these data, demonstrating quantitative and qualitative skills. A Doctorate, or equivalent experience is required. Salary is commensurate with experience. A curriculum vitae or resume, and a letter of interest should be submitted electronically to: IESResAssoc@ed.gov. Please do not include your social security number on the documents submitted. If applying electronically presents a hardship, applications may be mailed to Sue Betka, Deputy Director for Policy and Administration, Institute of Education Sciences, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208. For additional information regarding this announcement, call 202-219-1385.
Regional Educational Lab Contracts Awarded (September 18, 2006)
On March 28, the U.S. Department of Education announced the new 5-year contracts for 10 regional educational laboratories for the purpose of carrying out research, development, dissemination, training, and technical assistance activities for designated regions.
International Activities Programs at NCES (September 18, 2006)
NCES has recently updated all of its international websites including International Comparisons (IC), Adult Literacy and Lifeskills (ALL), Civic Education Study (CivEd), Program for International Student Assessment (PISA), Progress in International Reading Literacy Study (PIRLS) and Trends in International Mathematics and Science Study (TIMSS). The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the international education research community. The revised website provides insights into the educational practices and outcomes of the United States. This is achieved through the International Activities Program at NCES, which provides statistical information comparing the educational experiences and trends in other countries to those of the United States. International assessment studies provide answers to questions of how other countries educate their children and with what success. The work that NCES conducts within the International Activities Program is designed to provide comparable indicator data about the activities and outcomes of educational systems and institutions in other nations.
Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS) (September 14, 2006)
NCSER has released the first major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, Preschoolers with Disabilities: Characteristics, Services, and Results. PEELS includes a nationally representative sample of more than 2900 children who were ages 3 through 5 and receiving preschool special education services in 2003-2004. This report describes characteristics of the participating children and their families, children's school-related readiness and behavior, and characteristics of educational services and providers.
What Works Clearinghouse Releases New Reports (September 14, 2006)
The What Works Clearinghouse, an initiative of the U.S. Department of Education’s Institute of Education Sciences, announces the release of seven new intervention reports highlighting available research on Character Education, English Language Learning, and Elementary School Math interventions.
The seven WWC Reports provide findings on educational interventions in three key areas: Character Education, English Language Learning, Elementary School Math.
This initial wave of WWC Reports will kick off a regular release of findings over the next few months covering these pressing topics in education, as well as Beginning Reading, Dropout Prevention, Early Childhood Education, and Middle School Math. Approximately 40–50 reports will be released on these topics between now and the end of the year.
Projections of Education Statistics to 2015 (September 14, 2006)
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2015. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2015. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections.
Certification and Private School Teachers' Transfers to Public Schools (September 7, 2006)
This Issue Brief uses data from the Teacher Follow-Up Survey (TFS) to report teachers' transitions between public and private schools for teachers with and without certifications in the subjects they teach. In this exploratory study of the association between state certification and private school teachers’ movement to other private schools and public schools between 1987-88 and 2000-01, private school teachers who either obtained a state certification in their main assignment between one year and the next or who switched main assignments into one in which they were state-certified were more likely to change schools than were those without a regular state certification in the subject area of their main assignment. In three out of four time periods, higher percentages of movers who held state certification in year two of the time period only switched to public schools than did those without regular state certifications in their main assignment in either year of the time period. In all four time periods for which data were collected, higher percentages of movers with regular state certifications in both years of the time period moved to public schools than did their peers without the certification. However, regardless of certification status, 11 percent or fewer of private school teachers changed schools during any 2-year period.
The Health Literacy of America’s Adults: Results from the 2003 National Assessment of Adult Literacy (September 6, 2006)
The Health Literacy of America’s Adults is the first release of the National Assessment of Adult Literacy (NAAL) health literacy results. The results are based on assessment tasks designed specifically to measure the health literacy of adults living in the United States. Health literacy was reported using four performance levels: Below Basic, Basic, Intermediate, and Proficient. The majority of adults (53 percent) had Intermediate health literacy. About 22 percent had Basic and 14 percent had Below Basic health literacy. Relationships between health literacy and background variables (such as educational attainment, age, race/ethnicity, where adults get information about health issues, and health insurance coverage) were also examined and reported. For example, adults with Below Basic or Basic health literacy were less likely than adults with higher health literacy to get information about health issues from written sources (newspapers, magazines, books, brochures, or the Internet) and more likely than adults with higher health literacy to get a lot of information about health issues from radio and television.
Computer and Internet Use by Students in 2003 (September 5, 2006)
This report examines the use of computers and the Internet by American children enrolled in nursery school and students in kindergarten through grade 12. The report examines the overall rate of use (that is, the percentage of individuals in the population who are users), the ways in which students use the technologies, where the use occurs (home, school, and other locations), and the relationships of these aspects of computer and Internet use to demographic and socioeconomic characteristics such as students' age and race/ethnicity and their parents' education and family income. This report confirms that patterns of computer and Internet use seen in previous research are observed in more recent data. One of the more important findings presented in the report is that schools appear to help narrow the disparities between different types of students in terms of computer use. Differences in the rates of computer use are smaller at school than they are at home when considering such characteristics as race/ethnicity, family income, and parental education.
Age 2: Findings From the 2-Year-Old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) (August 29, 2006)
The new NCES report, Age 2: Findings From the 2-year-old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (NCES 2006-043) shows the wide range of skills and abilities demonstrated by children at an early age. For example, 84 percent of children recognize and understand certain spoken words at about 2 years of age, while 4 percent show beginning counting skills.
The findings in the report are based on the Early Childhood Longitudinal Study, Birth Cohort, which is following the progress of about 10,000 children, representative of the approximately 4 million children born in the United States in 2001. It is the first national effort to assess directly children's early mental and physical development, their relationships with parents, the quality of their early care and education, and the contributions of both mothers and fathers in their lives.
The data upon which this report is based are available in the ECLS-B Longitudinal
9-Month-2-Year Restricted-Use Data File and Electronic Codebook (NCES 2006-044). For information about ordering these data, which are only available in restricted-use format, please visit: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006044
State Education Reforms Website (August 25, 2006)
NCES has just updated the State Education Reforms (SER) website by adding several new data tables. This website was first based on the report Overview and Inventory of State Education Reforms: 1990 to 2000, and is updated periodically to incorporate new data on state education reform activities. The SER website, which draws primarily on data collected by organizations other than NCES, compiles and disseminates data on state-level education reform efforts in four areas: 1) standards, assessment, and accountability, 2) school finance reforms, 3) resources for learning, and 4) state support for school choice options. Specific reform areas include student and teacher assessments, adequate yearly progress, state-wide exit exams, highly qualified teachers, open enrollments laws, and charter schools.
Student Financing of Undergraduate Education: 2003-04 (August 23, 2006)
This report, based on data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04), provides detailed information about undergraduate tuition and total price of attendance at various types of institutions, the percentage of students receiving various types of financial aid, and the average amounts that they received. In 2003-04, three-quarters of all full-time undergraduates received some type of financial aid ($9,900 average). One-half took out student loans ($6,200 average), and 62 percent received grants ($5,600 average). Forty percent received both grants and loans (combined average $13,600).
A Closer Look at Charter Schools Using Hierarchical Linear Modeling (August 22, 2006)
A special over sample of charter schools, conducted as part of the 2003 fourth-grade NAEP assessments, permitted a comparison of academic achievement for students enrolled in charter schools to that for students enrolled in traditional public schools. The school sample comprised 150 charter schools and 6,764 traditional public schools. The report uses hierarchical linear models (HLMs) to examine differences between the two types of schools when multiple student and/or school characteristics are taken into account. After adjusting for student demographic characteristics, charter school mean scores in reading and mathematics were lower, on average, than those for traditional public schools. The size of these differences was smaller in reading than in mathematics. Results from the second analysis showed that in reading and mathematics, average performance differences between traditional public schools and charter schools affiliated with a public school district were not statistically significant, while charter schools not affiliated with a public school district scored significantly lower on average than traditional public schools.
National Assessment of Educational Progress (NAEP) Research Opportunity! (August 21, 2006)
The American Educational Research Association (AERA) Research Grants
Program is accepting applications with deadlines of September 1, 2006, January 5, 2007, and March 1, 2007.
The program's goals are:
(1) to stimulate research on issues related to U.S. education policy and practice using National Center for Education Statistics (NCES) and National Science Foundation (NSF) data sets;
(2) to improve the educational research community's firsthand knowledge of the range of data available at the two agencies and how to use them; and
(3) to increase the number of educational researchers using the data sets.
Underrepresented minority researchers are strongly encouraged to apply.
Facts from NLTS2: General Education Participation and Academic Performance of Students With Learning Disabilities (August 16, 2006)
The National Center for Special Education Research has released a brief report from the National Longitudinal Transition Study-2. This report focuses on youth, ages 14-18 and classified as having learning disabilities, who were receiving special education services during the 2000-01 school year.
Academic Achievement and Functional Performance of Youth with Disabilities (August 16, 2006)
The National Center for Special Education at the Institute of Education Sciences has released the twelfth report from the National Longitudinal Transition Study-2 (NLTS2). NLTS2 includes a nationally representative sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. This report discusses results from the direct assessment of NLTS2 sample members when they were in the 16-18-year-old age range.
1999–2000 School Survey on Crime and Safety Table Library (August 11, 2006)
Just added to the NCES website are 128 tables of data on crime and safety in U.S. public schools. Statistics can be displayed for all schools or for elementary, middle, and high schools. All tables can be viewed online or downloaded as Microsoft Excel spreadsheets.
Digest of Education Statistics, 2005 (August 10, 2006)
The 41st 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. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent.
E.D. TAB: Public Libraries in the United States: Fiscal Year 2004 (August 8, 2006)
This report includes national and state summary data on public libraries in the 50 states and the District of Columbia, with an introduction, findings, and numerous tables. The report is based on data from the Public Libraries Survey for fiscal year 2004, and includes information on population of legal service area, service outlets, public service hours, library materials, total circulation, circulation of children’s materials, reference transactions, library visits, children’s program attendance, interlibrary loans, electronic services and information, full-time-equivalent staff, operating revenue and expenditures, and capital expenditures. The report includes several key findings: Nationwide, library visits to public libraries totaled 1.3 billion, or 4.7 library visits per capita. The average number of Internet terminals available for public use per stationary outlet was 10.3.
Qualifications of Public Secondary School History Teachers, 1999–2000 (August 3, 2006)
Previous studies of the qualifications of elementary and secondary school teachers have focused on whether teachers have educational backgrounds (a postsecondary major/minor or equivalent) and state certification that match the subjects they teach. If not, they are commonly considered out-of-field. This Issue Brief reports the combination of certifications and majors and minors to which secondary-level history students are exposed and how these qualifications vary across schools with differing levels of student poverty. Data from the NCES 1999-2000 Schools and Staffing Survey (SASS) teacher and school questionnaires indicate that students in the lowest poverty schools were the least likely to have a teacher with both an out-of-field certification and an out-of-field major or minor.
Changes in Staff Distribution and Salaries of Full-Time Employees in Postsecondary Institutions: Fall 1993–2003 (August 2, 2006)
Using data from the 1993 and 2003 Fall Staff Surveys, a component of the Integrated Postsecondary Education Data System (IPEDS), this report examines the change in the number and composition of staff in U.S. postsecondary institutions and the change in average salaries of full-time staff between fall 1993 and fall 2003. Over the decade, the growth of the workforce at colleges and universities outpaced the growth of both the civilian labor force and student enrollment, continuing a pattern that began in the 1970s. The growth rate was higher for part-time employees than full-time employees, for female staff than male staff, for racial/ethnic minorities than Whites, and for professionals than nonprofessionals. Although the average salaries of full-time employees increased for each of the seven primary occupation categories, only the rate of increase for executive, administrative, and managerial positions (17 percent) exceeded the median for the overall U.S. family income (14 percent).
Current Expenditures for Public Elementary and Secondary Education: School Year 2003-04 (August 1, 2006)
This publication contains data on current expenditures, by state, for public elementary and secondary education for school year 2002-03. It also reports median current expenditure per student by state and by school districts and current expenditures per student by districts at the 5th and 95th percentile. Current expenditures for public elementary and secondary education totaled $403 billion in 2003-04. This is a 4.1 percent increase from the previous year in unadjusted dollars and a 1.8 percent increase in constant dollars. The percentage of current expenditures spent on instruction and instruction-related activities was 66.1 percent in 2003-04 for the nation as a whole. The percentage of current expenditures spent on instruction and instruction-related activities in the 50 states ranged from 60.5 percent in Oklahoma to 71.2 percent in New York.
NCER Announces R&D Center Awards (July 28, 2006)
NCER is pleased to announce that five new R&D Center awards have been made under the National Research and Development Centers Program.
2005 Presidential Early Career Award for Scientists and Engineers Awarded to NCER Grantee Laura Justice (July 26, 2006)
Laura Justice (University of Virginia), a National Center for Education Research (NCER) grantee, has been named a recipient of the Presidential Early Career Award for Scientists and Engineers. The Presidential Early Career Award is the highest honor bestowed by the U.S. government on early-career scientists and engineers. This is the first year that the Institute of Education Sciences (IES) has been included among the federal science agencies eligible to participate in the award program. Dr. Justice is the principal investigator for three IES grants: Print Referencing Efficacy, The Language-Focused Curriculum, Conversational Responsiveness Preschool Intervention -- and co-principal investigator of an IES predoctoral research training program award. On July 26, Dr. Justice joined President Bush, IES Director Russ Whitehurst, NCER Commissioner Lynn Okagaki, Presidential Science Advisor John Marburger, and other award recipients for a ceremony at the White House.
IES Invites Public Comment on its Plan for Addressing Long-Term Research Priorities (July 25, 2006)
The Director of the Institute of Education Sciences invites comments on the Institute’s plan for addressing the long-term research priorities approved by the National Board for Education Sciences. Section 115 of the Education Sciences Reform Act of 2002 (20 U.S.C. 9515) requires that the Director propose to the Board long-term research priorities for the Institute and that, upon the Board’s approval of the priorities, the Director make the Institute’s plan for addressing the priorities available for public comment. Through this notice, the Director seeks public comment before finalizing the Institute’s plan for addressing the Board-approved priorities. Public comments will be accepted until September 1, 2006.
The Postsecondary Educational Experiences of High School Career and Technical Education Concentrators: Selected Results From the NELS:88/2000 Postsecondary Education Transcript Study (July 20, 2006)
This report presents information on the postsecondary educational experiences of students from the high school class of 1992 who concentrated in career and technical education (CTE) while in high school, including their postsecondary enrollment, coursetaking, and degree attainment patterns. The report also describes the extent to which high school CTE concentrators pursued the same field at the postsecondary level. Using data from students’ secondary transcripts collected as part of the National Education Longitudinal Study (NELS:88/2000), analyses reveal that about 20 percent of 1992 high school seniors were CTE concentrators. Of those students, roughly one-quarter were dual concentrators, completing both a CTE and college preparatory curriculum. NELS:88/2000 also collected students’ postsecondary transcripts. These data show that by 2000, the majority of CTE concentrators from the class of 1992 had enrolled in postsecondary education. More than half of these students began their postsecondary education at a community college, while 37 percent began at a 4-year institution, and 7 percent at another type of institution. Of the high school CTE concentrators who enrolled in a postsecondary institution, 50 percent earned a postsecondary certificate or degree by 2000, while 26 percent earned a bachelor’s or higher degree. About half of CTE concentrators who enrolled in a postsecondary institution earned postsecondary credits in a related field and 27 percent earned 12 or more credits in a related field, roughly the equivalent of one semester of full-time postsecondary study. Ab
Fathers of U.S. Children Born in 2001: Findings from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), E.D. Tab (July 19, 2006)
This report presents information about the biological fathers of children born in the United States in the year 2001. It is the first publication of findings using the data collected from fathers during the base-year collection of the ECLS-B. It presents information on specific demographic characteristics of resident and nonresident biological fathers’ involvement in pregnancy and birth, fathers’ attitudes about fathering, and father involvement.
NCES Employment Opportunity - Management & Program Analyst, GS-343-13 (July 18, 2006)
This position is located in the U.S. Department of Education,
Institute of Education Sciences, National Center for Education
Statistics, Washington, DC. It is established to analyze and advise
management on the evaluation of the effectiveness of programs and
operations or the productivity and efficiency of management, or both.
2004 National Postsecondary Student Aid Study (NPSAS:04) Full-scale Methodology Report (July 18, 2006)
This report describes the methods and procedures used for the 2004 National Postsecondary Student Aid Study (NPSAS:04). NPSAS:04 is a comprehensive study of financial aid among postsecondary education students in the United States and Puerto Rico that provides information on trends in financial aid and on the ways in which families pay for postsecondary education. NPSAS:04 included important changes from previous NPSAS surveys (conducted in 1987, 1990, 1993, 1996, and 2000) in its sample design and collection of data. For example, the current study is the first in the NPSAS series to utilize a web-based instrument for both self- and telephone-administration. Another important change is that NPSAS:04 was designed to provide state-level representative estimates for undergraduate students within three institutional strata—public 2-year institutions; public 4-year institutions; and private not-for-profit 4-year institutions for 12 states that were categorized into three groups based on population size—four large, four medium, and four small: California, Connecticut, Delaware, Georgia, Illinois, Indiana, Maine, Nebraska, New York, Oregon, Tennessee, and Texas. These states were chosen for this “demonstration” study from a set of volunteering states that expressed interest and a willingness to support and encourage participation by their institutions. However, sufficient comparability in survey design and instrumentation was maintained to ensure that important comparisons with past NPSAS studies could be made.
Arts Instruction of Public School Students in the First and Third Grades (July 18, 2006)
This Issue Brief uses the First- and Third-Grade Spring Teacher Questionnaires of the ECLS-K to examine the changes over time from first to third grade in how often young children are exposed to arts education in the general classroom. The Brief also looks at differences in these characteristics by level of poverty and/or urbanicity of the school. In both first and third grade, most public school students received weekly instruction in music and art at least weekly, while weekly instruction in dance and theater occurred less often within each year. About 32 percent of students in high poverty public schools never received theater instruction in either grade compared with 24 percent of students in low poverty public schools. Of the students who received music instruction in either first or third grade, 29 percent of students in urban public schools received weekly music instruction less often in third grade than in first compared with 20 percent of students in suburban public schools and 22 percent in rural public schools.
