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|REL 2020013||Limited certificated teachers in Washington: Barriers to becoming fully certificated and needed supports
Many states, including Washington, are attempting to address teacher shortages by encouraging limited certificated teachers to become fully certificated. Before investing in efforts to support these teachers as they seek full certification, Washington policymakers want to understand more about their interests and needs. This study presents the findings of a statewide survey of limited certificated teachers in Washington. Survey results show that more than two-thirds of the limited certificated teachers who completed the survey expressed interest in becoming fully certificated, and many expressed interest in becoming fully certificated in subject areas that currently face staffing shortages. Those who expressed interest in becoming fully certificated identified substantial barriers to doing so, however, including time and financial concerns. This was particularly true for limited certificated teachers of color, who identified a broader range of supports they would need if they were to pursue full certification. These findings have important implications for the state’s effort to address teacher shortages and to increase the diversity of its teacher workforce.
|NCES 2020441||2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17)
This publication describes the methods and procedures used in the 2016/17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17). These graduates, who completed the requirements for a bachelor’s degree during the 2015–16 academic year, were first interviewed as part of the 2016 National Postsecondary Student Aid Study (NPSAS:16), and then followed up one year later in 2017. B&B:16/17 is the first follow-up interview of this cohort. This report details the methodology and outcomes of the B&B:16/17 student interview data collection and administrative records matching.
|NCES 2020166||Highlights of U.S. PISA 2018 Results Web Report
This web report provides key comparative information on the reading, mathematics, and science literacy performance of 15-year-old students in the United States and 77 other participating education systems. The Program for International Student Assessment (PISA) is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on students as they are nearing the end of compulsory schooling. PISA is conducted every 3 years, with 2018 being the latest round.
In PISA 2018, the major domain was reading literacy, although mathematics and science literacy were also assessed. In addition to national average scores, PISA also provides insight into the percentage of students who reach each of the PISA proficiency levels.
|NCES 2019062||2017-18 School Survey on Crime and Safety (SSOCS) Restricted-Use Data Files and User's Manual (NCES 2019-062)
The School Survey on Crime and Safety (SSOCS) collects detailed information on crime-related topics from the perspective of schools, including the frequency of school crime and violence, disciplinary actions, the presence and activities of school security staff, and school practices related to the prevention and reduction of crime.
The restricted-use data for the 2017-18 School Survey on Crime and Safety (SSOCS) are available in SAS and ASCII formats. The 2017-18 SSOCS Restricted-Use Data File User's Manual is also available.
|NCSER 2020001||An Introduction to Adaptive Interventions and SMART Designs in Education
Educators must often adapt interventions over time because what works for one student may not work for another and what works now for one student may not work in the future for the same student. Adaptive interventions provide education practitioners with a prespecified, systematic, and replicable way of doing this through a sequence of decision rules for whether, how, and when to modify interventions. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions.
Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and the use of SMART designs to develop effective adaptive interventions in education is in its infancy. To help the field move forward in this area, the National Center for Special Education Research (NCSER) and the National Center for Education Evaluation and Regional Assistance (NCEE) commissioned a paper by leading experts in adaptive interventions and SMART designs. This paper aims to provide information on building and evaluating high-quality adaptive interventions and review the components of SMART designs, discuss the key features of the SMART, and introduce common research questions for which SMARTs may be appropriate.
|WWC 2020003||Evidence Snapshot: Passport Reading Journeys
This What Works Clearinghouse (WWC) intervention report summarizes the research on Passport Reading Journeys, a supplemental literacy curriculum that is designed to improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher-led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and individualized computer-based practice. The curriculum includes a series of instructional sequences ("expeditions") on topics in science, math, fine art, literature, and social studies. Based on the research, the WWC found that Passport Reading Journeys has inconsistent effects on comprehension and little or no effect on general literacy achievement for struggling adolescent readers.
|NCES 2020127||PIAAC International Highlights Web Report
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this web-based highlights report sets the performance of U.S. adults within the context of the international average among the 32 countries that participated between 2012 and 2015. In addition, U.S. results are compared to results from selected higher performing countries. PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults’ education, work experience, and other background characteristics.
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.
|NCES 2020222||Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).
|NCES 2020223||Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Restricted-Use File (RUF)
The PIAAC U.S. 2017 Restricted-use File (RUF) consists of data from the PIAAC 2017 household sample. It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. In addition to the variables in the public use file, 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 data, please refer to Appendix E of the U.S. PIAAC technical report. (NCES 2019-224).
|NCES 2020224||U.S. Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014/2017: Main Study, National Supplement, and PIAAC 2017 Technical Report
The Program for the International Assessment of Adult Competencies (PIAAC) is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults’ education, work experience, and other background characteristics.
Three data collection efforts are described in this web-based technical report: the U.S. PIAAC 2012 Main Study (5,000 respondents), the U.S. PIAAC 2014 National Supplement (3,660 respondents), and the PIAAC 2017 (3,600 respondents).
The technical report is designed to provide researchers with an overview of the design and implementation of PIAAC in the United States. The report includes detailed information on sample design, survey instruments, the data collection procedures, data quality, weighting, scaling, and data analysis. In addition, a user guide is included that provides information to help support analysis of the data.
|NCES 2020040||Students' Perceptions of Bullying
This report investigates the relationship between these components and the various personal characteristics that students believed to be related to the bullying they experienced. It further examines the relationship between bullying components and the negative effects of bullying on students’ feelings about themselves, their schoolwork, and their relationships with family and friends.
|NCES 2020041||Student Perceptions of School Discipline and the Presence of Gangs or Guns at School
This report investigates the relationship between students’ perceptions of school discipline and their own behavior as well as the relationship between students’ perception of school discipline and unfavorable school conditions. As the findings presented below show reportable differences and not causal interactions, readers should be aware that additional factors may be involved in explaining discrepancies between students’ views of school discipline.
|NCES 2020042||Electronic Bullying: Online and by Text
This report investigates the relationship between those students who were bullied online or by text and their demographic characteristics. It also examines students’ reports of 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.
|NCES 2020777||Highlights of the 2017 U.S. PIAAC Results Web Report
Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this web report highlights results for U.S. adults from the most recent 2017 data collection in comparison with the combined 2012/14 data collection. PIAAC is a large-scale international study of working-age adults (ages 16–65) that assesses adult skills in three domains (literacy, numeracy, and digital problem solving) and collects information on adults’ education, work experience, and other background characteristics.
This web report provides overall results for all three PIAAC domains, as well as results for the following key variables: gender, age, race/ethnicity, educational attainment, current employment status, nativity, and self-reported health status. Changes in demographics as well as changes in performance within each of the variables between 2012/14 and 17 are discussed.
|WWC 2020002||InsideTrack Coaching
This What Works Clearinghouse (WWC) intervention report summarizes the research on InsideTrack Coaching, an intervention designed to provide proactive, personalized coaching to help students identify and overcome both academic and non-academic barriers to college persistence and graduation. InsideTrack partners with universities to deliver its coaching to students through phone, video, email, text, and mobile apps. Based on the research, the WWC found that InsideTrack Coaching may increase persistence, and may result in little to no change in degree completion for four-year college students.