Search Results: (1-15 of 4609 records)
|NCES 2020060||Labor Market Outcomes for High School Career and Technical Education Participants: 2016
This Data Point examines how the early labor market outcomes of public high school graduates vary by the number of career and technical education credits earned during high school.
|NCES 2020150||2018-19 Common Core of Data (CCD) Universe Files
On April 1, 2020, the National Center for Education Statistics released the 2018-19 Common Core of Data (CCD) Universe Files. 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.
|NCES 2020123||Early Childhood Longitudinal Study, Kindergarten Class of 2010-11, Third-Grade, Fourth-Grade, and Fifth-Grade Psychometric Report
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. The focus of this volume is the seventh through ninth rounds of data collection: the spring 2014, spring 2105, and spring 2016 rounds.
|NCES 2020026||Expulsion From School as a Disciplinary Action
This report examines the percentage of U.S. public elementary and secondary schools that were allowed to expel students from school as a disciplinary action and the percentage of schools that used this action. Specifically, this report investigates the trend over time in schools’ allowance for and use of these disciplinary actions, and comparisons between schools with varying levels of minority student enrollment.
|NCES 2020069||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7-9) (2020-069)
Following the initial release of TALIS 2018 web report (2019-132) on June 19, 2019, this second volume web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
|REL 2020017||What Tools Have States Developed or Adapted to Assess Schools’ Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework?
Educators in Tennessee use Response to Instruction and Intervention (RTI2), a multi-tiered system of support (MTSS), to help address problems early for students at risk for poor learning outcomes. Tennessee Department of Education officials sought to support schools and districts implementing RTI2 with a tool that educators can use to align their RTI2 implementation with the state’s expected practices and determine next steps for improving implementation. To support the development of a research-informed tool, Regional Educational Laboratory Appalachia staff reviewed the websites and relevant documents of all 50 states and the District of Columbia as well as interviewed state education officials from eight states to examine how others have adapted or developed similar tools and supported their use. The study focused on 31 tools that 21 states developed or adapted to measure MTSS/response to intervention (RTI) implementation. Methods included assessing tools for key MTSS/RTI practices that are informed by the research literature and coding qualitative data to identify themes. Findings showed that although most tools assessed broad MTSS/RTI practices, such as whether schools administer assessments for students in need of intervention, fewer tools measured more specific practices such as whether schools are expected to administer universal screenings twice a year. Report findings can serve as a useful resource for state education officials interested in selecting or adapting a tool to measure and improve MTSS/RTI implementation, which can ultimately provide educators with data to inform their instruction and enhance learning outcomes for students at risk.
|NCES 2020488REV||Veterans' Education Benefits: A Profile of Military Students Who Received Federal Veterans’ Education Benefits in 2015–16
This Statistics in Brief examines the six percent of undergraduate students and seven percent of graduate students in 2015–16 who were veterans, on active duty, in the reserves, or in the National Guard. It describes differences between military students who received and did not receive veterans' education benefits. This report draws on data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
|NCES 2020007||U.S. Public School Students Enrolled in Schools With Violent Incidents and Hate Crimes
This report estimates the number and percentage of public school students who were enrolled in a school where any violent incidents and hate crimes occurred at school in 2007–08 and 2017–18, as reported by school principals. It also investigates whether these incidents occurred in schools in which a sworn law enforcement officer was present at least once a week.
|WWC 2020008||Balanced Leadership® Intervention Report
This What Works Clearinghouse intervention report summarizes the research on Balanced Leadership, a professional development program for current and aspiring school leaders in schools serving students in kindergarten to grade 12. The program helps school leaders understand and implement a set of actions and behaviors that may be associated with improved student outcomes. The WWC's review of eligible research found that Balanced Leadership may increase principal retention at the school.
|NCES 2020303||Revenues and Expenditures for Public
Elementary and Secondary School Districts:
This 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) 2017. Specifically, this report includes finance data on the following topics:
|REL 2020018||Guide and Checklists for a School Leader’s Walkthrough during Literacy Instruction in Grades 4–12
This tool was developed to assist school leaders in observing specific research-based practices during literacy instruction in grade 4–12 classrooms and students’ independent use or application of those practices. The tool aims to help school leaders conduct brief and frequent walkthroughs throughout the school year. The tool consists of three parts to be used with students in three grade bands: grades 4 and 5, grades 6–8, and grades 9–12. The first is the Pre-Walkthrough Meeting Guide, for use in all grade bands, to facilitate conversation between school leaders and teachers before the walkthrough. The second is a set of eight walkthrough checklists, differentiated by grade band and classroom type (that is, whole class, English language arts class, content area class, and literacy intervention class), which are based on best practices in literacy instruction. The third is the Post-Walkthrough Meeting Guide, for use in all grade bands, to facilitate debriefing between school leaders and teachers.
|NCES 2020301||Revenues and Expenditures for Public Elementary and Secondary Education: FY 17
The tables and figures introduce new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2017. Specifically, the tables include the following school finance data:
|NCES 2020038||Estimating Student Achievement at the Topic Level in TIMSS Using IRT-Based Domain Scoring
Student achievement data from large-scale assessments have traditionally only been analyzed at the overall subject (for example, mathematics) or content area levels (for example, geometric thinking). This report introduces a method to analyze large-scale student achievement data at the topic level (for example, using fractions), using data from the Trends in International Mathematics and Science Study (TIMSS) fourth-grade mathematics assessment. 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. The introduced method has the additional benefits of straightforward implementation and intuitive interpretation.
|NCES 2020006||Start Time for U.S. Public High Schools
This Data Point 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.
|NCES 2020011||Shortened School Weeks in U.S. Public Schools
This Data Point examines the characteristics of schools where students attend classes fewer than 5 days per week.