Comparing Private Schools and Public Schools Using Hierarchical Linear Modeling (July 14, 2006)
This study compares mean 2003 National Assessment of Educational Progress (NAEP) reading and mathematics scores of public and private schools in 4th and 8th grades, statistically controlling for individual student characteristics (such as gender, race/ethnicity, disability status, identification as an English language learner) and school characteristics (such as school size, location, and the composition of the student body). In grades 4 and 8, using unadjusted mean scores, students in private schools scored significantly higher than students in public schools for both reading and mathematics. But when school means were adjusted in the HLM analysis, the average for public schools was significantly higher than the average for private schools for grade 4 mathematics and not significantly different for reading. At grade 8, the average for private schools was significantly higher than the average for public schools in reading but not significantly different for mathematics. Comparisons were also carried out between types of sectarian schools. In grade 4, Catholic and Lutheran schools were compared separately to public schools. For both reading and mathematics, the results were similar to those based on all private schools. In grade 8, Catholic, Lutheran, and Conservative Christian schools were each compared to public schools. For Catholic and Lutheran schools for both reading and mathematics, the results were again similar to those based on all private schools. For Conservative Christian schools, the average adjusted school mean in reading was not significantly different from t
America’s Children in Brief: Key National Indicators of Well-Being, 2006 (July 14, 2006)
America’s Children in Brief: Key National Indicators of Well-Being, developed by the Federal Interagency Forum on Child and Family Statistics (representing 20 federal agencies of which NCES is a major contributor), is the tenth annual synthesis of information on the status of the Nation's most valuable resource, our children. This report presents 26 key indicators of the well-being of children. These indicators are monitored through official Federal statistics covering children's economic security, health, behavior and social environment, and education. The Brief also provides a summary list highlighting changes between the two most recent data collections for each background measure and indicator.
NCER Announces the High School Reform Grant Awards (July 13, 2006)
NCER is pleased to announce 5 new research grants that have been awarded under the research program on High School Reform. The purpose of this program is to support research on approaches, programs, and practices that might enhance the potential of at-risk students to complete high school with the skills necessary for success in college or the workplace. This research program is designed to support crosscutting reform efforts. It complements the Institute's existing research programs on teacher quality, reading and writing, interventions for struggling adolescent and adult readers, mathematics and science education, education leadership, and policy and systems, each of which includes high school education.
University of Chicago
Elaine Allensworth
Comprehensive Evaluation of the Effects of District-Wide High School Curriculum Reform on Academic Achievement and Attainment in Chicago
The University of Chicago
Diane Schanzenbach
Assessing the Effectiveness of Chicago’s Small High School Initiative
University of Florida
Damon Clark
The Impact of Exit Exam Performance on High School and Post-Secondary Outcomes
University of North Carolina at Greensboro
Julie Edmunds
Study of the Efficacy of North Carolina's Learn and Earn Early College High School Model
University of Rochester
Edward Deci
Examining the Effectiveness of Scaling Up the First Things First Reform Approach
NCER Announces the Cognition and Student Learning Program Grant Awards (July 11, 2006)
NCER is pleased to announce that 10 research grants have been awarded under the Cognition and Student Learning Program. The purpose of the Cognition and Student Learning research program is to improve student learning by bringing recent advances in cognitive science to develop interventions - instructional approaches, practices, and curriculum - for improving student learning; establish the efficacy of existing interventions and approaches for improving student learning with efficacy or replication trials; and develop measurement tools that can be used to improve student learning and achievement. The 2006 grantees are tackling a wide range issues including improving students' science and mathematics learning, enhancing adolescents' reading and vocabulary skills, developing students' study skills, and modifying instructional strategies to increase learning.
Documentation for the Academic Library Survey (ALS) Data File: Fiscal Year 2000 (Public-Use) (July 10, 2006)
This manual describes the methods, procedures, techniques, and activities that were used to produce the Academic Library Survey of 2000 (ALS:2000). This manual is designed to provide guidance and documentation for users of the ALS data. Included in the manual are the following: an overview of the study and its predecessor studies; an account of instrumentation; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview data file structure and contents. In addition, there are a number of appendices. The ALS: 2000 provides information pertinent to libraries at 3,527 degree-granting postsecondary educational institutions throughout the 50 states, and the District of Columbia.
REVISED REPORT! - The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003-04 (July 10, 2006)
This report presents the averaged freshman graduation rate for public high school students for school years 2002-03 and 2003-04 based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for most of the 50 states, District of Columbia, Puerto Rico, and three other jurisdictions for both years. Comparing the averaged freshman graduation rate among public school students in the class of 2002-03 to that of 2003-04 in each of the 48 reporting states and the District of Columbia, 32 states and the District of Columbia experienced increases in the rate, 1 state experienced no change, and 15 states experienced declines in the rate over this 2-year period. Note, a previous version of this report included unstable estimates for Department of Defense schools, which have been removed.
NCER Announces the Mathematics and Science Grant Awards (July 6, 2006)
NCER is pleased to announce 6 new research grants that have been awarded under the Mathematics and Science Education Program. The purpose of this program is to improve learning in mathematics and science by developing and evaluating the impact of curricula and instructional approaches on student learning and by developing and validating mathematics and science assessments. The 2006 grantees are addressing aspects of mathematics and science instruction from preschool through high school.
Biological Sciences Curriculum Study
Janet C. Powell
Measuring the Efficacy and Student Achievement of Research-based Instructional Materials in High School Multidisciplinary Science
High/Scope Educational Research Foundation
Ann S. Epstein
Numbers Plus: A Comprehensive Approach to Early Mathematics Education
Lehigh University
Asha Jitendra
Enhancing the Mathematical Problem Solving Performance of Sixth Grade Students Using Schema-based Instruction
Miami Museum of Science
Judy A. Brown
Early Childhood Hands-on Science Curriculum Development and Demonstration Project
SRI International
Jeremy Roschelle
Getting Fractions Right with Technology-Mediated Peer-Assisted Learning (TechPALS)
Vanderbilt University
Richard Lehrer
Assessing Data Modeling and Statistical Reasoning
Dealing With Debt: 1992-93 Bachelor’s Degree Recipients 10 Years Later (July 5, 2006)
Using data from the 1993–2003 Baccalaureate and Beyond Study (B&B:93/03), this report describes the borrowing patterns of 1992–93 bachelor’s degree recipients and examines the repayment of undergraduate Stafford loans for those who had no additional degree enrollment. About half (51 percent) of all graduates had borrowed to help pay for their undergraduate education, borrowing an average of $10,200 from all sources. Among graduates with no additional degree enrollment, 74 percent had repaid all their undergraduate loans by 2003. Of the 26 percent still repaying their loans, the median debt burden (monthly payment divided by monthly income) in 2003 was 3.3 percent. Among bachelor’s degree recipients with no further degree enrollment, 39 percent had taken out Stafford loans as undergraduates. Among these Stafford loan borrowers, 5 percent ever had a deferment, 12 percent ever had a period of forbearance, and 10 percent had defaulted at some point. Students did not tend to run into repayment problems immediately; the average length of time between graduation and the first deferment, forbearance, or default was 4–5 years. For many, the problems were temporary, with 45 percent of defaulters able to re-enter repayment later. In addition, most of those who deferred or had periods of repayment were able to recover financially and did not default.
Forum Guide to Elementary/Secondary Virtual Education (June 29, 2006)
This guide provides recommendations for collecting accurate, comparable, and useful data about virtual education in an elementary/secondary education setting.
Forum Guide to the Privacy of Student Information: A Resource for Schools (June 29, 2006)
This guide was written to help school and local education agency staff to better understand and apply FERPA, a federal law that protects privacy interests of parents and students in student education records.
Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching (June 23, 2006)
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the
The National Longitudinal Transition Study-2 Presentation (June 23, 2006)
The National Longitudinal Transition Study-2 Presentation focused on data collected in 2003 from youth, ages 15-19, during Wave 2 of the study. This presentation addressed the question, "What is life like for youth with disabilities, as seen through their own eyes?" These data reveal youths' perceptions of themselves; their school experience; the services and supports they receive; personal relationships; and their expectations for the future. Data from Wave 3, collected 2 years later in 2005, provides a backdrop for interpreting the results.
Dropout Rates in the United States: 2002 and 2003 (June 22, 2006)
This report continues the dropout rate report series. The report is based on several sources of data and provides details on high school dropouts and high school completers for 2002 and 2003. Apart from provide characteristics of dropouts and completers in these years, the report also provides information about trends in high school dropout and completion rates going back to the 1970s. Among other findings, the report shows that young people (16-24 year olds) of Hispanic origin have been more likely to be out of high school without a high school credential than young White- and Black, non-Hispanics over the past 30 years.
Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003-04, With a Special Analysis of Community College Students (June 21, 2006)
This report is the fifth in a series of reports that accompany the release of the data from the National Postsecondary Student Aid Study (NPSAS). This report includes an analysis of community college students, examining the relationship between a measure of students’ degree commitment and their likelihood of maintaining their enrollment over the 1-year period under study. The study developed a taxonomy called the Community College Track, which classifies students’ degree commitment (more, less, or not committed) based on their reported intentions of completing a program of study (transfer, associates degree, certificate, or no degree) and their attendance status (at least half time or not) within their program of study. Overall, some 49 percent of community college students were classified as “more committed,” 39 percent as “less committed” and 12 percent as “not committed.” The two largest groups were students classified as “more committed” in transfer programs (29 percent) and “less committed” in general associate’s degree programs (17 percent). The results indicate that students who demonstrate a relatively strong commitment to completing a program of study (i.e., they explicitly report that either transfer or degree completion are reasons for attending and they attend classes at least half time) are very likely to maintain their enrollment for one year. Some 83 percent of the “more committed” students did so, compared with 70 percent of “less committed” and 58 percent of those designated as “not committed.”
The Averaged Freshman Graduation Rate for Public High Schools From the Common Core of Data: School Years 2002–03 and 2003-04 (June 20, 2006)
This report presents the averaged freshman graduation rate for public high school students for school years 2002-03 and 2003-04 based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for most of the 50 states, District of Columbia, Puerto Rico, and three other jurisdictions for both years. Comparing the averaged freshman graduation rate among public school students in the class of 2002-03 to that of 2003-04 in each of the 48 reporting states and the District of Columbia, 32 states and the District of Columbia experienced increases in the rate, 1 state experienced no change, and 15 states experienced declines in the rate over this 2-year period.
Documentation for the NCES Comparable Wage Index Files (June 15, 2006)
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust finance data at geographic different levels in order to make better comparisons across geographic areas.
The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University and William J. Fowler, Jr. at NCES. Dr. Taylor's research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development "A Comparable Wage Approach to Geographic Cost Adjustment" (NCES 2006-321).
Documentation for the CWI describes four geographic levels of the CWI, which are presented in four separate files http://nces.ed.gov/edfin/prodsurv/data.asp. These files are the school district, labor market, state, and a combined regional and national file.
The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2004. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar cost adjustments
Commissioner of NCES, comments on New Classificatory Scheme for Locale Codes (June 12, 2006)
In March 2006 NCES revised its system of locale codes. Locale codes were first developed by NCES in the 1980's and are widely used for tasks such as drawing samples, stratifying survey results, or identifying rural schools. The new locale code system includes four major categories: city, suburban, town, and rural. Cities and suburbs are further divided into categories of small, mid-size, or large. Towns and rural areas can be characterized by their proximity to an urbanized area as fringe, distant, or remote.
The Education Finance Longitudinal Data Tool has been expanded (June 12, 2006)
The Education Finance Longitudinal Data Tool has been expanded to include two additional years of data and more detailed revenue and expenditure items. This data tool allows you to compare thirteen years of finance data for as many as five school districts. Data are presented in both tables and line graphs, and in either total dollars or per-pupil dollars. The years covered are 1989-90 through 2001-02. Revenues can be delineated by source and expenditures by function.
Education Research Grants: Request for Applications (June 7, 2006)
The Institute invites applications for research projects that will contribute to its education research programs in Reading and Writing; Mathematics and Science Education; Teacher Quality; Education Leadership; Education Policy, Finance, and Management; Interventions for Struggling Adolescent and Adult Readers; Cognition and Student Learning; High School Reform; and Postsecondary Education.
Postsecondary Facilities Inventory and Classification Manual (June 2, 2006)
The Postsecondary Education Facilities Inventory and Classification Manual (FICM), 2006 Edition manual describes standard practices for initiating, conducting, reporting, and maintaining a postsecondary institutional facilities inventory. It is designed to be useful to both specialized staff and generalists and to be applicable to institutions with sophisticated information needs as well as to those with more basic facilities information needs. It reflects the perspective that along with human resources and financial assets, space is one of the primary resources of a postsecondary educational institution. It provides updated definitions for building area measurements, space and room use codes, and other data elements that are useful for including in a facilities inventory.
The Condition of Education 2006 (June 1, 2006)
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. The report finds, for example, that U.S. 15-year-olds had lower average scores in mathematics and science literacy than most of their international peers from Organization for Economic Cooperation and Development (OECD)-member countries that participated in the 2003 survey. While results from the National Assessment of Educational Progress show steady improvement in mathematics scores for 4th- and 8th-graders and science scores have improved for 4th-graders, science literacy was lower in 2005 than in 1996 at grade 12.
After-School Programs and Activities: 2005 (May 31, 2006)
This report presents data on participation in after-school activities and programs in the United States. The data are from the After-School Programs and Activities Survey (ASPA) of the 2005 National Household Education Surveys Program (NHES:2005). The data presented in the report are based on a nationally representative sample of students in kindergarten through grade 8. In 2005, 40 percent of students in kindergarten through eighth grade participated in after-school care arrangements that occurred at least once each week.
Adult Education Participation in 2004-05 (May 31, 2006)
This descriptive report presents selected data on adults’ participation in adult educational activities in the United States, excluding full-time college/university or vocational/technical credential programs, over a 12-month period from 2004-05. These data are from the Adult Education Survey of the 2005 National Household Education Surveys Program. Interviews for the survey were conducted with a nationally representative sample adults. A wide range of statistics is included in the report. For example, 44 percent of adults reported having participated in formal adult educational activities (excluding full-time college programs) in this time period.
Grant Selection Topic Tool (May 31, 2006)
If you are new to the IES grant process, our interactive Grant Topic Selection Tool may help you find the current IES research topic(s) that are most appropriate for your research interests. The tool is intended as a preliminary guide to help you focus on those parts of the RFA(s) that may be most relevant to your research interests. Only those research topics that are described in the current RFAs for the National Center for Education Research (NCER) and the National Center for Special Education Research (NCSER) are included in this tool.
Student Financing of Graduate and First-Professional Education: 2003-04 (May 30, 2006)
This report uses the 2003-04 NPSAS data to describe the characteristics of graduate and first-professional students and how they finance their education, with a section focusing on students who attend exclusively part time. The report also includes a compendium of tables providing detailed data on student and enrollment characteristics, types of financial aid, sources of financial aid, and employment while enrolled. The report shows that the majority of students (60 percent) were enrolled at the master's level. Seventy-three percent of all graduate and first-professional students received some type of aid (grants, loans, assistantships, or work-study), and the average amount received by aided students was $15,100. Aid patterns varied across programs, however. For example, doctoral students were more likely than others to receive grant aid (55 percent vs. 38 percent of master’s students and 41 percent of first-professional students), while first-professional students were the most likely to borrow (78 percent vs. 40 percent of master’s students and 30 percent of doctoral students). About half (51 percent) of all graduate and first-professional students attended exclusively part time in 2003-04, and 70 percent of these students worked full time while enrolled.
View the StatChat transcript on The Nation's Report Card: Results from the 2005 NAEP Science Assessment on-line discussion. (May 24, 2006)
Associate Commissioner Peggy Carr answered questions on-line & live pertaining to the results of the 2005 national and state science assessment. The report and results were released at 10:00 a.m. and the on-line discussion took place from 2:00 – 3:00 p.m. on Wednesday May, 24th, 2006.
The Nation's Report Card: Results from the 2005 NAEP Science Assessment provides information on the performance of our nation’s fourth-, eighth-, and twelfth-graders and include comparisons to performance in 1996 and 2000. State data is also available at grades 4 and 8. Full results for the nation and states are available at:
http://nces.ed.gov/nationsreportcard/science/
NEW REPORT! - The Nation’s Report Card: Science 2005 (May 24, 2006)
This report presents results of the National Assessment of Educational Progress (NAEP) 2005 science assessment. In addition to national results for grades 4, 8, and 12, fourth- and eighth-grade results are reported for 44 participating states and the Department of Defense schools. Assessment results are described in terms of students’ average science score on a 0–300 scale and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed, as are scores for three fields of science. This report also provides results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and students’ eligibility for free/reduced-price school lunch). Comparisons are made to results from previous years in which the assessment was administered. In addition to the 2005 results, national results are reported from the 1996 and 2000 assessments. The national results show an increase in the average science score since 1996 at grade 4, no significant change at grade 8, and a decline at grade 12. Results for participating states and other jurisdictions from the 2000 assessment at grade 4 and from the 1996 and 2000 assessments at grade 8 are also reported. Of the 37 states and jurisdictions that participated in both the 2000 and 2005 fourth-grade science assessments, nine showed gains in average scores and none showed declines. Of the 37 states and
JUST RELEASED! – Data tool for The Nation's Report Card - Science 2005 Results (May 24, 2006)
Results of the National Assessment of Educational Progress (NAEP) 2005 science assessment were just released, detailing national performance at grades 4, 8, and 12 and state performance for most states at grades 4 and 8. National findings since the previous assessments in 1996 and 2000 show:
At both grades, 37 states and jurisdictions participated in both 2000 and 2005:
Full results for the nation and states are available at:
http://nces.ed.gov/nationsreportcard/science/
REMINDER! - The deadline to submit presentation or demonstration proposals for the National Center for Education Statistics Summer Data Conference, 2006 is this FRIDAY, MAY 26 (May 23, 2006)
Topics of interest include Data Standards; Decision Support Systems; Innovations in Data Collection, Reporting and Use; Measuring Performance; and Data Development. A PDF of the conference announcement flyer is also located on the website and contains:
If you have any questions, please contact Erin Dahlberg (301.610.5534) or Susan Rittenhouse (301.294.2056) of Westat.
New Release! - National Indian Education Study, Part I: NAEP 2005 Performance by American Indian and Alaska Native Students (May 23, 2006)
The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian/Alaska Native students in the United States. The study was conducted by the National Center for Education Statistics (NCES) for the U.S. Department of Education, Office of Indian Education (OIE).
Part I of the study presents the performance of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress (NAEP) reading and mathematics assessments. Approximately 7,200 American Indian/Alaska Native students participated in reading and 7,300 in mathematics. This national sample includes students from both public and nonpublic schools. In addition to the national sample, states with relatively large populations of American Indian/Alaska Native students as a percentage of the state's total population are included in the report (Alaska, Arizona, Montana, New Mexico, North Dakota, Oklahoma, and South Dakota).
NAEP 2005 reading and mathematics assessment findings are detailed and discussed in this report.
Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments (May 23, 2006)
This report describes a study that was undertaken to compare the content of three mathematics assessments conducted in 2003: the National Assessment of Educational Progress (NAEP) fourth- and eighth-grade assessments; the Trends in International Mathematics and Science Study (TIMSS), which also assessed mathematics at the fourth- and eighth-grade levels; and the Program for International Student Assessment (PISA), which assessed the mathematical literacy of 15-year-old students. Its aim is to provide information that will be useful for interpreting and comparing the results from the three assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the three assessments on various dimensions.
StatChat on The Nation's Report Card: Results from the 2005 NAEP Science Assessment (May 19, 2006)
Join Associate Commissioner Peggy Carr at 2 p.m. EDT on May 24 for a StatChat—a live online discussion—about the results of the 2005 national and state science assessment, scheduled for release on May 24 at 10 a.m. EDT. Submit your questions ahead of time at
http://nces.ed.gov/WhatsNew/statchat/index2.asp
The Nation's Report Card: Results from the 2005 NAEP Science Assessment will provide information on the performance of our nation’s fourth-, eighth-, and twelfth-graders and include comparisons to performance in 1996 and 2000. State data will also be available at grades 4 and 8. Visit http://nationsreportcard.gov at the time of the release for full results.
NEW UPDATES! - State Education Reforms website (May 19, 2006)
NCES has recently updated its State Education Reforms website. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the education research community. The revised website draws primarily on data collected by organizations other than NCES. It serves as a general resource on major developments in state-level education policies. Initially based on the publication 'Overview and Inventory of State Education Reforms: 1990 to 2000,' this site is updated periodically to incorporate new data. Currently, this site generally reflects information collected through 2002, with some newer data as well, before state implementation of the federal No Child Left Behind Act.
2004 National Study of Postsecondary Faculty (NSOPF:04) Methodology Report (May 18, 2006)
This report is designed to give readers an accurate picture of this important study and the data generated by its methodology. The report is organized into 6 chapters, including information about the purpose of the study, the sample design, the data collection instruments, data collection and data processing procedures, an evaluation of data quality, and weighting and variance estimation. Of the 34,330 eligible sample members, 26,110 (76 percent) completed the faculty questionnaire during a field period from January to October of 2004. Seventy-six percent of respondents completed the self-administered web questionnaire, and 24 percent were interviewed by telephone. The average time to complete the survey was 30 minutes. Of the 1,070 eligible institutions, 980 (91 percent) provided faculty lists and 920 (84 percent) completed the institution questionnaire. Evaluations of operations and procedures focused on the institution contacting endeavor, the timeline for data collection from institutions (faculty lists and institution questionnaires) and faculty (CATI and self-administered interviews), tracing and locating procedures, refusal conversion efforts, the effectiveness of incentives, and the length of the faculty interview. Item nonresponse was below 15 percent for 87 of the 90 items in the institution questionnaire and for 141 out of the 162 items in the faculty questionnaire.
2005 Digest of Education Statistics Tables are now Available (May 17, 2006)
New tables from Digest of Education Statistics, 2005 provide a wide array of data covering prekindergarten through graduate school. Topics include: numbers of institutions; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; and international comparisons.
NCES Studies on American Indian and Alaska Native Education (May 17, 2006)
The Executive Order on American Indian and Alaska Native Education is designed to assist American Indian and Alaska Native students in meeting the challenging student academic standards of the No Child Left Behind Act of 2001 (Public Law 107-110) in a manner that is consistent with tribal traditions, languages, and cultures. This order builds on the innovations, reforms, and high standards of the No Child Left Behind Act of 2001, including the following: stronger accountability for results; greater flexibility in the use of federal funds; more choices for parents; and an emphasis on research-based instruction that works. Section 3 of the Order states that the Secretary of Education, in coordination with the Working Group, shall conduct a multiyear study of American Indian and Alaska Native education in relation to the challenging student academic standards of the No Child Left Behind Act of 2001. This publication introduces some of those studies that have data and that can be used to examine the education of American Indian and Alaska Native students.
Commissioner of NCES, comments on the newly released report Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. (May 16, 2006)
As the Commissioner of the National Center for Education Statistics, I am pleased to release the report Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005. This is the first U.S. Department of Education study to focus on food and exercise in public elementary schools.
Obesity among school-age children has become a national concern, with the number of overweight children aged 6 to 11 more than tripling over the past three decades. One way to address this health issue is to emphasize an "energy balance" approach-calories consumed versus calories expended-to support healthy eating and an active lifestyle. Because of the amount of time students spend at school each day, schools can play an important role in promoting good nutrition, physical activity, and healthy weight among children.
Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005 (May 16, 2006)
This study, prompted by concern over the rate of obesity among school-age children, was designed to obtain current national information on availability of foods and opportunities for physical activity in public elementary schools. The report includes findings on the types of food sold at one or more locations in schools and in their cafeterias or lunchrooms; the types of food sold at vending machines and school stores or snack bars, and times when foods were available at those locations; food service operations and contracts with companies to sell foods at schools; scheduled recess, including the days per week, times per day, and minutes per day of recess; scheduled physical education, including the days per week, class length, and average minutes per week of physical education; activities to encourage physical activity among elementary students; and the physical assessment of students.
New version of the College Opportunities Online Locator (COOL) website (May 15, 2006)
NCES announces the release of a new version of the College Opportunities Online Locator (COOL) website, a consumer information tool for students, parents, high school counselors, and others interested in postsecondary education in the United States. The site allows users to see and compare profiles of nearly 7,000 colleges and universities throughout the nation. Users can search by location, program or major, and a variety of institutional characteristics to identify postsecondary institutions that fit their preferences. In addition, up to four institutions can be compared side-by-side on areas including:
- Estimated student expenses;
- Financial aid availability;
- Admissions information;
- Enrollment details;
- Retention and graduation rates; and,
- Awards and degrees.
Links to institution websites as well as to additional information about campus security, federal student loan default rates, and accreditation are also provided.
The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late (May 12, 2006)
This report examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement. Based on the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), the statistics in brief reports that in the fall of 1998 5 percent of all children in kindergarten were repeating kindergarten and 6 percent were attending kindergarten for the first time even though they were age-eligible to do so a year earlier (i.e., delayed entry). In terms of children’s first grade performance by kindergarten enrollment status, at the end of first grade, children who repeated kindergarten have lower reading and mathematics knowledge and skills than those who started on time. At the end of first grade, children whose kindergarten entry was delayed, in general, demonstrate slightly higher reading knowledge and skills than those who started on time. In mathematics at the end of first grade, children whose kindergarten entry was delayed kindergarten are behind their classmates who began kindergarten on time.
Initial Results From the 2005 NHES Early Childhood Program Participation Survey (May 11, 2006)
This report presents selected data on the nonparental care arrangements and educational programs of preschool children, consisting of care by relatives, care by persons to whom they were not related, and participation in day care centers and preschool programs including Head Start or Early Head Start. It focuses on children under age 6 who have not yet entered kindergarten. For example, the report shows that 60 percent of such children were in some type of nonparental care arrangement on a weekly basis in 2005. The data are drawn from the Early Childhood Program Participation Survey (ECPP) of the 2005 National Household Education Surveys Program (NHES:2005).
Comments delivered to the American Enterprise Institute for Public Policy Research by Mark Schneider, Commissioner of NCES (May 10, 2006)
NCES is charged with documenting the condition of American education, which now means from pre-K through postsecondary education. And, as the Commissioner of Education Statistics, it is my job to make sure that the NCES fulfills that charge efficiently and responsibly. To do that we face a set of challenges-some are broad challenges, cutting across the entire range of activities that the Center undertakes; others are more particular to specific data collection efforts.
Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation (May 5, 2006)
NCEE released the congressionally mandated Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation. The report updates information from the April 2005 report to Congress on the schools and students who applied to and became participants in the program over the first two years of implementation.
Just updated! New Fiscal Year 2004 data from the Public Libraries Survey (PLS) (May 5, 2006)
Just updated! New Fiscal Year 2004 data from the Public Libraries Survey (PLS) have just been added to the Compare Public Libraries and the State Education Data Profiles web tools. These data have been reviewed and edited at the state and national levels, and verified as correct by each state’s data coordinator. Please visit Compare Public Libraries and State Education Data Profiles to access and view the new Fiscal Year 2004 Public Library data.
A Comparable Wage Approach to Geographic Cost Adjustment (May 4, 2006)
In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers—including teachers—demand higher wages in areas with a higher cost of living (e.g., San Diego) or a lack of amenities (e.g., Detroit, which has a particularly high crime rate) (Federal Bureau of Investigation 2003). This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). Combining the Census with the Occupational Employment Statistics (OES) makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. The CWI methodology offers many advantages over the previous NCES geographic cost adjustment methodologies, including relative simplicity, timeliness, and intrastate variations in labor costs that are undeniably outside of school district control. However, the CWI is not designed to detect cost variations within labor markets. Thus, all the school districts in the Washington, DC metro area would have the same CWI cost index. Furthermore, as with other geographic cost indices, the CWI methodology does not address possible differences in the level of wages between college graduates outside the education sector and education sector employees. Nor does the report explore the use of these geographic cost adjustments as inflation adjustments (deflators.) These could be areas for fruit
School Behavior and Disciplinary Experiences of Youth With Disabilities (May 2, 2006)
Although most secondary-school-age youth with disabilities are reported to behave appropriately, approximately 20 percent to 40 percent are reported to exhibit problem behaviors at school, including not controlling behavior and arguing with others in class. One-third of students with disabilities have experienced disciplinary actions at school, such as suspensions, expulsions, referrals to the principal’s office, or detentions, and they are more likely than their peers in the general population to have faced these types of disciplinary actions.
Students with emotional disturbances are significantly more likely to have been suspended or expelled in one school year or over their school careers than youth in all other disability categories.
National Assessment of Title I: Interim Report to Congress (May 2, 2006)
This three-volume report presents findings from the congressionally mandated national assessment of Title I, evaluating the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on the findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on student achievement.
The Annual Reports Program (May 1, 2006)
NCES has recently updated its Annual Reports Program website. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the education research community. The revised website is an analysis of data on a variety of educational topics, and disseminates these analyses through indicator reports, tabular reports, and web tools. Products include The Digest of Education Statistics, The Condition of Education and Projections of Education Statistics.
The NAEP Secondary Analysis Research Program: Applications for 2007 are due July 27, 2006, by 8 p.m. EDT. (April 28, 2006)
The NAEP Secondary Analysis Research Program was developed to encourage the preparation of reports that would not otherwise be available. The utilization of these state-of-the-art techniques are used to analyze and report the information gathered from NAEP assessments and the NAEP High School Transcript Studies (HSTS). Much potentially valuable information that could be gained from the NAEP data remains untapped. This grant program was developed to make resources available to qualified data analysts to explore the NAEP data more fully. Analyses and reports prepared under this program should potentially be useful to the general public, parents, educators, educational researchers, or policymakers.
The FY 2007 NAEP Secondary Analysis Research Program application package and required forms can be downloaded from the Education Department website: http://www.ed.gov/programs/naepsarp/applicant.html
Using the NAEP Database for Research and Policy Discussion: Applications due May 8, 2006 (April 28, 2006)
This is a 3½-day advanced studies seminar on the use of the NAEP database for education research and policy analysis, aimed at faculty and advanced graduate students, and others in education who have strong statistical skills. Accepted applicants receive financial support for attending.
The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School (April 13, 2006)
Previous analysis of NELS:88 data found that students who are at-risk of school failure, but who are engaged and participate in school, achieve educational success. The 1993 study was a cross-sectional examination of the differences among successful versus unsuccessful students at-risk of school failure, particularly with respect to participation and engagement in school. The current study is a longitudinal investigation of the power of participating in high school and later educational outcomes. High school noncompleters, with the highest level of academic risk, stood out in each case. In postsecondary education programs, noncompleters earned the fewest credits; the mean number of credits earned by noncompleters who entered a postsecondary program was 17.0, compared to 49.4 credits for marginal completers and 87.8 credits for successful completers. High school noncompleters were less likely to be employed in 2000 (77 percent) than were successful completers (88 percent) or marginal completers (86 percent).
NAEP Secondary Analysis Research Program Is Now Accepting Applications for 2007 (April 12, 2006)
The NAEP Secondary Analysis Research Program was developed to encourage the preparation of reports that would not otherwise be available utilizing new ideas or state-of-the-art techniques to analyze and report the information contained in NAEP assessments and in the NAEP High School Transcript Studies (HSTS). Much potentially valuable information that could be gained from the NAEP data remains untapped. This grant program was developed to make resources available to qualified data analysts to explore the NAEP data more fully. Analyses and reports prepared under this program should potentially be useful to the general public, parents, educators, educational researchers, or policymakers.
Applications Are Due July 27, 2006 by 8 p.m. EDT.
If you have questions about the program or the preparation of an application, please contact the program officer, Alex Sedlacek, Ph.D., National Center for Education Statistics, at (202) 502-7446 or Alex.Sedlacek@ed.gov.
Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments (April 11, 2006)
This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students’ parents; the highest occupational status of either of the students’ parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students’ immigrant status; and students’ family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors.
Special Education Research Grants: Request for Applications (April 7, 2006)
The Institute of Education Sciences invites applications for research projects that will contribute to its Special Education Research Grants Programs on Early Intervention, Early Childhood Special Education and Assessment; Mathematics and Science; Reading, Writing, and Language Development; Serious Behavior Disorders; Assessment for Accountability; Individualized Education Programs and Individualized Family Service Plans; Secondary and Transition Services; the Quality of Teachers and Other Service Providers for Students with Disabilities; Autism Spectrum Disorders; and Response to Intervention.
National Assessment of Educational Progress (NAEP) Request for Applications (April 7, 2006)
The Institute invites applications to conduct secondary analyses of the nationally representative achievement data collected by the National Assessment of Educational Progress (NAEP) and the NAEP High School Transcript Studies (HSTS).
Comparing Science Content in the National Assessment of Educational Progress (NAEP) 2000 and Trends in International Mathematics and Science Study (TIMSS) 2003 Assessments (April 6, 2006)
This report describes a study that was undertaken to compare the content of two fourth- and eighth-grade assessments in science: the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS). The report provides information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions.
Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching (April 4, 2006)
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the
Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study (April 4, 2006)
This Statistical Analysis report presents findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evid
NCES Releases New Locale Code Methodology (April 3, 2006)
NCES has revised its traditional 8-category locale code classification system to incorporate changes in the Office of Management and Budget’s definition of "rural" that were adopted for the 2000 Decennial Census. The new 12-category system continues to use the same standard geographic concepts found in the original locale codes, but now prioritizes an urban approach that combines both population size and distance from an urbanized area.
The new system has four basic groups (city, suburb, town or rural), each of which is divided into three subcategories. Cities and suburbs are classified as large, midsize, or small on the basis of their population size. Towns and rural areas are described as being in the fringe, distant, or remote in relation to the closest urbanized area. NCES’ Common Core of Data survey system will publish both the traditional and new locale codes for public schools and local education agencies beginning with the 2003-04 school year and continuing through the 2006-07 school year.
Regional Educational Lab Contracts Awarded (March 28, 2006)
On March 28, the Department announced the new 5-year contracts for 10 regional educational labs. The labs carry out research, development, dissemination, training, and technical assistance activities.
Appalachia: The CNA Corporation, Alexandria, VA. http://www.cna.org.
Central: Mid-Continent Research for Education and Learning, Denver, CO. http://www.mcrel.org
Mid-Atlantic: Pennsylvania State University, State College, PA. http://www.psu.edu/
Midwest: Learning Point Associates, Naperville, IL. http://www.learningpt.org
Northeast: Education Development Center, Newton, MA. http://www.edc.org
Northwest: Northwest Regional Educational Laboratory, Portland, OR. http://www.nwrel.org
Pacific: Pacific Resources for Education and Learning, Honolulu, HI. http://www.prel.org
Southeast: University of North Carolina at Greensboro, NC. http://www.serve.org
Southwest: Edvance Research Inc., Austin, TX. http://www.edvanceresearch.com
West: WestEd, San Francisco, CA. http://www.wested.org
Read the press release at http://ies.ed.gov/ncee/whatsnew/reg_labs.asp
Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners (March 28, 2006)
This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement.
Fifth Grade: Findings from the Fifth-Grade Follow-Up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (March 24, 2006)
This report highlights children’s gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children’s sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement, for example, poverty status and mother's highest level of education. Children living in poverty in all rounds of data collection scored lower in both reading and mathematics, on average, than students who moved into and out of poverty during the same period. Children whose mothers had not completed high school scored lower than children whose mothers had a bachelor's or higher degree. Boys were more likely than girls to score in the highest third of the distribution of mathematics achievement scores. It is the fifth in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
Characteristics of Schools, Districts, Teachers, Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey (March 23, 2006)
The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored.
Finance Longitudinal Data Tool added to the Education Finance Statistics Center (EDFIN) Website (March 21, 2006)
A new Finance Longitudinal Data Tool has been added to the Education Finance Statistics Center (EDFIN) website. The EDFIN site now has two searchable data tools. The Peer Search Tool allows comparisons of the finances of school districts with its peers based on the latest available fiscal data. Peers can be selected manually, or automatically based on total students, student/teacher ratio, percent children in poverty, district type, and locale code. The new Longitudinal Data Tool allows comparisons of fiscal and nonfiscal school district data over time from 1989-90 to 1999-2000.
To access and use either of these finance tools please visit: http://nces.ed.gov/edfin/search/datatools.asp
Call for Papers: 2nd IEA International Research Conference (March 20, 2006)
The International Association for the Evaluation of Educational Achievement (IEA) is the sponsor of the several international comparative education assessments, including the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS). Supported in part by NCES and the National Science Foundation, the IEA, in cooperation with the Brookings Institution in Washington DC, is hosting a research conference focused on greater understanding of the numerous roles that education plays in the development of nations and in shaping individuals. Individual paper proposals that utilize any of the IEA international assessment datasets are encouraged. The deadline for receipt of proposals is May 31, 2006. The conference will take place from November 9-11, 2006 in Washington, DC.
Characteristics of Private Schools in the United States: Results From the 2003-2004 Private School Universe Survey (March 16, 2006)
This report on the 2003-2004 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The number of teachers and students are reported by the same categories and the number of students is reported by grade level. In the fall of 2003, there were 28,384 private schools in the United States, enrolling 5,122,772 students, and employing 425,238 FTE teachers. Private school students represented approximately 10 percent of the total elementary and secondary enrollment in the United States in 2003-2004.
Enrollment in Postsecondary Institutions, Fall 2004; Graduation Rates, 1998 & 2001 Cohorts; and Financial Statistics, Fiscal Year 2004 (March 13, 2006)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2005 data collection, which included four components: Student Financial Aid for full-time, first-time, degree/certificate-seeking undergraduate students for the 2003-04 academic year, Enrollment for fall 2004 and 12-month counts for 2003-04, Graduation Rates for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 1998 at 4-year institutions or in 2001 at less-than-4-year institutions, and Finance for fiscal year 2004. These data were collected through the IPEDS web-based data collection system.
