IES Blog

Institute of Education Sciences

NCES Activities Dedicated to Understanding the Condition of Education During the Coronavirus Pandemic

The emergence of the coronavirus pandemic 2 years ago shifted not only how students received educational services around the world but also how the National Center for Education Statistics (NCES) carried out its mission, which is to collect, analyze, and report statistics on the condition of education in the United States.

NCES has conducted several surveys to measure educational enrollment, experiences, and outcomes as part of existing data collections and created new, innovative, and timely data initiatives. NCES is currently fielding more than 15 projects with information related to the pandemic. Since early 2020, NCES has collected information about educational experiences of students from elementary through postsecondary institutions. A few of the data collections will extend beyond 2022, providing rich data resources that will document changes in the educational landscape throughout the lifecycle of the pandemic.


NCES Coronavirus Pandemic Data Collection Coverage


In order to respond to the call for information about how students learned during widespread school disruptions, NCES modified existing and created new data collection avenues to receive and report vital information in unprecedented ways. Below are summaries of some of the data products available.

Looking ahead, NCES will provide NAEP data on how student performance has changed in various subjects since the coronavirus pandemic began. NCES will also collect and report information about learning contexts, which are critical for understanding educational outcomes. NCES will also develop a new system to share pandemic-related data collected across the center.

All of these resources are currently available or will be available on the NCES website.

 

By Ebony Walton and Josh DeLaRosa, NCES

Research Roundup: NCES Celebrates Women’s History Month

In observation of Women’s History Month, this blog post presents NCES findings on the learning experiences of female students throughout their education careers as well as the characteristics of female teachers and faculty.

K–12 Education

  • In 2019, a larger percentage of U.S. female 12th graders (51 percent) than male 12th graders (42 percent) reported that they were somewhat or more likely to pursue a career in science. Explore more science assessment data from NAEP.
     
  • In 2017–18, women made up 89 percent of public school teachers at the elementary level, 72 percent at the middle school level, and 60 percent at the high school level. Explore more data about elementary and secondary school teachers by sex.

Postsecondary Education

Resources to Learn More

  • Undergraduate Enrollment (Condition of Education indicator): Learn how undergraduate female enrollment changed between 2009 and 2019.
     
  • Table 318.10 (Digest of Education Statistics): Explore how the number of degrees awarded to female students has changed since academic year 1869–70.
     
  • International Data Explorer (IDE): Learn about the education of women and girls across the world.


By Kyle Argueta, AIR

NCES's Top Hits of 2021

As 2021—another unprecedented year—comes to a close and you reflect on your year, be sure to check out NCES’s annual list of top web hits. From reports and Condition of Education indicators to Fast Facts, APIs, blog posts, and tweets, NCES releases an array of content to help you stay informed about the latest findings and trends in education. Don’t forget to follow us on Twitter, Facebook, and LinkedIn to stay up-to-date in 2022!
 

Top five reports, by number of PDF downloads

1. Condition of Education 2020 (8,376)

2Digest of Education Statistics 2019 (4,427)

3. Status and Trends in the Education of Racial and Ethnic Groups 2018 (3,282)

4. Indicators of School Crime and Safety: 2019 (2,906)

5. Trends in High School Dropout and Completion Rates in the United States: 2019 (2,590)

 

Top five indicators from the Condition of Education, by number of web sessions

1. Students With Disabilities (100,074)

2. Racial/Ethnic Enrollment in Public Schools (64,556)

3. Characteristics of Public School Teachers (57,188)

4. Public High School Graduation Rates (54,504)

5. Education Expenditures by Country (50,20)

 

Top five Fast Facts, by number of web sessions

1. Back-to-School Statistics (162,126)

2. Tuition Costs of Colleges and Universities (128,236)

3. Dropout Rates (74,399)

4. Graduation Rates (73,855)

5. Degrees Conferred by Race and Sex (63,178)

 

Top five NCES/EDGE API requested categories of social and spatial context GIS data, by number of requests

1. K–12 Schools (including district offices) (4,822,590)

2. School Districts (1,616,374)

3. Social/Economic (882,984)

4. Locales (442,715)

5. Postsecondary (263,047)

 

