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|NCES 2019431||Going Back to College: Undergraduates Who Already Held a Postsecondary Credential
This Data Point presents the percentage of undergraduates who already held a postsecondary certificate or degree while enrolled in 2015–16 and examines the current field of study among those who held a bachelor’s or higher degree.
|NCES 2019144||The Condition of Education 2019
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data. The 2019 Condition of Education report presents 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 2 Spotlight indicators that provide more in-depth analyses on selected topics.
|NCEE 20194006||Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years
The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This report examines impacts on achievement and other outcomes three years after eligible students were selected or not selected to receive scholarships using a lottery process in 2012, 2013, and 2014. The report found that the OSP had no effect on either math or reading achievement. The OSP did have positive effects on students' – but not parents' – satisfaction with their schools and perceptions of school safety.
|NCES 2019303||Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2015–16 (Fiscal Year 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) 2016. Specifically, this report includes findings for the following types of school district finance data:
|WWC 20090001||Using Technology to Support Postsecondary Student Learning
Using Technology to Support Postsecondary Student Learning is a practice guide that focuses on promising uses of technologies associated with improving postsecondary student learning outcomes. The practice guide 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:
* Use communication and collaboration tools to increase interaction among students and between students and instructors.
* Use varied, personalized, and readily available digital resources to design and deliver instructional content.
* Incorporate technology that models and fosters self-regulated learning strategies.
* Use technology to provide timely and targeted feedback on student performance.
* Use simulation technologies that help students engage in complex problem-solving.
Each recommendation includes research-based strategies and examples for implementing these recommendations in postsecondary settings. Examples include sample tools for increasing communication and collaboration; strategies for varying course formats and packaging course content; technologies to foster self-regulated learning or provide feedback to students; and implementation examples from studies that provide the evidence base for the recommendations.
|NCES 2019016||Study of the Title I, Part A Grant Program Mathematical Formulas
Study of the Title I, Part A Grant Program Mathematical Formulas examines the distribution of Title I funds to understand 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.
|NCES 2019048||The National Indian Education Study 2015: A Closer Look
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. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.
This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:
The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools.
|NCES 2019068||The Nation's Report Card: Highlighted Results for the 2018 Technology and Engineering Literacy (TEL) Assessment at Grade 8
This online highlights presents an overview of results from the NAEP 2018 Technology and Engineering Literacy (TEL) report. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups.
In 2018, eighth-grade students scored higher on average in TEL overall compared to 2014, the previous assessment year. Average scores were also higher in all three TEL content areas (Technology and Society, Design and Systems, and Information and Communication Technology) and in all three TEL practices (Understanding Technological Principles, Developing Solutions and Achieving Goals, and Communicating and Collaborating). Compared to 2014, overall TEL scores in 2018 were higher for middle- (50th percentile) and higher- (75th and 90th percentiles) performing eighth-grade students; middle- and higher-performing students also scored higher in all three content areas and all three practices. In 2018, scores for several student groups were higher in TEL overall as well as in each of the content areas and practices in comparison to 2014. Female students scored higher than male students in TEL overall in 2018; female students also scored higher than their male peers in more content areas and practices compared to 2014.
Results are also reported based on students’ responses to a survey questionnaire about their technology and engineering learning experiences in and outside of school. The report includes detailed descriptions of released scenario-based tasks and discrete questions to help illustrate the types of technology and engineering skills measured as part of the NAEP TEL assessment.
Full results are available in the 2018 NAEP Technology and Engineering Literacy (TEL) Report Card.
|NCEE 20194001||Are Ratings from Tiered Quality Rating and Improvement Systems Valid Measures of Program Quality? A Synthesis of Validation Studies from Race to the Top-Early Learning Challenge States
The Race to the Top-Early Learning Challenge grant program (RTT-ELC) promoted the use of rating systems to document and improve the quality of early learning programs. These publications assess the progress made by RTT-ELC states in implementing Tiered Quality Rating and Improvement Systems (TQRIS). The publications are based on interviews with state administrators, administrative TQRIS data on early learning programs and ratings, and validation studies from a subset of RTT-ELC grantee states. The publications find that states made progress in promoting program participation in TQRIS but that most programs did not move from lower to high rating levels during the study period and higher TQRIS ratings were generally not related to better developmental outcomes for children.
|NCES 2019092||NAEP 2017 National and State Mathematics and Reading, and Puerto Rico Mathematics (Grades 4 & 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2017 grades 4 and 8 national and state assessments in mathematics and reading, and the NAEP 2017 grades 4 and 8 mathematics assessments administered to public school students in Puerto Rico, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
|NCEE 20194005||Do Charter Middle Schools Improve Students' College Outcomes?
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 randomly selected "lottery winners" and 1,150 randomly selected "lottery losers". 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.
|NCES 2019047||Indicators of School Crime and Safety: 2018
A joint effort by the National Center for Education Statistics and the Bureau of Justice 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.
|NCES 2019039||Relationship Between Educational Attainment and Labor Underutilization
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).
|NCES 2018163||College Majors and Careers: Job Relatedness and Compensation of 1992–93 and 2007–08 Bachelor’s Degree Recipients 4 Years After Graduation
This Statistics in Brief examines the distribution of college majors between the classes of 1992–93 and 2007–08. The brief also explores how the relatedness of 2007–08 bachelor's degree recipients' jobs to their college major differ from that of 1992–93 bachelor's degree recipients, four years after receiving their bachelor's degrees.
|NCES 2019473||Student Financing of Undergraduate Education in 2015–16: Income, Tuition, and Total Price
These tables present estimates from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of how students and families pay for college in the United States. The estimates include information on families’ income, cost of attendance, and financial aid received. The estimates are provided for groups of students based on the control and level of the institutions attended, their demographic characteristics, enrollment patterns, and dependency status.