Instructional Focus in First Grade (March 9, 2006)
This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K) to examine how often per week and how much time per day first-graders were instructed in subjects such as reading, mathematics, and science. The report also focuses in more detail on students’ in-class work on reading and language arts. The major findings of the report are that more than 90 percent of first-graders received daily instruction in reading and mathematics, while the most common length of time spent per day on reading is more than 90 minutes and on mathematics is between 31 and 60 minutes. The most common reading or language arts activities used in first grade classrooms were working on phonics and instruction in capitalization and punctuation.
NCER's Cognition and Student Learning research program is featured in the March and May issues of the Association for Psychological Science's Observer (March 1, 2006)
As the March guest columnist for the Observer’s Presidential Column, IES Director Russ Whitehurst provides an overview of the research program and its importance to improving education practice. Since 2002, we have received over 400 applications for this program and funded 35 projects representing an investment of nearly $28 million.
Read Director Whitehurst’s remarks and articles by 6 of the Cognition and Student Learning research teams: www.psychologicalscience.org/observer/getArticle.cfm?id=1935
National Assessment of Title I: Interim Report to Congress (February 28, 2006)
As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Volume I contains key findings on the implementation of Title I under No Child Left Behind. Volume II is a report on the findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on student achievement.
NCES Sponsored Workshop and Training Sessions (February 28, 2006)
Just posted to the NCES website are information on six future NCES sponsored workshop and training sessions being held in May, June and July of 2006. Please visit http://nces.ed.gov/whatsnew/conferences/ to view dates, locations, agendas, and registration information for each. These conferences pertain to the following studies: the National Education Longitudinal Study of 1988 (NELS:88), the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), the Program for International Student Assessment (PISA), the Trends in International Mathematics and Science Study (TIMSS), the Progress in International Reading Literacy Study (PIRLS), and the National Assessment of Educational Progress (NAEP).
NEW UPDATES! State Education Data Profiles (February 15, 2006)
Search for statewide information in elementary/secondary education, postsecondary education, public libraries and selected demographics for all states in the U.S. using a variety of NCES data sources. Newly added is state information from the National Assessment of Educational Progress.
Call for Papers: The 2007 NICHD-NCES ECLS-B First Release Conference (February 3, 2006)
The National Institute of Child Health and Human Development (NICHD) is sponsoring a 2-day Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) First Release Conference organized jointly by the National Institutes of Health (NIH) and the U.S. Department of Education's National Center for Education Statistics (NCES). The conference will be held March 31-April 1, 2007 in Bethesda, MD.
This conference will provide an opportunity for investigators to share research findings using data from the 9-month and 2-year ECLS-B data collections. Papers that focus on child health outcomes of ethnic minorities, low-birth weight and very-low-birth weight births, cognitive development, and twins are particularly encouraged.
NICHD will cover travel and per diem expenses for 8-12 different authors to present their studies. Abstract submissions are due July 15, 2006.
Homeschooling in the United States: 2003 (February 2, 2006)
This report uses the Parent and Family Involvement Survey of the 2003 National Household Education Surveys Program (NHES) to estimate the number and percentage of homeschooled students in the United States in 2003 and to describe the characteristics of these students and their families. In 2003, 31 percent of homeschooled children had parents who cited concern about the environment of other schools, such as safety, drugs, or negative peer pressure, as the most important reason for homeschooling, 30 percent had parents who said the most important reason was to provide religious or moral instruction, and 16 percent of homeschooled students had parents who said dissatisfaction with the academic instruction available at other schools was the most important reason. In addition, the report includes comparisons to an earlier study using data from the 1999 NHES to provide information about changes in the rate of homeschooling between 1999 and 2003 for different segments of the student population.
The MIS 2006 Session Schedule and the Winter Forum 2006 Agenda are now available (February 1, 2006)
The MIS 2006 Session Schedule and the Winter Forum 2006 Agenda are now available on the NCES website. To download, view and print the MIS 2006 Conference Brochure, MIS 2006 Session Schedule or Forum 2006 Winter Agenda as a pdf file, please visit:
New Web Version of the Education Statistics Quarterly-Vol. 7 Issues 1&2 has been released on the NCES website. (January 26, 2006)
A new web version of the Education Statistics Quarterly-Vol. 7 Issues 1&2 has been released on the NCES website. The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities.
This is the final issue of the Quarterly being produced by NCES.
You may also view various tables and figures from the Quarterly and other NCES publications by visiting our Tables & Figures Search Tool:
http://nces.ed.gov/quicktables/
Navigating Resources for Rural Schools (January 25, 2006)
NCES has recently updated its rural education website, Navigating Resources for Rural Schools. The updated website is part of a series of new developments underway to increase access and make the data more consistent and useful to the rural education research community. The revised website is a first stop in finding statistics on rural education data that NCES collects. The site starts with a basic overview of how locale is defined in various NCES data collections. The section on students shows tables on enrollment and participation rates, assessment, progress through school, and expenditures and revenues per student. The section on teachers includes statistics on their credentials, salaries, attrition, and student/teacher ratios. Course offerings are found with school discipline, technology, and other measures in the section on the school environment. Sections on community and financial support provide data on parents’ satisfaction and engagement with schools, as well as customary measures of fiscal resources.
Public Elementary and Secondary Students, Staff, Schools, and School Districts: School Year 2003-04 (January 19, 2006)
This report contains data from the Common Core of Data (CCD) non-fiscal 2003-04 state, local education agency, and school surveys. The report presents data about the students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services. Some tables disaggregate the student data by racial/ethnic group or community characteristics such as rural - urban. The numbers and types of teachers, other education staff, schools, and local education agencies are also reported.
Education Statistics Quarterly-Vol. 7 Issues 1&2 (January 17, 2006)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. This is the final issue of the Quarterly being produced by NCES.
1993/03 Baccalaureate and Beyond Longitudinal Study (B&B:93/03) Methodology Report (January 10, 2006)
This report describes the procedures and results of the full-scale implementation of the B&B:93/03 study. Students who earned a bachelor's degree in 1992-93 were first interviewed in 1993 and then subsequently in 1994 and 1997. This is the final follow-up interview of the B&B:93 cohort, 10 years following completion of the bachelor's degree. The results of this study offer an opportunity to assess the value of a baccalaureate degree at a time when sample members are becoming established in their careers.
Teacher Professional Development in 1999–2000: What Teachers, Principals, and District Staff Report (January 9, 2006)
This report uses data from the 1999-2000 Schools and Staffing Survey to address how teacher professional development was organized and managed, what kinds of activities were available to teachers, and which ones they participated in. Major topics covered include planning and implementation of professional development, selection and evaluation of professional development activities and support for teacher professional development. In 1999-2000 most schools (92 percent) provided their teachers with time for professional development during regular contract hours. According to district staff, primary responsibility for deciding the content of professional development activities rests most commonly with district staff or principals rather than teachers or outside providers. In each topic area, more than one-half of all teachers who had participated thought that the activities were very useful.
Parents’ Reports of School Practices to Provide Information to Families: 1996 and 2003 (January 9, 2006)
This report focuses on parent-reported school information practices and examines these in relation to the frequency of parent involvement at their children's schools. In addition, these information practices are examined in relation to school, family, and student characteristics. Roughly 60 percent of children in both years had parents who reported that schools were very good a letting parents know how well students were doing in school between report cards, and had parents who thought their children's schools were very good at letting them know about volunteer activities at the schools. Approximately 40 percent of children in both years had parents who thought that their children's schools were very good at providing parents information about how to help their children learn better at home.
Employees in Postsecondary Institutions, Fall 2004, and Salaries of Full-Time Instructional Faculty, 2004–05 (January 5, 2006)
This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) Winter 2004–05 data collection, which included two required survey components: Employees by Assigned Position (EAP) for fall 2004 and Salaries (SA) for academic year 2004–05; the Fall Staff (S) component was optional for fall 2004. Title IV institutions in the U.S. employed over 3.3 million individuals in fall 2004, of which, 315,000 were employed in medical schools. About 1.2 million full-time professional employees were employed by Title IV institutions (except medical schools) in the U.S. in fall 2004. Of those, 51 percent had faculty status. Among the 183,000 full-time professional employees in medical schools, 45 percent had faculty status.
Background Characteristics, Work Activities, and Compensation of Instructional Faculty and Staff: Fall 2003 (December 21, 2005)
This publication is the second from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions in the United States. This report describes the background characteristics, work activities, and compensation of instructional faculty and staff in fall 2003, by employment status, institution type, and program area. The results show that the majority (57 percent) of instructional faculty and staff were employed full time in fall 2003. Women made up a larger proportion of part-time than full-time instructional faculty and staff (47 percent vs. 38 percent). The average basic salary from the institution for full-time instructional faculty and staff in all types of institutions was $66,800, and the average basic salary for part-time instructional staff was $11,000 in 2003.
2003 National Assessment of Adult Literacy (NAAL) Results (December 15, 2005)
The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households and prisons). NAAL builds on the previous national assessment of literacy completed in 1992. Results are reported in terms of scale score averages and literacy levels on three literacy scales: prose, document, and quantitative.
Transcript for Online Chat on 2003 National Assessment of Adult Literacy (NAAL) Results (December 15, 2005)
Results from the 2003 National Assessment of Adult Literacy (NAAL) have just been released. 'A First Look at the Literacy of America’s Adults in the 21st Century,' presents key results—including changes in adult literacy since 1992 and performance by gender, race/ethnicity, age, language spoken before starting school, educational attainment, and employment status. Dr. Peggy G. Carr Associate Commissioner, Assessment Division, NCES hosted a live online chat on Dec. 15 for which the transcript is available.
Student Achievement in Private Schools: NAEP 2000-2005 Results (December 12, 2005)
The report provides results in reading, mathematics, science, and writing at grades 4, 8, and 12. The report focuses on students enrolled in Catholic as well as private schools overall. It also compares their performance to that of students in public schools. Private school students' average performance was usually higher than that of public school students. Black and Hispanic fourth-graders in all private schools combined had higher average mathematics scores in 2003 than in 2000. However, no significant differences in scores were found across the same time period for Black and Hispanic private school students in grade 4 reading or grade 8 mathematics.
Revenues and Expenditures by Public School Districts (December 8, 2005)
This publication contains data on revenues and expenditures per pupil made by school districts for school year 2002-03. Median per pupil revenue and expenditure data are reported by state, as well as values at the 5th and 95th percentiles. Data for charter schools are reported separately. There are also discussions on the different types of school districts, and other resources that may be helpful in analyzing school district level data.
Yes, NCES Has a New Website (December 6, 2005)
Yes, we have a new website.
After five years without a major overhaul, we have redesigned the look and feel of nces.ed.gov. Hopefully you will agree the changes are for the better. We have added our newest information to the homepage and also restructured our menus to make finding what you are looking for easier. The biggest difference is the navigation bar across the top of every page that enables you to find items of interest no matter where you are on our site. Please take a few moments to click on those items and browse the menus that drop down. We hope the categories are intuitively organized. We are also in the process of redesigning the way we present publications and survey areas. An example of the new publication template can be found at
http://nces.ed.gov/programs/crimeindicators/. We have also made available an RSS feed to help you keep abreast of all NCES news. We hope you like the changes we have made. There will certainly be some bugs popping up and we will correct them as we find them. We appreciate all constructive comments.
NAEP 2005 Mathematics and Reading Trial Urban District (TUDA) Results (December 1, 2005)
The 2005 NAEP Trial Urban District Assessments was administered as part of the regular NAEP assessment, with a range of 1,100 to 2,400 students per district per grade being sampled in each subject. NAEP results are reported in terms of both scale scores and percent at or above achievement levels. Scale scores for both reading and mathematics in the fourth and eighth grades are presented on a 0 to 500 point scale. These scores measure what students know and can do.
Education Statistics Quarterly (November 28, 2005)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.
Indicators of School Crime and Safety, 2005 (November 20, 2005)
This annual report by NCES and the Bureau of Justice Statistics examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, and the Schools and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
14 States Win $52.8 Million in Grants for Longitudinal Data Systems (November 18, 2005)
The Institute of Education Sciences has awarded a total of $52.8 million in grants to 14 state education departments for the design and implementation of statewide longitudinal data systems. Intended to help the states generate and use accurate and timely data to meet reporting requirements, support decision-making and aid education research, the grants range from $1.5 million to nearly $6 million and extend for three years. The awards were announced by Grover (Russ) Whitehurst, director of the Institute, at a recent data summit in Richmond, Va., which was attended by chief state school officers from across the country. The Institute is the research, evaluation and statistical arm of the U.S. Department of Education.
Mark Schneider Confirmed as Commissioner of Education Statistics (November 10, 2005)
The U.S. Senate confirmed Mark S. Schneider as Commissioner of Education Statistics. Dr. Schneider will oversee the National Center for Education Statistics, one of the four centers of the Institute of Education Sciences, for the remainder of a 6-year term expiring June 20, 2009. Dr. Schneider has been serving as Deputy Commissioner of the Institute's National Center for Education Research. He previously served as Professor and Chairman of the Department of Political Science at the State University of New York at Stony Brook. Earlier in his career, Dr. Schneider served as Vice President of the American Political Science Association. He received his bachelor's degree from City University of New York and his Ph.D. from the University of North Carolina. He later served as a Fulbright Hays Senior Fellow at Osmania University in Hyderabad, India.
The Averaged Freshman Graduation Rate for Public High Schools (November 4, 2005)
'The Averaged Freshman Graduation Rate for Public High Schools from the Common Core of Data: School Years 2001-02 and 2002-03' presents the averaged freshman graduation rate for public high school students for school years 2001-02 and 2002-03, based on data reported by state education agencies to the National Center for Education Statistics. Rates are included for the 50 states, District of Columbia, Puerto Rico, Department of Defense Dependents Schools (overseas) and four other jurisdictions.
NCES Handbooks Online (October 28, 2005)
The NCES Data Handbooks provide guidance on consistency in data definitions and maintenance for education data, so that such data can be accurately aggregated and analyzed. The online Handbook database provides the Nonfiscal Handbooks in a searchable web tool. This database includes data elements for students, staff, and education institutions. The handbook has just been updated with new and emerging terms and definitions.
Statewide Education Data Profiles (October 24, 2005)
Search for statewide information in elementary/secondary education,
postsecondary education, public libraries and selected demographics for
all states in the U.S. You can select up to 4 states to compare at a time.
In addition to getting statewide data you will also get data on U.S.
averages and the ability to dynamically graph the results. The data used
for this data tool comes from many NCES sources and has just been updated
with 2003 public library information and 2004-05 postsecondary education
information.
NAEP Release: Reading and Mathematics Results for Grades 4 and 8 (October 19, 2005)
National and state-by-state results of the 2005 Nation's Report Card in reading and mathematics, detailing fourth and eighth grade achievement on the National Assessment of Educational Progress (NAEP) were just released. Findings since the previous assessment in 2003 show: * Fourth-grade students scored higher in both reading and mathematics. * Eighth-graders scored higher in mathematics, but reading scores decreased. * Many of the differences in achievement between Black or Hispanic students and their White counterparts have narrowed. * Most states did not see a change in reading scores for 4th or 8th graders. Read remarks by Grover Whitehurst, Director, Institute of Education Sciences and Acting Commissioner, National Center for Education Statistics.
StatChat transcript on 2005 NAEP Mathematics and Reading Results (October 19, 2005)
Read NCES Associate Commissioner Peggy Carr's chat transcript on the results of the 2005 NAEP mathematics and reading assessments.
New NAEP Data Explorer (October 19, 2005)
The new NAEP Data Explorer (NDE) enables you to create statistical tables and graphics to help you find answers. Explore the results of decades of assessment of students' academic performance, as well as information about factors that may be related to their learning.
New Training Session Announced on the Use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Database (October 18, 2005)
NCES will sponsor a 3-day
advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. ECLS-B is designed to support research on a wide range of topics pertaining to young children's cognitive, social, emotional, and physical development across multiple
contexts (e.g., home, nonparental care, and school entry). This seminar is open to advanced graduate students and faculty members from colleges and
universities nationwide and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations. The ECLS-B training seminar will be conducted from January 11-13, 2006 in Washington, DC. Support for travel and lodging will be provided to accepted applicants. The application deadline for the seminar is November 18, 2005.
Digest of Education Statistics, 2004 (October 12, 2005)
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.
NCES 19th Annual Management Information Systems Conference, 2006 (MIS 2006) (October 6, 2005)
Come participate in the annual MIS Conference to meet and share experiences with other MIS education staff from states, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true, and emerging MIS issues; participate in roundtables; and see demonstrations on current issues in the field. There is no cost to register and attend this event which will take place in Orlando Florida, February 22-24 2006.
Compare Public Libraries (September 23, 2005)
Compare Public Libraries allows users to compare one library (the library of interest) with similar libraries (the comparison group). For example, a user may wish to compare one library's total circulation with the total circulation of a group of libraries with similar total expenditures. Once you complete your analysis you can view the results and download them as an Excel file. This data tool has just been updated with information for fiscal year 2003.
U.S. Public School District Finance Peer Search (September 20, 2005)
This data tool lets you compare the finances of a school district with its peers. Peer districts are districts which share similarities among these characteristics: total students; Student/Teacher Ratio; Percent Children in Poverty; District Type; and Locale Code. This data tool has just been updated to include 2002-03 fiscal data and 2003-04 non-fiscal data. When you complete your search you will be able to generate graphs and download excel spreadsheets with your results.
Projections of Education Statistics to 2014 (September 9, 2005)
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2014. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2014.
Build a Data Table Using Public Elementary/Secondary Data (September 7, 2005)
This application enables users to create customized tables of CCD public school data using data from multiple years collected from five CCD surveys and a Census Special Tabulation. This tool is now newly updated with data from the 2003-04 school year.
Youth Indicators, 2005: Trends in the Well-Being of American Youth - Now Web-Enabled (September 6, 2005)
This report presents a selection of indicators that provide a broad perspective on youth; it uses trend data that cut across disciplines and agency lines; and it provides information on both positive and negative aspects of the youth experience. These indicators are examined in five sections: Demographics, School-Related Characteristics, Employment-Related Characteristics, Activities Outside of School and Work, and Health. Each indicator contains a table, figure, and brief descriptive text describing the types of comparisons one might reasonably make. This report has now been web-enabled for easy viewing.
Search for Schools, Colleges and Libraries-UPDATED (September 2, 2005)
Search for Schools, Colleges and Libraries has been updated with more recent data for both public and private schools. Conduct a search and get detailed information for schools.
