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|NCES 2020117||Trends in High School Dropout and Completion Rates in the United States: 2019
The report draws on a wide array of surveys and administrative datasets to present statistics on high school dropout and completion rates at the state and national levels. The report includes 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 data on the percentage of students who graduate with a regular diploma within four years of starting ninth grade (adjusted cohort graduation rates). This report updates a series of NCES reports on high school dropout and completion rates that began in 1988.
|NCES 2020470||What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2015–16
This report describes four measures of the price of undergraduate education in the 2015–16 academic year: total price of attendance (tuition and living expenses), net price of attendance after all grants, out-of-pocket net price after all financial aid, and out-of-pocket net price after all aid excluding student loans. Estimates are based on the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of students enrolled in postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. Estimates are compared across four institution types: public 2-year institutions, public 4-year institutions, for-profit institutions at all levels (less-than-2-year, 2-year, and 4-year), and private nonprofit 4-year institutions. Prices are also presented separately for dependent and independent students, with these estimates being further separated by income level and institution control and level.
|NCES 2020051||U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.
This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
|NCES 2020009||Digest of Education Statistics, 2018
The 54th 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.
|NCES 2020001||Homeschooling in the United States: Results from the 2012 and 2016 Parent and Family Involvement Survey (PFI-NHES:2012 and 2016)
This publication provides tables and figures showing data about the experiences of homeschooled students in 2012 and 2016. 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.
|NCES 2020941||2016-17 Baccalaureate and Beyond Longitudinal Study (B&B:16/17) restricted-use data files (RUF)
This is the restricted-use microdata to B&B:16/17 which looks at the Class of 2016 one year after graduation in 2017.
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.
DATA IS PUBLICLY AVAILABLE via QuickStats and PowerStats: http://nces.ed.gov/datalab/
|NCES 2020032||Program for the International Assessment of Adult Competencies (PIAAC) U.S. Combined 2012/14/17 Sample Restricted Use File (RUF)
The PIAAC U.S. 2012/2014/2017 Restricted Use File (RUF) consists of data from the PIAAC combined 2012/2014/2017 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. 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 2020-224).
|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.
|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 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 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.