Search Results: (1-15 of 201 records)
|NCES 2022001||National Household Education Surveys Program of 2019: Methodological Experiments Report
This report presents the methods and findings of the methodological experiments that were included in the 2019 administration of the National Household Education Surveys Program. These experiments were organized around three key themes: (1) better understanding how the offered response modes affect response rates; (2) increasing response by web; and (3) increasing response from specific demographic subgroups.
|NCES 2022065||International Computer and Information Literacy Study (ICILS): U.S. ICILS 2018 Technical Report and User’s Guide
The U.S. ICILS 2018 Technical Report and User’s Guide provides an overview of the design and implementation of ICILS 2018 in the United States.
|NCES 2021141||2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18) Data File Documentation
This publication describes the methods and procedures used for the 2008/18 Baccalaureate and Beyond Longitudinal Study (B&B:08/18). The B&B graduates, who completed the requirements for a bachelor’s degree during the 2007–08 academic year, were first surveyed as part of the 2008 National Postsecondary Student Aid Study (NPSAS:08), and then followed up with in 2009 and 2012. The 2018 follow-up is the third and final survey for the B&B:08 cohort, conducted 10 years after completion of the bachelor’s degree. This report details the methodology and outcomes of the B&B:08/18 student survey data collection and administrative records matching.
|NCES 2021070||U.S. Technical Report and User Guide for the 2018 Teaching and Learning International Survey (TALIS)
The TALIS 2018 U.S. Technical Report and User Guide provides an overview of the design and implementation of TALIS 2018. This information is meant to supplement that presented in OECD’s TALIS 2018 Technical Report and TALIS 2018 User Guide publications by describing those aspects of TALIS 2018 that are unique to the United States including information on merging the U.S. public- and restricted-use teacher and school data files with the U.S. teacher and school data files in the international database.
|NCES 2021011||Technical Report and User Guide for the 2018 Program for International Student Assessment (PISA): Data Files and Database with U.S.-Specific Variables
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA 2018, as well as with information on how to access the PISA 2018 data. This information is meant to supplement OECD publications by describing those aspects of PISA 2018 that are unique to the United States.
|NCES 2021020||Technical Report and User Guide for the 2016 Program for International Student Assessment (PISA) Young Adult Follow-up Study
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA YAFS 2016, as well as with information on how to access the PISA YAFS 2016 data.
|NCES 2021178||2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile
The 2012 Beginning Postsecondary Students Longitudinal Study (BPS:12) Student Records Collection research datafile is a release of exploratory administrative data that are made available only for research on institution response and imputation methodologies. As a result of low institutional response rates, population estimates are NOT advised. Specifically, these data should NOT be used to generate population estimates or analyze the postsecondary records of this BPS cohort. This release includes student-level data for a nationally representative sample of over 35,000 first-time beginning postsecondary students who began postsecondary education during the 2011-12 academic year. Efforts, albeit unsuccessful, were made to collect student level data on enrollment, student budget, and financial aid from postsecondary education institutions attended between the 2011–12 and 2016–17 academic years.
|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 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 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 2019417||Considerations for Using the School Courses for the Exchange of Data (SCED) Classification System in High School Transcript Studies: Applications for Converting Course Codes from the Classification of Secondary School Courses (CSSC)
The National Center for Education Statistics (NCES) began collecting high school transcripts with the High School and Beyond (HS&B) longitudinal study of students who were in the 10th grade in 1980. NCES has continued to collect transcripts for a secondary-level cohort in each subsequent decade. This report describes the two high school course coding systems used by NCES and the development of a crosswalk that allows data coded with the first system to be translated into the second system. It then provides tables with estimates generated using the two different systems.
|NCES 2019113||U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide
The U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016, along with information designed to facilitate access to the U.S. PIRLS and ePIRLS 2016 data.
|NCES 2019046||Development of the 2018 Secondary School Course Taxonomy
This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript coursetaking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education.
|NCES 2019031||Findings and Recommendations from the National Assessment of Educational Progress (NAEP) 2017 Pilot Study of the Middle School Transcript Study (MSTS): Methodological Report, NCES 2019-031
This report summarizes the methodological findings of a pilot study that was designed to test the feasibility of collecting eighth-grade student transcript and course catalog data via electronic submissions.
The transcript data of eighth-grade students from Trial Urban District Assessments (TUDA) schools that participated in the NAEP 2017 eighth-grade mathematics and reading assessments were collected.
|NCES 2018020||U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide
The U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 1995 & 2015, along with information designed to facilitate access to the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 data.
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