Status and Trends in the Education of American Indians and Alaska Natives (August 25, 2005)
This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives using statistical measures. It presents a selection of indicators that illustrate the educational achievement and attainment of American Indians and Alaska Natives. Over the past 20 years, American Indians/Alaska Natives have made gains in key education areas, such as increased educational attainment. However, gaps in academic performance between American Indian/ Alaska Native and White students remain.
Online Assessment in Mathematics and Writing: Reports From the NAEP Technology-Based Assessment Project (August 18, 2005)
This document contains reports from the 2001 Math Online (MOL) study and the 2002 Writing Online (WOL) study, both field investigations in the National Assessment of Educational Progress (NAEP) Technology-Based Assessment Project, which explored the use of new technology in NAEP. In the MOL study, nationally representative samples of fourth- and eighth-grade students were administered a computer-based mathematics test and a test of computer facility, among other measures. In addition, at the eighth-grade level, a randomly parallel group of students was administered a paper-based test containing the same items as the computer-based test.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2002-03 (August 12, 2005)
This report presents information drawn from the Common Core of Data (CCD) Local Education Agency Universe survey about the 1 percent of the Nation’s school districts that serve 23 percent of all public school students. It includes information about the numbers of dropouts and high school completers, student participation in selected programs, the numbers of teachers, and revenues and expenditures in these districts.
A Special Session of NCES Database Training for Research on American Indian/Alaska Native Students (August 12, 2005)
In an effort to encourage research on American Indian/Alaska Native students, NCES will conduct a 4-day advanced studies seminar on the use of the NCES databases for education research and policy analysis on American Indian/Alaska Native students. This seminar, sponsored by the Office of Indian Education, will focus primarily on the NAEP database containing both achievement scores for 4th, 8th, and 12th graders from public and non-public schools in various subject areas, and background information on the students who were assessed and their learning environment. The seminar will also provide an overview of other NCES databases that contain information on American Indian/Alaska Native students.
American Indian and Alaska Native Children (August 11, 2005)
This report provides descriptive information about American Indian and Alaska Native (AIAN) children born in the United States in 2001. It presents information on characteristics of their families, on children's mental and physical skills, on children's first experiences in childcare, on the fathers of these children, and on their prenatal care. Read the U.S. Department of Education Press Release.
Tabular Summary of Adult Education for Work-Related Reasons: 2002-03 (August 4, 2005)
This report presents selected data on adults’ participation in work-related educational activities in the United States over a 12-month period from 2002-03. These data are from the Adult Education for Work-Related Reasons Survey of the 2003 National Household Education Surveys Program. Findings indicate that during the 12-month period between early 2002 and early 2003, 40 percent of adults in the United States took part in one or more formal adult educational activities for work-related reasons. Also, 58 percent of adults who participated in adult educational activities for work-related reasons participated in informal learning activities for work-related reasons.
Latest Edition of Education Statistics Quarterly Now Web Enabled (August 3, 2005)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. Many data tables are also included. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.
Youth Indicators, 2005: Trends in the Well-being of American Youth (July 29, 2005)
This report is a statistical compilation of data on the distribution of youth, their family structure, economic factors, school and extracurricular activities, health factors, and other elements that relate to the education of young people between the ages of 14 and 24. Where possible, trend data are provided as a historical context for interpretation. Highlights of the report include: The proportion of 16- to 24-year-olds who were dropouts declined from 12 percent in 1998 to 10 percent in 2003; College enrollment rates of 18- to 24-year-olds have increased from 26 percent in 1980 to 38 percent in 2003; and the violent crime victimization rate for young people 12 to 24 was lower in 2002 than in 1995. Read the Department of Education Press Release.
Student Reports of Bullying (July 27, 2005)
Using data from the 2001 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS), this report examines the prevalence and nature of bullying as reported by students ages 12 through 18 in relation to student characteristics, school characteristics, and criminal victimization. In addition, the report explores other behaviors that were reported by the bullied student, such as fear, avoidance behavior, weapon carrying, and academic grades.
Education Statistics Quarterly (July 27, 2005)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.
UPDATED VERSION - Build a Table with Public Elementary/Secondary Data (July 19, 2005)
The CCD Build a Table (BAT) tool allows users access to multi-year Common Core of Data (CCD), elementary/secondary public school information. Data tables can be created for schools, school districts, counties, states for school years 1986-87 through 2002-2003. This new updated release of BAT includes (1) much faster export to excel and between pages of data (2) ability to create reports with larger number of records and columns, and (3) increased categorical analysis options.
NAEP 2004 Trends in Academic Progress (July 14, 2005)
In 2004, NAEP administered the latest long-term trend assessment to approximately 75,000 students at ages 9, 13, and 17 in public and nonpublic schools throughout the nation. The long-term trend assessment was last administered in 1999. This has resulted in the release of 'The Nation’s Report Card – NAEP 2004 Trends in Academic Progress' (see Acting Commissioner Whitehurst's statement). This unique source of data reports on national trends in reading since 1971 and in mathematics since 1973 and is based on the 2004 NAEP long-term trend assessment (see Secretary Spellings' press release).
Online Chat Transcript - The Nation’s Report Card: NAEP 2004 Trends in Academic Progress (July 13, 2005)
The Nation’s Report Card – NAEP 2004 Trends in Academic Progress has just been released. This unique source of data reports on national trends in reading since 1971 and in mathematics since 1973 and is based on the 2004 NAEP long-term trend assessment. The transcript from the July 14 online chat with Associate Commissioner, Dr. Peggy G. Carr is now available.
State Education Data Profiles - Public Library Info Now Added (July 2, 2005)
This popular data tool has now added public library information to with information in elementary/secondary education, postsecondary education and selected demographics for all states in the U.S. Besides being able to get state data you will also get data on U.S. averages and the ability to graph the results.
2003-04 National Postsecondary Student Aid Study-Undergraduate Financial Aid Estimates for 2003-04 (July 1, 2005)
This new report describes average tuition and fees, average total price of attendance, and the percentages of undergraduates receiving various types and combinations of financial aid and average amounts received, with a particular focus on grants and loans. The results show that 63 percent of all undergraduates enrolled in 2003-04 received some type of financial aid. About one-half (51 percent) of undergraduates received grants and about one-third (35 percent) took out student loans. The average amount of grants received was $4,000, and the average amount borrowed by undergraduates in 2003-04 was $5,800.
Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten Through Twelfth Grade: 2003 (June 3, 2005)
This Issue Brief describes the percentage of students in grades 12 or below who used computers or the Internet in 2003. The Brief highlights the fact that computer and Internet use is commonplace and begins early. Even before kindergarten, a majority of children in nursery school use computers and, and 23 percent use the Internet.
Condition of Education 2005 (June 1, 2005)
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The 2005 edition includes a special analysis of the mobility of elementary and secondary school teachers and 40 indicators in six areas: (1) enrollment trends and student characteristics at all levels of education from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education.
2004 National Study of Postsecondary Faculty (NSOPF:04) Report on Faculty and Instructional Staff in Fall 2003 (May 27, 2005)
This publication is the first from the 2004 National Study of Postsecondary Faculty (NSOPF:04), a study of faculty and instructional staff employed in degree-granting public and private not-for-profit postsecondary institutions in the United States. This report describes the gender, race/ethnicity, tenure status, and income of all faculty and instructional staff, by employment status, institution type, and program area.
Highlights from the 2003 International Adult Literacy and Lifeskills Survey (May 20, 2005)
America’s adults performed worse than their counterparts in Bermuda, Norway, and Switzerland, but better than those in Italy, according to the results of the 2003 Adult Literacy and Lifeskills Survey (ALL). ALL reports on the literacy and numeracy skills of adults ages 16-65 in six countries. A second phase of ALL, in which additional countries are collecting data, is currently under way.
Edward J. Kame'enui Named Department's First Commissioner for Special Education Research (May 18, 2005)
Edward J. Kame'enui, an international authority on learning problems and special education, has been named the nation's first commissioner for special education research. He will lead the National Center for Special Education Research, a newly established office within the Institute of Education Sciences. UPDATE--Dr. Kame'enui left the position of NCSER Commissioner on June 30, 2007.
Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02 (May 18, 2005)
NCES publishes many E.D. TABs that focus on postsecondary education policy issues. E.D. TABs are a collection of tables, presented with minimal analyses. The tables now available present counts of institutions by selected institutional characteristics including tuition, fees, and other costs. Tables also present data on the number of degrees and other formal awards conferred during the period July 1, 2001 through June 30, 2002 by Title IV postsecondary institutions.
Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2002-03 (May 16, 2005)
This report presents selected findings composed of tables providing an overview of revenues and expenditures for public elementary and secondary education during the 2003 fiscal year. The tables present data on three topics: 1. Revenues-presents amount and percentage of local, state, and federal revenue, 2.
Current expenditures-compares state spending on day-to-day expenditures, and 3. Total expenditures-highlights current expenditures plus facilities acquisition and construction, replacement equipment, other programs, and interest on debt.
NCES Forum & Summer Data Conference, 2005 (STATS-DC 2005) (April 20, 2005)
Come participate in the NCES Forum & Summer Data Conference, 2005 (STATS-DC 2005): Say It With Data,
in Washington DC from July 25-29. Audience will include individuals from state education agencies (SEAs), local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.
New Reports Focus on Dual Credit and Dual Enrollment (April 6, 2005)
Two new reports focus on the two issues of dual credit and dual enrollment. The first, Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The second,
Dual Enrollment of High School Students at Postsecondary Institutions: 2002-03 provides data from a nationally representative survey of Title IV degree-granting postsecondary institutions on the topic of dual enrollment of high school students. See the Department of Education Press Release.
NCES Announces 3 New Workshop & Training Opportunities Using International Education Databases (March 22, 2005)
NCES will sponsor new 2½-day training seminars on the use of three NCES international education databases (TIMSS, PISA, PIRLS). These seminars are aimed at faculty and advanced graduate students from colleges and universities. Education researchers and policy analysts with strong statistical skills from state and local education agencies and professional associations are also welcome. There is no fee to attend this seminar if you are accepted to participate. Additionally, NCES will provide training materials as well as computers for hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminar.
Computer Technology in the Public School Classroom: Teacher Perspectives (March 11, 2005)
This Issue Brief examines public school teacher views on technology in the classroom. Using data from the 2000–01 Teacher Follow-up Survey (TFS), the Brief reports on what types of technology teachers find essential and whether they consider technology sufficiently available in their classrooms. It also compares teacher opinions across various teacher characteristics. A majority of teachers (57 percent) considered their classroom technology sufficiently available.
A Profile of the American High School Sophomore in 2002 (March 10, 2005)
This report presents findings from the base year of the Education Longitudinal Study of 2002 (ELS:2002), a new longitudinal study of high school students. The report provides descriptive information about the experiences and characteristics of a nationally representative sample of 10th-graders who were studied in the spring term of the 2001-02 school year. It examines the cohort’s sociodemographic characteristics, school experiences, participation in extracurricular activities, time use, tested achievement in reading and mathematics, and educational expectations and plans. See the Department of Education Press Release
Distance Education Courses for Public Elementary and Secondary School Students: 2002-03 (March 2, 2005)
This public school
district survey is the first national survey to explore distance education
courses for public elementary and secondary school students. The report
provides national estimates of the number of districts and schools with
students enrolled in distance education courses, as well as the number of
enrollments in those courses. In addition, it examines the reported
reasons for having distance education courses, the instructional level of
the populations served, entities delivering the courses to students, and
data pertaining to online courses. See the Department of Education Press Release
Gender Differences in Participation and Completion of Undergraduate Education and How They Have Changed Over Time (March 1, 2005)
This report draws on several publications and postsecondary datasets to provide a detailed account of gender differences in undergraduate education. Specifically, the analysis examined gender differences in rates of participation and completion of undergraduate education, focusing on changes over time in college enrollment, associate’s and bachelor’s degree awards, and the demographic and enrollment characteristics of undergraduate men and women. The analysis also examined trends in high school academic preparation, postsecondary persistence and degree completion, and early labor market outcomes among bachelor’s degree recipients.
New Report on Internet Access in U.S. Public Schools and Classrooms: 1994-2003 (February 24, 2005)
This report presents 10 years of data from 1994 to 2003 on Internet access in U.S. public schools by school characteristics. It provides trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. The report contains data on the types of Internet connections, support of computer hardware/software and websites, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers to students or teachers.
NCES Announces 7 New Workshop & Training Opportunities (February 16, 2005)
NCES will sponsor 3½-day workshops and training seminars on the use of various NCES databases. These seminars are open to advanced graduate students and faculty members from colleges and universities nationwide, and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations. There is no fee to attend this seminar if you are accepted to participate. Additionally, NCES will provide training materials as well as computers for hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminar.
Education Statistics Quarterly Just Released (February 4, 2005)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given period of time as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES.
Agenda for the 18th Annual MIS Conference Now Available (February 3, 2005)
The agenda for the upcoming NCES 18th Annual Management Information Systems Conference, 2005 to be held in New Orleans from February 23-25 is now available in a grid format as a PDF file.
New Data Tool - State Education Data Profiles (February 2, 2005)
Search for statewide information in elementary/secondary education, postsecondary education and selected demographics for all states in the U.S. Besides being able to get state data you will also get data on U.S. averages and the ability to graph the results.
Forum Unified Education Technology Suite (February 1, 2005)
The Forum Unified Education Technology Suite presents a practical,
comprehensive, and tested approach to assessing, acquiring, instituting,
managing, securing, and using technology in education settings. It will
also help individuals who lack extensive experience with technology to
develop a better understanding of the terminology, concepts, and
fundamental issues influencing technology acquisition and implementation
decisions. This online resource combines and updates four previously
existing NCES/Forum publications: Safeguarding Your Technology (1998),
Technology @ Your Fingertips, Version 2.0 (2001), Technology in Schools
(2002), and Weaving a Secure Web around Education (2003).
Highlights From the Trends in International Mathematics and Science Study (TIMSS) 2003 (December 14, 2004)
The Trends in International Mathematics and Science Study (TIMSS) 2003 is the third comparison of mathematics and science achievement carried out since 1995 by the International Association for the Evaluation of Educational Achievement (IEA), an international organization of national research institutions and governmental research agencies. In 2003, some 46 countries participated in TIMSS, at either the fourth- or eighth-grade level, or both. This summary highlights initial findings on the performance of U.S. fourth- and eighth-grade students relative to their peers in other countries on the TIMSS assessment.
Indicators of School Crime and Safety: 2004 - Web Version Now Available! (December 13, 2004)
Indicators of School Crime and Safety is designed to provide an annual snapshot of specific crime and safety indicators, covering topics such as victimization, fights, bullying, classroom disorder, teacher injury, weapons, and student perceptions of school safety. In addition to covering a wide range of topics, the indicators are based on information drawn from a wide range of sources, including surveys of students, teachers, and principals, and data collections by federal departments and agencies such as the National Center for Education Statistics (NCES), the Bureau of Justice Statistics (BJS), the Federal Bureau of Investigation (FBI), and the Centers for Disease Control and Prevention (CDC). This new web version includes the tables and figures used in compiling this report.
International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the US Perspective (December 6, 2004)
America's 15-year-olds performed below the international average in mathematics literacy and problem-solving, according to the latest results from the Program for International Student Assessment (PISA). The test, given in the spring of 2003, assesses the abilities of 15-year-old students from 41 countries (including 30 of the most developed) to apply learning to problems with a real-world context. The full report is now available.
Indicators of School Crime and Safety: 2004 (November 29, 2004)
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools.This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey (1992-2002), the School Crime Supplement to the National Crime Victimization Survey (1995, 1999, 2001, and 2003), the Youth Risk Behavior Survey (1993, 1995, 1997, 1999, 2001, and 2003), the School Survey on Crime and Safety (2000) and the School and Staffing Survey (1993-94 and 1999-2000).
Trends in Educational Equity of Girls & Women: 2004 (November 19, 2004)
This statistical report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves equally of these opportunities, perform at similar levels throughout schooling, succeed at similar rates, and reap the same benefits from their educational experiences.
Children Born in 2001 (November 18, 2004)
This publication provides descriptive information about children born in the United States in 2001. It presents information on certain child and family characteristics, on children’s mental and physical skills, on children’s first experiences in child care, and on the fathers of these children. The report profiles data from a nationally representative sample of children at about 9 months of age both overall, and for various subgroups (i.e., male and female, children from different racial/ethnic groups, and children living in different types of families).
Digest of Education Statistics, 2003 - Tables and Figures (November 11, 2004)
The primary purpose of the Digest of Education Statistics is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by NCES. Tables and figures for 2003 are now available.
IPEDS (Postsecondary Data) Executive Peer Tool (November 10, 2004)
The IPEDS Executive Peer Tool allows access to 2003-04 data presented in the National Postsecondary Education Cooperative (NPEC) IPEDS Data Feedback Report for all postsecondary institutions and a comparison group of institutions. In addition to presenting the data a graphing component permits the creation of graphs for this data.
Dropout Rates in the United States: 2001 (November 4, 2004)
This report is the latest in a series of NCES reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2001, and includes time series data on high school dropout and completion rates for the period 1972 through 2001. In addition to extending time series data reported in earlier years, the report examines the characteristics of high school dropouts and high school completers in 2001. It shows that while progress was made during the 1970s and 1980s in reducing high school dropout rates and increasing high school completion rates, these rates have since stagnated.
18th Annual Management Information Systems Conference, 2005 (October 14, 2004)
Come join us at the 18th annual MIS Conference, Feb. 23-25 in New Orleans, to meet and share experiences with other MIS education staff from States, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true and emerging MIS issues; participate in roundtables; and see demonstrations on current issues in the field.
New Job Opportunities Available at NCES (October 8, 2004)
NCES would like to announce new position vacancies. Announcements for these vacancies can be found through the link provided.
Early Childhood Longitudinal Study, Birth Cohort Advanced Studies Database Training Seminar (October 6, 2004)
NCES will sponsor a 3 1/2-day
(January 10-13, 2005) advanced studies seminar on the use of the Early
Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. The ECLS-B
is designed to support research on a wide range of topics pertaining to
young children's cognitive, social, emotional, and physical development
and their health status across multiple contexts (e.g., home and child
care).
This seminar is open to advanced graduate students and faculty
members from colleges and universities nationwide, and to researchers,
education practitioners, and policy analysts from federal, state, and
local education and human services agencies and professional associations.
There is no fee to attend this seminar. NCES will provide training
materials as well as computers for the hands-on practice. NCES will also
pay for transportation, hotel accommodations, and a
A Decade of Undergraduate Student Aid: 1989-90 to 1999-2000 (September 13, 2004)
Tuition increases and the broader availability of federal student loans were the major driving forces of change in undergraduate student financing during the 1990s. A Decade of Undergraduate Student Aid: 1989-90 to 1999-2000 uses data from four National Postsecondary Student Aid Studies (NPSAS) to look at changes in financial aid to students in four types of institutions: public 2-year; public 4-year; private not-for-profit 4-year; and private for-profit less-than-4-year. The study focuses on full-time, full-year undergraduates in the 50 states, District of Columbia, and Puerto Rico and includes information on grants, loans, and work-study aid. The report also discusses the 1992 Reauthorization of the Higher Education Act (HEA-92) and its effect on how federal financial aid was distributed over time.
