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 Pub Number  Title  Date
NCES 2020142REV Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
9/21/2020
NCES 2020306 Revenues and Expenditures for Public Elementary and Secondary Education: FY 18
The finance tables and figures introduce new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2018. Specifically, the tables include the following school finance data
  • revenue and expenditure totals;
  • revenues by source;
  • expenditures by function and object;
  • current expenditures; and
  • current expenditures per pupil.
8/26/2020
NCES 2020075 Early Childhood Program Participation: 2019
This First Look report presents findings about young children’s care and education before kindergarten, including participation rates in weekly nonparental care arrangements, how well these arrangements cover work hours, costs of care, months spent in care, location of care, factors used to select a care arrangement, and factors making it difficult to find care. These data represent circumstances before the implementation of COVID-19 restrictions.
8/13/2020
NCES 2020076 Parent and Family Involvement in Education: 2019
This report presents data about various aspects of parent involvement in education and reasons for choosing the child’s school. These data represent circumstances before the implementation of coronavirus pandemic restrictions.
7/29/2020
NCES 2020048 Teachers’ Use of Technology for School and Homework Assignments: 2018–19
This report provides statistics about the use of technology for homework assignments in grades 3–12. Data were provided by public school teachers about their homework practices and about their understanding of information technology available to their students outside of school.
5/26/2020
NCES 2020072 Highlights of the 2018 Program for International Student Assessment (PISA) Financial Literacy Assessment
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.

This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.

This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
5/7/2020
NCES 2020501 Courses Taken, Credits Earned, and Time to Degree: A First Look at the Postsecondary Transcripts of 2011–12 Beginning Postsecondary Students
Drawing on data collected through the Postsecondary Education Transcript Study (PETS) for the 2011–12 cohort of the Beginning Postsecondary Students Longitudinal Study, this First Look report examines 6-year coursetaking experiences, postsecondary attainment, and time to degree of U.S. undergraduates who began their postsecondary education for the first time in the 2011–12 academic year.
4/27/2020
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.
3/23/2020
NCES 2020003 High School Longitudinal Study of 2009 (HSLS:09): A First Look at the Postsecondary Transcripts and Student Financial Aid Records of Fall 2009 Ninth-Graders
This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PETS-SR data collection was conducted between spring 2017 and fall 2018, approximately 4 years after high school graduation for most of the cohort. These data allow researchers to examine postsecondary coursetaking experiences and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education after high school.
1/21/2020
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.
12/3/2019
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.
11/20/2019
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.
11/15/2019
NCES 2019164 U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
11/5/2019
NCES 2019141 Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Principal and Private School Principal Data files.
8/22/2019
NCES 2019140 Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School and Private School Data files.
8/13/2019
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