Top five blog posts, by number of web sessions

1. Understanding School Lunch Eligibility in the Common Core of Data (8,242)

2. New Report Shows Increased Diversity in U.S. Schools, Disparities in Outcomes (3,463)

3. Free or Reduced Price Lunch: A Proxy for Poverty? (3,457)

4. Back to School by the Numbers: 2019–20 School Year (2,694)

5. Educational Attainment Differences by Students’ Socioeconomic Status (2,587)

 

Top five tweets, by number of impressions

1. CCD blog (22,557)


2. NAEP dashboard (21,551)


3. IPEDS data tools (21,323)


4. ACGR web table (19,638)


5. Kids’ Zone (19,390)

 

By Megan Barnett, AIR

NCES Welcomes Peggy Carr as Its New Commissioner

On August 24, 2021, President Biden announced the appointment of Dr. Peggy G. Carr as Commissioner of the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) at the U.S. Department of Education. Prior to serving as the Commissioner, Carr was the Associate Commissioner for Assessment at NCES, where she oversaw the National Assessment of Educational Progress (NAEP) and a portfolio of large-scale international assessments, including the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). Carr also served as Acting Commissioner of NCES between 2016 and 2018.

Since joining NCES in the early 1990s, Carr has played a lead role in planning, directing, and managing NAEP and the international assessments through several major milestones, such as the transition from paper-and-pencil assessments to digitally based ones. During her decades-long tenure with NAEP, Carr managed all aspects of its technical infrastructure, including item development, data collections, scoring, psychometrics, analysis, and reporting. Most recently, in January 2021, at the request of Secretary Cardona’s office and in response to an IES Executive Presidential Order to gather data on school openings and modes of instruction during the COVID-19 pandemic, Carr led the development and implementation of the NAEP 2021 Monthly School Survey. The survey reported crucial information on the reopening of schools for in-person learning from February through June of 2021, and it will provide valuable context for understanding student achievement results from the upcoming NAEP assessments in 2022.

Before coming to NCES, Carr served as the chief statistician for the Department of Education’s Office for Civil Rights. While in this role, she applied statistics and survey methods to the field of discrimination in U.S. schools and institutions.

Carr received her B.S. in psychology, with a concentration in statistics, from North Carolina Central University. She earned her M.S. and Ph.D. in developmental psychology from Howard University.

Access NCES-Led Sessions From the 2021 American Educational Research Association (AERA) Annual Meeting

This past April, several NCES experts presented at the AERA 2021 Virtual Annual Meeting, a 4-day event focused on the theme of “Accepting Educational Responsibility.” Check out their session summaries below and access their presentations from the event.

National Assessment of Educational Progress (NAEP)

Peggy Carr—NCES Associate Commissioner for Assessments—led a session called “Update on NAEP 2021.” Carr explained the rationale for postponing data collection for the Nation’s Report Card during the ongoing coronavirus pandemic, introduced the 2021 Monthly School Survey that provides insight into learning opportunities offered by schools during the pandemic (including an overview of results thus far), and discussed next steps for NAEP.

Common Education Data Standards (CEDS)

Nancy Sharkey—the CEDS Program Lead at NCES—along with her colleagues from AEM and several other research organizations, provided an introduction to the CEDS program and an overview of how states can use CEDS in their policy making and research. Explore their session “Common Education Data Standards: How States Use This Common Vocabulary for Policy and Research” to learn more.

Sharkey also copresented a session called “Developing Informed Data Requests: How to Use Common Education Data Standards and Tools.” Learn about the background of CEDS and explore two of the program’s resources: CEDS Elements and the Align tool.

Statewide Longitudinal Data Systems (SLDS) Grant Program

Kristen King—the SLDS Grant Program Officer at NCES—along with her colleagues from AEM, led a session called “SLDS Capacity Survey: Prerelease Findings” that provided an overview of the SLDS program’s history, goals, and evolution over time. The session also discussed the background and methods of the SLDS State Data Capacity Survey and explored the survey’s prerelease findings.

More information on these topics can be found on the NAEP, CEDS, and SLDS pages of the NCES website. For more information about AERA’s 2021 Virtual Annual Meeting, visit the AERA website.

 

By Megan Barnett, AIR