Report on Historically Black Colleges and Universities (September 13, 2004)
A new NCES report on historically Black colleges and universities
(HBCUs) shows that women made up 61 percent of enrollment at HBCUs in
2001, up from 53 percent in 1976. Total enrollment at HBCUs rose from
223,000 in 1976 to 290,000 in 2001, which was slower than the rate of
increase overall of college and university enrollment. The report,
'Historically Black Colleges and Universities, 1976 to 2001' presents data
on enrollment, degrees conferred, staff, finances, and student financial
aid at historically Black colleges and universities (HBCUs) from 1976 to
2001. HBCUs are institutions established prior to 1964 whose principal
mission is the education of Black Americans.
Civics Education Study (CivEd) Questions Added to 'Explore Your Knowledge' (September 8, 2004)
Questions from the Civics Education Study (CivEd) have been added to the popular 'Explore Your Knowledge' site in the NCES Students' Classroom. Ninth grade students from 28 countries took part in the 1999 CivEd study. This site now has 130 questions from different international studies conducted by NCES. See how you compare with students from around the world.
2005 NAEP Secondary Analysis Grant Program (September 1, 2004)
For the 2005 NAEP Secondary Analysis competition, applicants may
propose analyses using any currently available NAEP or High School Transcript Study (HSTS) data set.
Applications must be submitted under one of the three program goals. Goal
One encompasses projects that use the NAEP data to study issues related to
educational improvement. Goal Two encompasses projects that develop tools
and methodologies to assist users of the NAEP data. Goal Three encompasses
projects that develop improvements to the estimation, analysis and
reporting of the NAEP data. Please see "Requirements of the Proposed
Research" in the application materials online for more information about
the types of projects the Institute of Education Sciences [the Institute]
seeks to fund.
New Issue of Education Statistics Quarterly (August 19, 2004)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications.
Education Finance Statistics School District Peer Tool (August 19, 2004)
The NCES Education Finance
Statistics Center has updated the Public School District Finance Peer
Search with School Year 2000-2001 financial data (the latest available fiscal data from NCES.)
The Public School District Finance Peer Search permits you to compare the finances of a school district with its peers. Peer districts are districts which share similarities among such characteristics as total students; student teacher ratio; percent children in poverty; district
type; and locale code. Aside from an automatic standard peer search, users can search for school districts by distance from a zip code, or can select school districts they wish to compare a school district to. Advanced users
can select groups of school districts by a particular characteristic, such as percent of children in poverty (in School Year 2000-2001).
1.1 Million Homeschooled Students in the United States in 2003 (August 3, 2004)
This brief report uses data from the 2003 National Household Education Surveys Program (NHES) to estimate the number of homeschooled students in the United States in 2003 and to discuss the reasons parents decide to homeschool their children. The brief also shows that the number of homeschoolers (some 1.1 million students, or 2.2 percent of America’s school-age population, were homeschooled in 2003), and the proportion of the student population they represent, has increased since 1999.
Compare Academic Libraries Updated with 2002 Data (July 16, 2004)
NCES' Academic Libraries Survey (ALS) produces descriptive statistics on about 3,700 academic libraries in the 50 states, the District of Columbia, and the outlying areas of the United States. This includes data on the libraries in the entire universe of accredited degree-granting institutions of higher education and on the libraries in non-accredited institutions with a program of four years or more. This tool allows users to create reports which compare one library of interest to other libraries for fiscal year 2002.
America’s Children in Brief: Key National Indicators of Well-Being, 2004 (July 16, 2004)
Since 1997, the Federal Interagency Forum on Child and Family Statistics, of which the National Center for Education Statistics is part of, has published America’s Children: Key National Indicators of Well-Being, a report that includes detailed information on a set of key indicators of child well-being. NCES has once again provided information used in this annual report.
Compare Public Libraries (July 15, 2004)
Compare Public Libraries allows users to compare one library, the “library of interest,” with a group of similar libraries, “the comparison group.” For example, a user may wish to compare one library's total circulation with the total circulation of a group of libraries with similar total expenditures. This tool has a new look and it has been updated with 2002 data.
School District Analysis System (SDAS) (July 14, 2004)
This application allows users to view summary state and national tables of school district data from the 2000 School District Special Tabulation (STP2). The system is made up of a set of crosstabulations permitting users to specify pre-selected row topics and column topics. Column topics provide a unique distribution of school district data grouped by the indicated characteristics (e.g., percent minority, school district size, etc.). The enrollment column topic is essentially a rearrangement of the state and U.S. data provided in the Census 2000 data link.
NCES Announces Employment Opportunities (July 9, 2004)
NCES would like to announce several position vacancies. Announcements for these vacancies can be found through the link provided.
Search for Schools, Colleges and Libraries Updated with 2002-03 Public School Data (July 2, 2004)
Search for Schools, Colleges and Libraries lets you find public schools, private schools, public libraries and postsecondary institutions all from within the same search tool. Once you locate a school or library of interest you can find many interesting pieces of information about it. This tool has just been updated with 2002-03 data from about 94,000 public schools across the U.S.
Public School and District Locators Updated with 2002-03 School Year Info (July 1, 2004)
The information on these two locators come from the Common Core of Data (CCD) for the 2002-03 school year. This data is collected annually directly from State Education Agencies (SEAs). You can conduct searches by either using the
public school locator, or the school district locator. Additionally, the Build a Table Tool which enables users to create customized tables of CCD public school data for states, counties, CBSA's, MSA's, districts, and schools, using data from multiple years collected from
CCD surveys now includes the 2002-03 school year data.
New Look for National Forum on Education Statistics Website (June 13, 2004)
The Forum's mission is to develop and recommend strategies for building an education data system that will support local, state, and national efforts to improve public and private education throughout the United States. It is committed to improving the quality, comparability, and usefulness of elementary and secondary education data, while remaining sensitive to data burden concerns. This newly redesigned website was developed to make browsing for resources easier for both members and the general public.
Full-day and Half-day Kindergarten in the United States (June 7, 2004)
This report describes public and private kindergarten in the United States. It includes information about the schools that offer full-day and half-day kindergarten and the children who attend these programs. The composition and structure of public school full-day and half-day kindergarten classes and the instructional practices used by teachers in these classes are described. The report concludes with an analysis of the cognitive gains of public school children who attend full-day and half-day programs.
Search for Public Libraries (June 2, 2004)
Search for information about public libraries throughout the United States through this new data tool. The types of information you can retrieve about a public library system include: identifying information, organizational characteristics, staff, income and expenditures, size of library collection, library services offered, and electronic measures. The data currently available is for Fiscal Year 2002.
Condition of Education 2004 (June 1, 2004)
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2004 print edition includes 38 indicators in six main areas and a special analysis on student financial aid in postsecondary education.
College Opportunities On-Line (COOL) Adds Admissions Information (May 25, 2004)
IPEDS COOL has the tools to help you search for a college. You can search for a college based on its location, program, or degree offerings either alone or in combination. The more criteria you specify, the smaller the number of colleges that will fit your criteria. Once you've found some colleges of interest, you can obtain important and understandable information on all of them. Just added to the suite of information that COOL presents is admissions information. Find out about the number of applicants, percent of applicants admitted, percent of admitted students enrolled and also SAT/ACT scores.
Website on State Education Reforms Now Available (May 24, 2004)
This website, which draws primarily on data collected by organizations other than NCES, serves as a general resource on State Education Reforms, describing major developments in state-level education policies. First based on the Overview and Inventory of State Education Reforms: 1990 to 2000, this site is updated periodically to incorporate new data. Currently, this site generally reflects information collected through 2002, and more recent data, before state implementation of the federal No Child Left Behind Act. Future updates to this site will reflect state implementation of that Act's requirements.
New International Education Indicators Added to Website (May 13, 2004)
International Education Indicators is a compilation of indicators from a multitude of data sources which provides a rich array of information on the current state of education internationally. They are intended to provide snapshots of the U.S. education system in comparison to systems in countries around the world. New indicators are always being added.
Education Statistics Quarterly Gets New Online Look and Capabilities (May 3, 2004)
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released during a 3-month period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. The inventory of all volumes is now searchable by topic area.
2000 High School Transcript Study Now Available (April 29, 2004)
The NAEP High School Transcript Study (HSTS), a program of NCES, periodically surveys the curricula being offered in our nation's high schools and the course-taking patterns of high school students through a collection of transcripts. The 2000 transcript study was conducted from May through October of 2000 after the administration of NAEP. Transcripts were collected for 12th-grade students who graduated high school by the end of the collection period. Most students also participated in the NAEP assessments earlier that same year.
Before- and After-School Care, Programs, and Activities of Children (April 13, 2004)
This new report provides insight into the complex and varied ways kindergarten through eighth graders in the nation spend their time out of school. Some spend time in with relative or a nonrelative in a home setting. Others spend time in center- or school-based programs or organized activities that are aimed toward their enrichment or enjoyment. Still others are responsible for themselves during out-of-school time. Children also experience patchworks of arrangements in order to meet the contingencies of availability, cost, etc.
The High School Sophomore Class of 2002: A Demographic Description (April 12, 2004)
This new report presents the first findings from the Base Year of the Education Longitudinal Study of 2002 (ELS:2002). This E.D. Tabs report summarizes the sociodemographic and educational characteristics of the sophomore class of 2002. These characteristics are captured in a series of student- and school-level classification variables. At the student level, these variables are: sex, age, race/ethnicity, language minority status, family composition, parental education, student’s expectations, and tested achievement. Also included are three characteristics of each student’s school: sector, metropolitan status, and region in which schools are located.
NCES Forum & Summer Data Conference, 2004 (March 26, 2004)
Registration and proposal submissions are now open for the annual NCES Forum & Summer Data Conference, 2004 (STATS-DC 2004). The theme for the conference this year is 'New Partnerships in Data Development.' The audience will include individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.
The High School Transcript Study: A Decade of Change in Curricula and Achievement, 1990-2000 (March 25, 2004)
This new NCES report presents findings from the 2000 High School Transcript Study (HSTS 2000) and examines the trends and changes in high school curriculum and student coursetaking patterns for the past decade. This publication allows policymakers, researchers, education agencies, and the public to examine the current status of the curricula being offered in public and non-public high schools. The HSTS 2000 collected 20,931 transcripts of students graduating from 277 American high schools. Results from the HSTS 2000 are presented with respect to earned course credits, grade point average, and education achievement, as measured by the National Assessment of Educational Progress 2000 Mathematics and Science assessments. In addition, results are compared across the four High School Transcript Studies between 1990 and 2000 (HSTS 1990, HSTS 1994, HSTS 1998, and HSTS 2000).
NCES Announces Several New Training and Workshop Opportunities (March 19, 2004)
NCES has announced a new slate of training seminars to take place from May-August, 2004. Sessions will be conducted on several of the popular NCES databases including: NAEP, NELS:88, ELS:2002, NHES, PIRLS, SASS, ECLS-K, and Ed Finance. These free training opportunities are open to advanced graduate students and faculty members from colleges and universities nationwide, and to researchers, education practitioners, and policy analysts from federal, state and local education agencies and professional associations.
2001-02 Private School Data Now Accessible Through Data Base Applications (March 18, 2004)
The data for these search applications comes from the 30,377 schools that responded to the 2001-2002 Private School Universe Survey (PSS) conducted by the U.S. Department of Education’s National Center for Education Statistics. Information on many characteristcis of the nation's private schools can be found through this application and the one found at the NCES Students' Classroom.
Postsecondary Institution Graduation Rates Now Available in IPEDS COOL (March 3, 2004)
IPEDS COOL (College Opportunities On-Line) is your direct link to information on nearly 7,000 colleges and universities in the United States. Now available for the first time are the graduation rates for postsecondary institutions based on all first-time full-time degree or certificate-seeking undergraduate students that began in the stated cohort year. Graduation rate information is further broken down by bachelor’s degree-seeking students, gender and race/ethnicity. IPEDS COOL helps you find out about a specific postsecondary institution or set of institutions. You can name the institution and obtain information about them. Or you can search for an institution based on its location, program, or degree offerings either alone or in combination. The more criteria you specify, the smaller the number of institutions that will fit your criteria.
New Website for School Survey on Crime & Safety (February 27, 2004)
The School Survey on Crime and Safety (SSOCS) collects information on crime and safety from U.S. public school principals. SSOCS was administered in the spring of 2000 and is being administered again in the spring of 2004. SSOCS is a nationally representative, cross-sectional survey of 3,000 public elementary and secondary schools. Data are collected on such topics as frequency and types of crimes at school, frequency and types of disciplinary actions at school, perceptions of other disciplinary problems, and descriptions of school policies and programs concerning crime and safety.
Agenda Now Available for MIS 2004 Conference (February 19, 2004)
The agenda is now available for the NCES 17th Annual Management Information Systems Conference, 2004 (MIS 2004): Every Student Counts. This conference will take place at the Renaissance Portsmouth Hotel in
Portsmouth, VA February 25-27. Conference sessions are presented by states, local education agencies, the Federal Government, and various associations.
NCES Welcomes New Commissioner! (February 4, 2004)
Robert Lerner was appointed by President George W. Bush to be the Commissioner to the National Center for Education Statistics (NCES) on December 26, 2003. As Commissioner, he will serve a six-year term.
Projections of Education Statistics to 2013 - Now Web Enabled (January 27, 2004)
Projections of Education Statistics to 2013 is the 32nd report in a series begun in 1964. This report provides revisions of projections shown in Projections of Education Statistics to 2012 and Projections of Education Statistics to 2011. It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollment, graduates, teachers, and expenditures to the year 2013.
The Classification of Secondary School Courses (CSSC) Now Online (January 16, 2004)
The Classification of Secondary School Courses (CSSC) provides a general inventory of courses taught nationwide at the secondary school level (grades 9 through 12). The basic unit of instruction in the CSSC is the individual COURSE. Vocational, academic, and general courses are offered for credit and included in this listing. The (CSSC) was designed to describe course offerings in secondary education and to provide a coherent means for classifying these courses. This provides school administrators, state and local education planners, and research scientists a resource to convert course offerings, information from transcripts, master teaching schedules, and other sources into formats appropriate for analysis and practical application. NCES uses the CSSC to classify courses transcribed from the high school transcript.
Six NCES Employees Say Goodbye (December 31, 2003)
Six NCES employees are retiring or otherwise leaving NCES as of December 31, 2003. The six are: Lance Ferderer, Debra Gerald, Charlene Hoffman Martha Hollins, Debra Martinez, and Beth Young. NCES thanks them for past service and wishes them all the best in future endeavors.
NCES Handbooks Online (December 19, 2003)
This new web application combines the NCES Student, Staff, and
Institution Handbooks in an interactive format that allows users to find
individual data element definitions or create their own customized
elementary/secondary data handbooks. The Online Handbook is complete,
flexible, and able to produce a wide range of standard or customized
reports.
Indicators of School Crime and Safety: 2003 - Now Available in Web Version (December 18, 2003)
An easy to use web version of Indicators of School Crime and Safety: 2003 has just been released. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. This report examines crime occurring in school as well as on the way to and from school. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
NAEP 2003 Urban District Reading and Mathematics Results Released (December 17, 2003)
NCES has released results from the NAEP 2003 Trial Urban District Reading and Mathematics Assessments, which present major findings of students scoring at or above three achievement levels in nine urban school districts. Data from District of Columbia, routinely part of NAEP state assessments, are included in the results. In 2003, the number of participating students per district ranged from 1,515 to 2,978 at the fourth grade and from 1,125 to 1,956 at the eighth grade. NAEP began assessing students in large urban districts in 2002, when it reported results in reading and writing for four districts and the District of Columbia. The 2003 results show trends in performance since the 2002 reading assessment and offer numerous sam
Education Statistics Quarterly (December 16, 2003)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given period. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.
Just Released - Remedial Education at Degree-Granting Postsecondary Institutions (November 25, 2003)
This report provides national estimates on the prevalence and characteristics of remedial courses and enrollments in degree-granting institutions in fall 2000 and changes from fall 1995. The report compares data from the 1995 and 2000 surveys on remedial course offerings, student participation in remedial programs, institutional structure of remedial programs, and the delivery of remedial courses through distance education.
Projections of Education Statistics to 2013 (November 24, 2003)
This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2013.
International Education Week - Nov. 17-21 (November 17, 2003)
During the week of November 17, the U.S. Department of Education celebrates International Education Week. As part of its Congressional mandate, the NCES supports international comparisons in education to collect and report reliable and timely data on a variety of subjects. The recently re-designed International Comparisons in Education site provides access to NCES' international education projects, including international indicators of particular interest to the U.S. education community.
NAEP 2003 Reading and Mathematics Results Released (November 13, 2003)
NCES has released results from the NAEP 2003 Reading and Mathematics Assessments, which present major findings of students scoring at or above three achievement levels for the nation and the states. In 2003, NAEP administered the assessments to approximately 343,000 students in grades 4 and 8 in schools throughout the nation. The results show trends in performance since the 2002 reading and 2000 mathematics assessments and offer numerous sample questions and student responses. Read a transcript of the Nov. 13 live StatChat held to discuss the 2003 reading and mathematics results.
New Report on Public High School Dropouts and Completers (November 10, 2003)
NCES has released 'Public High School Dropouts and Completers from
the Common Core of Data: School Year 2000-01.' This report presents
state-level public high school dropout and completion rates from the
Common Core of Data. The report uses an annual event dropout rate and a
4-year high school completion rate and presents data for the 2000-01
school year.
NCES Release Two New Reports on Internet Access (October 29, 2003)
Two new reports on Internet access have been released by NCES. 'Internet Access in U.S. Public Schools and Classrooms: 1994-2002' presents data on Internet access in U.S. public schools from 1994 to 2002 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. The other, 'Computer and Internet Use by Children and Adolescents in 2001' uses data from the September Computer and Internet Use supplement to the 2001 Current Population Survey to examine the use of computers and the Internet by American children and adolescents between the ages of 5 and 17.
NCES Releases Two New Reports on Crime in Schools (October 22, 2003)
NCES has released, 'Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety.' This report presents the first analysis of the 2000 School Survey on Crime and Safety (SSOCS). SSOCS is a nationally representative sample of public elementary and secondary school principals. Principals were asked about the amount of crime and violence, disciplinary actions, prevention programs and policies, and other school characteristics. In addition to this report NCES also has released, 'Indicators of School Crime and Safety: 2003.' This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. It examines crime occurring in school as well as on the way to and from school. Data on crime away from school are also presented.
School District Demographic System - New Updates (October 16, 2003)
The NCES School District Demographic System (SDDS) version 2.0 is now
available. The latest release of SDDS adds 3 new universes of Census
Bureau School District Tabulation data. The new universes are Children's
Own, Households with Children and Parents with Children. This dataset is
one of the largest special tabulations developed from the 2000 census and
includes more than one billion demographic estimates. The tabulation
provides more than 100,000 unique demographic characteristics per school
district. The tabulation creates one of the largest, most current sources
of children's demographics available from the U.S. Census Bureau.
In addition to new data, the SDDS Map Viewer has also been enhanced
to allow more "Adjust Legend" options and 35 more available demographic
selections to overlay on the school district maps. The image size of the
map has also
Status and Trends in the Education of Blacks (October 14, 2003)
Status and Trends in the Education of Blacks draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make statistical information about the educational status of Blacks easily accessible to a variety of audiences.
New Data and Features Added to the NCES Build A Table Tool (October 10, 2003)
The number of years of data has been expanded to include the
1995-1996 and 1996-1997 CCD School, Local Education Agency (LEA), LEA
Finance and State (fiscal and nonfiscal) to the NCES Build A Table Tool
for public elementary and secondary education. These additional years now
provide the ability for online longitudinal analysis of elementary and
secondary data for school years 1995-1996 through 2001-2002. The Build a
Table tool has also been enhanced to allow users to save custom created
table specifications.
New Datasets for Data Analysis System (DAS) Online Now Available (October 9, 2003)
The Data Analysis System (DAS) Online is a web application that allows you to produce tables and correlation matrices from NCES data sets, mainly postsecondary data. All datasets have a consistent interface and command structure. You can create programming instruction files, run tables, and view output using a web browser. You can also import a Table Parameter File (TPF) or Correlations Parameter File (CPF), modify it, and run the new file online. There are currently 21 datasets available.
NCES Forum and 17th Annual Management Information Systems Conference, 2004 (MIS 2004) (October 7, 2003)
Come join us at the NCES Forum and 17th Annual Management Information Systems Conference, 2004 (MIS 2004): Every Student Counts, in Portsmouth, Virginia from February 25-27, 2004. This free conference is your opportunity to meet and share experiences with other MIS education staff from States, local education agencies, the Federal Government, and various associations. Learn from conference sessions and events on tried, true and emerging MIS issues, participate in roundtables, and see demonstrations on current issues in the field.
International Education Indicators Website Now Available (September 23, 2003)
NCES has just launched the International Education Indicators website. This site provides indicators compiled from NCES international publications and is organized by the following subject areas: Context of Education;
Preprimary and Primary Education;
Secondary Education;
Higher Education; and,
Education and the Labor Force. The indicators include comparisons between the United States and other industrialized nations with large economies - particularly those that are viewed as our major economic competitors, for example, the Group of Eight (G8) countries: Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. NCES will continually update the indicators as new data becomes available.
Public Library Fiscal 2001 Data Now Available In Library Locator (September 3, 2003)
The information in this locator comes from the NCES Public Libraries Survey for Fiscal Year 2001. The types of information you can retrieve about a public library include: identifying information, organizational characteristics, paid FTE staff, operating income and expenditures, size of library collection, library services offered, and electronic measures. This data can also be accessed in the NCES Students' Classroom Find Your Library, and through the Public Library Peer Comparison Tool.
Digest of Education Statistics 2002 - Now on Web (August 14, 2003)
The web edition of The Digest of Education Statistics 2002 is now available. The Digest provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.
QuickTables and Figures Adds Indicators from Condition of Education (August 1, 2003)
This search tool lets you locate all tables/figures/charts published in the inventory of NCES' "Education Statistics Quarterly"; the NEDRC (National Education Data Resource Center) Postsecondary Table Library; and the newest addition, the Condition of Education. New tables are constantly being added to this database. Close to 2,700 recently published tables, graphs & figures are now available through this search tool.
Condition of Education - Now Web Enabled (July 23, 2003)
The Condition of Education web site is an integrated collection of the indicators and analyses published in The Condition of Education for 2003, 2002, 2001, and 2000. For each indicator there are links to the supporting documents (charts, tables, standard error tables, and supplemental notes). You can also download the indicator and corresponding supporting materials in PDF format. Some indicators may have been updated since they first appeared in print.
NAEP Releases Results for the 2002 Trial Urban District Assessment in Reading and Writing (July 22, 2003)
NCES has released results from the NAEP 2002 Trial Urban District Assessment in reading and writing. This is the first time NAEP has gathered and reported assessment data at the school district level. Approximately 14,265 students in grades 4 and 8 were assessed in Atlanta, Chicago, Houston, Los Angeles and New York City. Results for the District of Columbia (4,606 students assessed), taken from the 2002 state results reported earlier this year, are included in the district comparisons.
Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001 (July 18, 2003)
This report presents data on distance education at postsecondary institutions. NCES used the Postsecondary Education Quick Information System (PEQIS) to provide current national estimates on distance education at 2-year and 4-year Title IV-eligible, degree-granting institutions. Data were collected on a variety of topics related to distance education, including the number and proportion of institutions offering distance education courses during the 2000–2001 12-month academic year, distance education enrollments and course offerings, and distance education degree and certificate programs. The U.S. Department of Education conducted a
live interactive audio webcast on this release on Friday, July 18, 2003 11:30am EDT.
Education Statistics Quarterly - New Issue Released! (July 11, 2003)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.
NAEP 2002 Writing Results Released (July 10, 2003)
NCES has released results from the NAEP Writing Assessment 2002, which presents major findings of students scoring at or above three achievement levels for the nation. In 2002, NAEP administered the writing assessment to approximately 277,000 students in grades 4, 8, and 12 throughout the nation. The results show trends in performance since the 1998 writing assessment and offer numerous sample questions and student responses. The Commissioner's remarks about the release is also available.
Digest of Education Statistics 2002 (June 24, 2003)
The Digest of Education Statistics, 2002 has been released on the web. The 2002 edition of the Digest is the 38th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, achievement, dropouts, graduates, educational attainment, finances, federal funds for education, libraries, and international comparisons of education. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).
1999-2000 District Fiscal Data Released in Web Tools (June 23, 2003)
The 1999-2000 school district finance data was released in NCES web tools. The Education Finance Statistics Center's Finance Peer Search Tool has been updated with the new data. The District Locator allow the user to retrieve information on public districts from CCD's databases. Data include address information and basic information on students, staff, finance and 2000 Census data. Additionally, the Build a Table Tool enables users to create customized tables of CCD public school data for states, counties, MSA's, districts and schools using data from multiple years.
NAEP 2002 Reading Results Released (June 19, 2003)
NCES has released NAEP Reading Assessment 2002, which presents major findings of students scoring at or above achievement levels for the nation. In 2002, NAEP administered the reading assessment to approximately 270,000 students in grades 4, 8, and 12 throughout the nation. Trends in performance are illustrated with sample questions and student responses from the assessment.
Status and Trends in the Education of Hispanics - Report Now Web Enabled (June 13, 2003)
Status and Trends in the Education of Hispanics examines the current condition and recent trends in the educational status of Hispanics in the United States. It draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. This popular report now has many sections and tables web enabled for easy reference.
New Web Site for Education Longitudinal Study of 2002 Released (June 10, 2003)
This new web site contains information pertaining to the Education Longitudinal Study of 2002. ELS:2002 is a longitudinal survey that will monitor the transitions of a national sample of young people as they progress from tenth grade to, eventually, the world of work. ELS:2002 will obtain information not just from students and their school records, but also from students' parents, their teachers, their librarians and the administrators of their schools.
NAEP State Profiles Updated With 2001-02 Statewide School Year Data (June 6, 2003)
State Profiles present key data about each state's student and school population and its NAEP testing history and results. The profiles provide easy access to all NAEP data for participating states and links to the most recent state report cards for all available subjects. This tool has just been updated to reflect additional state date elements collected via NCES' Common Core of Data (public elementary/secondary), for the 2001-2002 school year.
Two New Publications on U.S. Public Schools Now Available (June 2, 2003)
Two new publications about U.S. Public Schools have now been web enabled for easier access. They are:Public School Student, Staff, and Graduate Counts by State, School Year 2001-02, and, Overview of Public Elementary and Secondary Schools and Districts: School Year 2001-02. Both of these publications provide a wealth of information for the 2001-02 school year.
The Condition of Education 2003 (May 29, 2003)
NCES has just released "The Condition of Education 2003." This report summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2003 print edition includes 44 indicators in six main areas. This edition also includes a special analysis on the reading achievement and classroom experiences of kindergarteners and 1st graders.
Trends in the Use of School Choice: 1993 to 1999 (May 13, 2003)
This new report examines data from three cycles of the National Household Education Surveys Program (1993, 1996, and 1999) in which children's parents were asked if their children attended their assigned public schools, public schools that they had chosen, private schools that are church-related, or private schools that are not church-related, and about their satisfaction and involvement with those schools. The report provides information about trends in the use and users of public schools of choice and private schools, and outcomes of these choices-parent satisfaction and involvement, and students' plans for postsecondary education. The release of the report coincided with an
Education Department Workshop on Expanding School Choice under No Child Left Behind.
2001-02 Public School Data Released (May 8, 2003)
The 2001-02 public school data was released in reports, data files, and web tools. The CCD, a program of the National Center for Education Statistics, is a comprehensive, annual, national statistical database of information concerning all public elementary and secondary schools (approximately 95,000) and school districts (approximately 17,000). The Public School and District locators allow the user to retrieve information on public schools and districts from CCD's databases. Data include address information and basic information on students, staff, finance and 2000 Census data. Additionally, the Build a Table Tool enables users to create customized tables of CCD public school data for states, counties, MSA's, districts and schools using data from multiple years.
New Web Site for the Fast Response Survey System (FRSS) (May 6, 2003)
The FRSS was designed to meet the data needs of Department of Education analysts, planners, and decision makers when information could not be collected quickly through traditional NCES surveys. Data collected through FRSS surveys are representative at the national level, drawing from a universe that is appropriate for each study. FRSS collects data from local education agencies, public and private elementary and secondary schools, elementary and secondary school teachers and other school staff, as well as other educational organizations and participants. This new web site includes access to many publications in an easy to use web format as well as downloadable data files.
The Postsecondary Education Quick Information System (PEQIS) Unveils New Web Site (May 6, 2003)
NCES established PEQIS to collect timely data on focused postsecondary education issues needed for program planning and policy development with a minimum burden on respondents. In addition to obtaining information on emerging issues quickly, PEQIS surveys are also used to assess the feasibility of developing large-scale data collection efforts on a given topic or to supplement other NCES postsecondary surveys. This new web site includes access to many publications in an easy to use web format.
New Updates to the K-12 Practitioners Web Site (April 24, 2003)
The K-12 Practitioners Web Site provides education practitioners with links and information tailored to their particular areas of interest. NCES produces a wide array of reports with a broad range of statistical information on education in the U.S. Perhaps more importantly, NCES also develops many web-based tools that make finding and using data easy. This site provides easy access to these and other NCES resources and to others developed by the U.S. Department of Education.
Status and Trends in the Education of Hispanics (April 15, 2003)
Status and Trends in the Education of Hispanics draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make information about the educational status of Hispanics easily accessible to a variety of audiences.
NCES Forum & Summer Data Conference, 2003 (STATS-DC 2003) (April 14, 2003)
Conference information and on-line registration is now available for the NCES Forum & Summer Data Conference, 2003. The Forum on Education Statistics will be held July 21-23 and the NCES Data Conference, entitled STATS-DC 2003: Data Changing our World, will be held July 23-25 in Washington DC. This is a conference of elementary and secondary education data users and providers. The audience will include individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives.
International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001 (April 8, 2003)
This report describes the reading literacy of fourth-graders in 35 countries, including the United States. The report provides information on a variety of reading topics, but with an emphasis on U.S. results. Included in the report are comparisons of average scores across the 35 countries on two reading subscales and a combined reading scale, as well as achievement broken out by sex, internationally.
NCES Education Statistics Quarterly (April 2, 2003)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications.
Teaching Mathematics in Seven Countries: Highlights From the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching (March 26, 2003)
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study examines classroom teaching practices through in-depth analysis of videotapes of eighth-grade mathematics lessons. The TIMSS 1999 Video Study provides rich descriptions of mathematics teaching as it is actually experienced by eighth-grade students in seven countries. In addition to the United States, participating countries include Australia, the Czech Republic, Hong Kong SAR, Japan, the Netherlands, and Switzerland. Students in these countries were generally among the top-performing students on the TIMSS 1995 mathematics assessment and, in particular, outperformed their U.S. counterparts. The web publication includes embedded video clips. A live StatChat on this report, conducted by the U.S. National Research Coordinator and report coauthor Patrick Gonzales, was held on Thursday, March 27, 2003 at 2 p.m. EST. (7 p.m. GMT). The transcript is now available.
Classification of Instructional Programs (CIP 2000) - Now In Web Version (March 13, 2003)
The purpose of the Classification of Instructional Programs (CIP) is to provide a taxonomic scheme that will support the accurate tracking, assessment, and reporting of fields of study and program completions activity. The 2000 edition presents an updated taxonomy of instructional program classifications and descriptions. CIP 2000 is now available on the web in a searchable, downloadable data base. The data base permits a full-text search of the CIP and contains all of the tables in the CIP publication including the crosswalk table between the 1990 CIP and the CIP:2000. These tables can be down loaded into an Excel or Access file. In addition to the CIP, the data base includes crosswalks between the CIP:2000 instructional program codes and the several occupational classification systems such as the SOC and O’Net.
NCES Announces Sponsorship of Several Training Sessions on the Use of its Data Sets (March 11, 2003)
NCES is pleased to announce the sponsorship of six new 3 1/2-day seminars on the use of several of its data sets. For qualified and accepted applicants there is no fee to attend these seminars. NCES will provide training materials as well as computers for the hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminars. These seminars, to be held in the Washington D.C. metro area, will include sessions for NAEP, NHES, ECLS-K, PIRLS, Education Finance and NELS:88. More training sessions will be announced shortly. All of these data sets are explained in much more detail as are the specifics of each of these training seminars. For more information on these seminars and for application instructions, look under "Upcoming Workshops & Training" where you will find links to all of the training sessions.
IPEDS College Opportunities On-Line Adds 2002-03 Price Information (March 6, 2003)
IPEDS College Opportunities On-Line (COOL) is your direct link to
nearly 7,000 colleges and universities in the United States. COOL was just
updated with academic year price information for 2002-03.
If you are thinking about a large university, a small liberal arts
college, a specialized college, a community college, a career or technical
college or a trade school, you can find information about them all here.
COOL helps you find out about a specific college or set of colleges, if
you have some in mind. You can name the colleges and obtain information
about them.
New Updates on Search for Schools, Colleges and Libraries (March 3, 2003)
The popular "Search for Schools, Colleges and Libraries" has just added a new component for colleges. You can now get summary information on all colleges in your search before linking to the complete information contained in the IPEDS COOL postsecondary information data base.
Census 2000 Data Now Mapped to School District Boundaries (February 21, 2003)
Census 2000 school district demographics are now available by school district boundaries. View demographic data about children and their living environment, by school district, from Census 2000 data from PL1-SF1 and SF3 data sets.
TIMSS Adds New Features to Web Site (February 20, 2003)
The TIMSS web site has changed to reflect not only its new name-Trends in International Mathematics and Science Study-but to provide users with updated and new information. In addition to new search capabilities for publications, the site now offers downloadable materials designed specifically for educators to use in mathematics and science lessons and assessments.
Data Analysis System (DAS) Online for Postsecondary Education (February 1, 2003)
The NCES Data Analysis System (DAS) is a software application that
allows you to produce tables and correlation matrices from NCES data sets,
mainly postsecondary data. There is a separate DAS for each data set, but
all have a consistent interface and command structure. Each DAS runs in
two modes-Tables and Correlations-and is available in both a Windows- and
web-based format. There are currently 21 DAS applications in the Windows
format and 5 applications in the Web format.
IPEDS Postsecondary Institution Peer Analysis System - NEW UPDATES! (January 23, 2003)
The Integrated Postsecondary Education Data System (IPEDS) Peer Analysis System is a tool designed to enable a user to easily compare data from a postsecondary institution of the user’s choice to a group of peer institutions, also selected by the user. This is done by generating reports using selected IPEDS variables of interest.
NCES Education Statistics Quarterly (January 15, 2003)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.
Public School District Finance Peer Search, Updated with New Data (January 6, 2003)
This search lets you compare the finances of one school district with its peers. Peer districts are districts which share similarities among these characteristics: total students; student/teacher ratio; Percent Children in Poverty; District Type; and Locale Code. The Peer Search facility uses the most current finance data (FY1999) in combination with non-fiscal data from the corresponding school year.
Proposal Submission Deadline Approaches for MIS 2003 (December 18, 2002)
Proposals to conduct sessions and demonstrations at the 16th Annual
MIS Conference, being co-hosted by the Utah State Department of Education and NCES, are due Friday, December 20. Topics are invited from all sources, but the major focus will be on data models and data standards with an emphasis on accountability. The conference will take place in Salt Lake City from February 26-28, 2003.
4th Grade Math and Science Questions Added to Explore Your Math/Science Knowledge in The Student's Classroom (December 5, 2002)
The NCES Students' Classroom has just added 4th grade math and science questions to its popular interactive feature, "Explore Your Knowledge." You can now test your Mathematics and Science knowledge and see how your answers compare to 4th & 8th grade students from countries around the world. All you have to do is select a subject, grade and the number of questions you would like to be asked. In addition to the answers you will also learn other interesting tidbits about the subject you chose and about the countries. These questions all come from The Third International Mathematics and Science Study (TIMSS) which collected 4th grade (1995) and 8th-grade (1999) level data in 38 countries to provide information about mathematics and science achievement of U.S. students compared to those in other nations. More questions, subjects and grade levels are always being added so come back often.
Projections of Education Statistics to 2012 - Now Web Enabled (November 22, 2002)
This publication provides projections to the year 2012 for key education statistics. It includes statistics on enrollment and graduates in elementary and secondary schools and degree-granting institutions. 56 tables and 44 figures are included in the report.
Indicators of School Crime and Safety: 2002 (November 12, 2002)
This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. For example, In 2000, students ages 12 through 18 were victims of about 1.9 million total crimes of violence or theft at school. A joint effort by the Bureau of Justice Statistics and NCES, the report examines crime occurring in school as well as on the way to and from school. This report was discussed via a live question and answer chat with Tom Snyder, project director, on Monday 11/18. The transcript of that live web chat is now available.
Newly Revised NCES Statistical Standards Now Available! (November 1, 2002)
This publication contains the 2002 revised statistical standards and guidelines for NCES. These standards and guidelines are intended for use by NCES staff and contractors to guide them in their data collection, analysis, and dissemination activities. They are also intended to present a clear statement for data users regarding how data should be collected in NCES surveys, and the limits of acceptable applications and use.
Explore Your Math/Science Knowledge in The Student's Classroom (November 1, 2002)
The NCES Students' Classroom has added an exciting new interactive feature, "Explore Your Knowledge." You can now test your Mathematics and Science knowledge and see how your answers compare to 8th grade students from countries around the world. All you have to do is select a subject and the number of questions you would like to be asked. In addition to the answers you will also learn other interesting tidbits about the subject you chose and about the countries. These questions all come from The Third International Mathematics and Science Study (TIMSS) conducted in 1999 which collected 8th-grade level data in 38 countries to provide information about mathematics and science achievement of U.S. students compared to those in other nations. We will be adding more questions; subjects and grade levels in the future from NCES' International Studies so come back often.
Are America's School Safe? Students Speak Out: 1999 School Crime Supplement (October 3, 2002)
This report presents the most recent information from students regarding school crime and violence. The data presented in the report are from the 1999 School Crime Supplement to the National Crime Victimization Survey. Students between the ages of 12 and 18 were asked about experiencing criminal victimization, availability of drugs and alcohol, presence of street gangs, presence of weapons, experiencing hate-related words and graffiti, bullying, avoiding school, and fear of attending school.
What Students Pay for College (October 1, 2002)
The report, "What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000" examines the most recent trends in the net price of college attendance (price includes tuition, living expenses and other nontuition costs), analyzing changes in various measures of net price between 1992-93 and 1999-2000. Price changes are reported for full-time students attending different types of institutions, and trends are reported for low- middle- and high-income students.
Education Statistics Quarterly - Summer 2002 Issue Released! (September 27, 2002)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES.
Search for Public School Districts - New Info Added! (September 26, 2002)
The information on this locator has just added much in the way of new data. Recently added information includes high school completion information, fiscal data, and census data. The data comes from the Common Core of Data (CCD) for the 2000-01 school year, Census data from 2000, fiscal data from 1998-1999, and High School completers data from 1999-2000.
Internet Access in U.S. Public Schools and Classrooms: 1994-2001 (September 17, 2002)
This report presents data on Internet access in U.S. public schools from 1994 to 2001 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. For the year 2001, this report also presents data on the types of Internet connections used; student access to the Internet outside of regular school hours; laptop computer loans; and operating systems, memory capacity and disk space found most frequently on instructional computers. See the U.S. Department of Education Press Release
Hispanic Serving Institutions: Statistical Trends from 1990 to 1999 (September 16, 2002)
This report, the first from NCES to focus exclusively on Hispanic Serving Institutions (HSIs), tracks 335 degree-granting institutions that met the 25 percent Hispanic enrollment criterion in 1999. This report provides a statistical overview of the growth in HSI enrollment and degrees during the 1990s. It also presents an overview of HSI staff in 1999 and changes in faculty salaries from the middle to the end of the decade.
Common Core of Data (CCD) Unveils New Website Look (September 3, 2002)
NCES' Common Core of Data (CCD) has just completed a major redesign of their website. CCD is a comprehensive, annual, national statistical database of information concerning all public elementary and secondary schools (approximately 95,000) and school districts (approximately 17,000).
The CCD contains much useful data in databases and downloadable files. NCES has developed powerful application tools to assist everyone from the casual browser to the serious researcher to search for and extract the information they need.
Reporter's Back to School Guide to National Education Data (August 28, 2002)
This guide has been prepared to assist reporters who need information to put local education stories into national context. It provides links to national data with accompanying plain-English analyses from the Condition of Education that are easy for reporters to access on this web site. This guide to data and analyses provides information on several of the most commonly sought topics in education.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01 (August 20, 2002)
This publication provides descriptive information about the 100 largest school districts in the United States. Almost one in every four public school students in this nation is served by one of these large districts. They are distinguished from the average district by characteristics, in addition to sheer size, such as pupil-teacher ratios, high school graduates, and minority enrollment as a proportion of total enrollment.
Projections of Education Statistics to 2012 (August 20, 2002)
This annual publication provides projections for key education statistics. It includes statistics on enrollment and graduates in elementary and secondary schools and degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment and graduates for the past 14 years and projections to the year 2012. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2012.
Public High School Dropouts and Completers: 1998-99 and 1999-2000 (August 13, 2002)
This report presents state-level public high school dropout and completion rates from the Common Core of Data. The report uses an annual event dropout rate and a four-year high school completion rate and presents data for school years 1998-99 and 1999-2000.
Public Library Locator Updated with Data for 2000 (August 5, 2002)
The Public Library Locator helps you find information about a public library or libraries when you know some information about it. The information in this locator has just been updated with fiscal year 2000 data. In addition to this locator tool the popular NCES Students' Classroom option, Find Your Library" also reflects data for 2000.
Build Your Own Table With CCD Public School Data (July 25, 2002)
The Common Core of Data (CCD) is the Department of Education's primary database on public elementary and secondary education in the United States. CCD is a comprehensive, annual, national statistical database of all public elementary and secondary schools and school districts. This new tool enables users to create on-line customized tables of CCD public school data for states, counties, MSA's, districts, and schools, using data from multiple years.
Just Released! Search for U.S. Private Schools (July 16, 2002)
The data for this new search tool comes from the 29,939 schools that responded to the 1999-2000 Private School Universe Survey (PSS) conducted by NCES. This new and powerful school search makes finding information for private schools fast and easy. Available information includes: type of school, affiliation, association membership, students by grade, race/ethnicity, student/teacher ratio.
Conference Agenda and Session Abstracts for Summer 2002 Forum and Data Conference (July 15, 2002)
The agenda and session abstracts for the NCES Forum & Summer Data Conference, 2002 (STATS-DC 2002)
"Common Data, Common Goals," is now available. This conference takes place in Washington D.C. from July 22 - 26.
America's Children: 2002 (July 12, 2002)
America's Children: Key National Indicators of Well-Being, 2002, developed by the Federal Interagency Forum on Child and Family Statistics (representing 20 federal agencies of which NCES is one), is the sixth annual synthesis of information on the status of the Nation's most valuable resource, our children. This report presents 24 key indicators of the well-being of children. These indicators are monitored through official Federal statistics covering children's economic security, health, behavior and social environment, and education. The report also presents data on eight key contextual measures and includes a special feature showing children of at least one foreign-born parent.
Three National Postsecondary Student Aid Study (NPSAS) Reports are Released (June 25, 2002)
NCES released three new reports from the 1999-2000 NPSAS. Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999–2000 which describes the diversity of undergraduates enrolled in 1999–2000 by examining student characteristics, such as gender, race/ethnicity, age, citizenship, immigration status, parenthood, and disability status. As well as two student financing reports, Student Financing of Undergraduate Education: 1999–2000
and Student Financing of Graduate and First-Professional Education, 1999–2000: Profiles of Students in Selected Degree Programs and Their Use of Assistantships.
Fourth- and Eighth-Graders Score Higher: NAEP 2001 Geography Report Released (June 21, 2002)
A new report released today by the U.S. Department of Education's National Center for Education Statistics (NCES) shows that average Geography scores of the
nation's fourth and eighth graders, while low, have improved from 1994. Lower-performing students at grades four and eight showed an increase in average
scale scores, whereas no overall changes were seen for 12th graders. According to the National Assessment of Educational Progress (NAEP) survey, The Nation's
Report Card: U.S. Geography 2001, the improvements for fourth-and eighth-graders were seen among students scoring in the tenth and 25th percentiles of performance.
2000 Census School District Mapping Application Now Available (June 12, 2002)
This mapping application provides an easy-to-use, interface to the state, county and school district information. It includes many powerful tools and capabilities which enable you to get to the information you desire. The Map Viewer primarily provides the following features: 1.View maps of the Unified, Secondary or Elementary School Districts Data for a State. 2. View details about a School District Profile by choosing a School District from the map. 3.Compare two School District Profiles by selecting the School Districts from the map.
New Updates to K-12 Practitioners' Circle (June 10, 2002)
This site is intended to provide education practitioners with links and information tailored to their particular areas of interest. It is organized specifically for local education practitioners, including K-12 teachers and support staff, administrators, policymakers, librarians, community members and parents.
Education Statistics Quarterly - Spring 2002 Issue Released! (June 10, 2002)
The Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety,
executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff
member, and a message from NCES.
School and School District Information for 2000-01 Now Available (June 4, 2002)
NCES has just released the 2000-01 Common Core of Data (CCD). This includes information on all public schools and school districts in the U.S. The release includes: a report, "Overview of Public Elementary and Secondary Schools and Districts: School Year 2000-01" and data files. Additionally, new and powerful school search and school district search tools are ready to use. These tools make finding the information fast and easy. Available information includes: type of school (special education, vocational education, charter, magnet); students by grade, race/ethnicity and gender; free lunch eligibility; and classroom teachers and agencies such as: student, staff, and graduate counts.
Just Released! Condition of Education 2002 (June 1, 2002)
The Condition of Education summarizes important developments and trends in education using the latest available data. This indicator report is intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas.
Two 1999-2000 SASS Reports Released (May 31, 2002)
The first two reports using 1999-2000 Schools and Staffing Survey (SASS) data have been released and are available online. They are:
Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools: and, Qualifications of the Public School Teacher Workforce: The Prevalence of Out-of-Field Teaching 1987-88 to
1999-2000.
Digest of Education Statistics, 2001- Now Web Enabled (May 17, 2002)
The Digest of Education Statistics, 2001 provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. The 430 tables are available to view on the web, or they can be downloaded as Excel, Lotus or pdf files.
Improvements Seen in Results at Grades 4 and 8 for Nations' Report Card: 2001 U.S. History (May 9, 2002)
A new report released today from the U.S. Department of Education's National Center for Education Statistics (NCES) shows that average scores of the nation's fourth, eighth, and twelfth graders are low but have shown improvements in the fourth and eighth grade from 1994. Lower-performing students at grade four and lower- and higher-performing students at grade eight showed an increase in average scale scores, whereas no overall changes were seen for 12th graders. All of the questions are available to view. Following the release, there was an online StatChat during which time Associate Commissioner Peggy Carr answered questions
Classification of Instructional Programs (CIP): 2000, Just Released (May 8, 2002)
The CIP is the accepted federal government statistical standard on instructional program classifications. Additionally, the 2000 edition has been adopted as the standard field of study taxonomy by Statistics Canada. This much anticipated revision of CIP is its third revision. It was originally published in 1980 and was revised in 1985 and 1990. It was developed to facilitate NCES’ collection and reporting of postsecondary degree completions by major field of study using standard classifications that capture the majority of reportable program activity.
Public Comment Period for 2002 Draft NCES Statistical Standards Now Open (May 1, 2002)
Draft revised Statistical Standards and Guidelines for NCES are now available for public comment. These standards guide NCES and their contractors in data collection, analysis, and dissemination activities. The comment period is May 1 - June 17, 2002.
Find Data Tables, Fast and Easy - Newly Expanded (April 25, 2002)
Over 1,000 current tables are yours for the searching at Quick Tables and Figures. Using this search tool allows you to locate all tables/figures published in the inventory of NCES' Education Statistics Quarterly; the NEDRC (National Education Data Resource Center) Table Library; and many NCES publications. Tables from NCES publications and data sets are constantly being added to this data base
Many New Updates in the NCES Students' Classroom (April 3, 2002)
NCES' popular Students' Classroom has just completed many new updates. A new monthly Math Teaser, a newly added Featured Report, and some great new submissions by student writers are just a few of the additions. Try these and the many other features you will find in the Classroom.
Register Now! NCES Forum & Summer Data Conference, 2002 (March 21, 2002)
NCES' Forum & Summer Data Conference, 2002 (STATS-DC 2002)
"Common Data, Common Goals" will be held July 22-26, 2002 in Washington DC. This annual conference of elementary and secondary education data users and providers attracts an audience of individuals from state education agencies, local education agencies (LEAs), schools, interested researchers and policymakers, and federal representatives. Pre-registration and proposal submission is now available.
Find NCES Data Tables Quick and Easy! (March 11, 2002)
NCES' Quick Tables and Figures has now been updated to include hundreds of new tables. In addition to the tables that are part of the inventory of NCES' Education Statistics Quarterly new tables have been added from several sources. These include all of the tables in the NEDRC Table Library as well as tables from several publications. Tables from NCES publications and data sets are constantly being added to this data base.
NCES Announces Seven New Training Seminars on the Use of Data (March 8, 2002)
NCES is pleased to announce the sponsorship of seven new 3 1/2-day seminars on the use of several of its data sets. For qualified and accepted applicants there is no fee to attend these seminars. NCES will provide training materials as well as computers for the hands-on practice. NCES will also pay for transportation, hotel accommodations, and a fixed per diem for meals and incidental expenses during the training seminars. These seminars, to be held in the Washington D.C. metro area, will include sessions for NAEP, SASS, NHES, ECLS-K, PISA, NELS:88, and Finance. All of these data sets are explained in much more detail as are the specifics of each of these training seminars. For more information on these seminars and for application instructions, look under "Upcoming Workshops & Training" where you will find links to all of the sessions.
Early Childhood Report, Just Released! (March 7, 2002)
This report, "Children's Reading and Mathematics Achievement in Kindergarten and First Grade" examines the relationship of children's early literacy skills and resources at the start of kindergarten to their reading and mathematics achievement at the end of kindergarten and first grade. It describes these relationships for children from different race/ethnic backgrounds and for boys and girls. It is the third in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99.
Education Statistics Quarterly: Winter 2001 Issue - Just Released! (March 6, 2002)
The NCES Quarterly offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. This issue contains a complete annual index of NCES publications.
Agenda and Session Descriptions Now Available for MIS 2002 (March 5, 2002)
The full conference agenda for MIS 2002, co-sposored by NCES and the New Mexico Department of Education, complete with session abstracts is now available. The conference will take place March 11-13 at the Hilton Albuquerque.
JUST RELEASED! Digest of Education Statistics, 2001 (March 1, 2002)
The Digest of Education Statistics released annually, provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons.
Study of College Costs and Prices, 1988-89 to 1997-98 (February 16, 2002)
This report presents the findings of a study mandated by Congress as part of the 1998 Amendments to the Higher Education Act. The study examines the relationship between costs and prices at groups of public and private not-for-profit institutions, and explores the potential association between financial aid and tuition, using data primarily from the Integrated Postsecondary Education Data System (IPEDS) for the years 1988-89 through 1997-98.
Public Library Search Results Adds Many New Features (February 15, 2002)
The search results for public library information in "Search for Schools, Colleges and Libraries" has added many exciting new features. Results now include graphs with trend results for key figures, and also per capita statistics. This information is available for over 9,000 central public library outlets.
College Search Tools Updated With 2001 Price & Degree Info (February 14, 2002)
IPEDS College Opportunities On-Line is your direct link to over 9,000 colleges and universities in the United States. The database has just been updated to include price information for 2001 and degree information for the 2000-2001 school year. If you are thinking about a large university, a small liberal arts college, a specialized college, a community college, a career or technical college or a trade school, you can find them all here. For a different look you might also like to try the College Search found on the popular NCES Students' Classroom.
NCES Releases New RFP on Postsecondary Education Descriptive Analysis Reports (February 13, 2002)
These reports and tabular analyses will draw on several large and complex data collections: national longitudinal surveys; linked cross-sectional surveys; census data; and administrative record surveys shall be used to conduct data analyses, produce reports, prepare graphic materials, create and maintain a data library, and convene meetings and panels of experts. The RFP has a closing date of March l3, 2002.
15th Annual Management Information Systems Conference (MIS2002) (February 12, 2002)
The 15th Annual MIS Conference, Run the Numbers in the Land of
Enchantment, is only 4 weeks away! This year's conference is taking place in Albuquerque, New Mexico from March 11-13, 2002. You can register (there is no registration fee) for the meeting online. If you have not yet called the hotel to reserve your room please do so right away. The conference room block will drop this Friday, February
15 at which time the cost of a room will increase. Additional information about making your hotel reservation or about the meeting and its agenda, is available at the link above.
NCES Releases RFP for National Study of Faculty and Students (January 28, 2002)
The National Study of Faculty and Students [NSoFaS] is designed to collect information on nationally representative samples of faculty, instructional staff and students. The study consists of two main components. The faculty and instructional staff component will be similar in scope to prior National Study of Postsecondary Faculty (NSOPF) data collections. The student survey component will be similar to prior National Postsecondary Student Aid Study (NPSAS) data collections, plus include state-representative samples of students enrolled at public 2-year, public 4-year, and private not-for-profit 4-year in 12 states. The closing date of the RFP is March 1, 2002.
Public Library Locator Updated with Latest Available Data (January 25, 2002)
The Public Library Locator will help you find information about a public library or libraries when you know some information about it. The information in this locator comes from the fiscal year 1999 NCES Public Library Survey. In addition to the locator tool the Public Library Peer Comparison Tool has also been updated with the most recently available data. Or try searching for a public library by using the popular NCES Students' Classroom option.
The NEDRC Table Library Displays Specially Created Tables (January 23, 2002)
The NEDRC Table Library displays tables created for users. These tables are based on analyses of NCES data including: the National Postsecondary Student Aid Study, the Beginning Postsecondary Students Longitudinal Study, the National Study of Postsecondary Faculty, the Baccalaureate and Beyond Longitudinal Study, and the Integrated Postsecondary Education Data System. You can also request new tables through the NEDRC Table Library.
K-12 Practitioners' Circle Newly Updated (January 15, 2002)
This site is intended to provide education practitioners with links and information tailored to their particular areas of interest. It is organized specifically for local education practitioners, including K-12 teachers and support staff, administrators, policymakers, librarians, community members and parents.
Students' Classroom - Many New Updates (January 11, 2002)
The popular NCES Students' Classroom is full of new and exciting updates. If you haven't stopped by lately you will find several new Math Teasers; a brand new Education Quiz; an updated list of Publications of interest; a new Featured Report; a new look to our Probability Tool; and of course all of the regular features. Stop by and try things out.
Cooperative System Fellows Program - New Dates Announced (January 8, 2002)
The Cooperative System Fellows Program consists of a free twice yearly 1-week training and technical assistance program delivered on-site at NCES for approximately 30 local/state/higher education/library participants. The next session will take place May 6-10, 2002. See How to Apply for application information.
Public School District Finance Peer Search (January 3, 2002)
The public school district finance peer search is intended to compare the financial and demographic characteristics of a single school district with a set of its peers. It displays the information in graphical format in the form of bar charts and pie charts as well as in numeric format. It is intended for simple research and comparisons. This tool has been updated with 1997-98 information which is the latest available NCES finance data.