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Search Results: (31-45 of 204 records)

 Pub Number  Title  Date
NCES 200208 A Profile of Part-Time Faculty: Fall 1998
This report describes some of the key findings from the 1999 National Study of Postsecondary Faculty (NSOPF:99) concerning the similarities and differences between part-time and full-time faculty.
10/2/2002
NCES 200205 Early Childhood Longitudinal Study - Kindergarten Class of 1998-99 (ECLS-K), Psychometric Report for Kindergarten Through First Grade
This working paper documents the design, development, and psychometric characteristics of the assessment instruments used in the ECLS-K. The focus is on the psychometric results of the assessment instruments for four time points; fall- and spring-kindergarten and fall- and spring-first grade. The assessment instruments examined include the cognitive (direct and indirect), socioemotional, and psychomotor. In addition, issues in analyzing longitudinal measures of cognitive skills are discussed.
9/10/2002
NCES 200206 The Measurement of Instructional Background indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items
To improve the National Assessment of Educational Progress (NAEP), cognitive lab interviews were conducted with 4th- and 8th-grade students and their teachers to evaluate the validity of responses to background and instructional questions. Frequent discrepancies were found between students' and teachers' responses to the same questions. Causes are analyzed, and the paper contains recommendations for collecting more valid information.
9/5/2002
NCES 200203 National Postsecondary Student Aid Study 1999–2000 (NPSAS:2000), CATI Nonresponse Bias Analysis Report
Because the student telephone interview response rates for NPSAS:2000 were less than 70 percent in some institutional sectors, an analysis was conducted to determine if Computer Assisted Telephone Interview (CATI) estimates were significantly biased due to CATI nonresponse. Considerable information was known for CATI nonrespondents and these data were used to analyze and reduce the bias. The distributions of several variables using the design-based, adjusted weights for study respondents (study weights) were found to be biased before CATI nonresponse adjustments. The CATI nonresponse and poststratification procedures, however, reduced the bias for these variables; and the remaining relative bias ranged from 0 to 0.35 percent.
2/20/2002
NCES 200202 School Locale Codes 1987 - 2000
This paper summarizes the locale code assignment process, and locale code definitions on the Common Core of Data: School Universe files from School Years 1987-88 to 1999-2000.
2/13/2002
NCES 200201 Legal and Ethical Issues in the Use of Video in Education Research
This working paper focuses on current legal regulations and ethical guidelines that govern the use of video techniques in education research, and the adequacy of these codes in a changing technological environment. This paper provides a synopsis of ethical and legal guidelines, points out possible issues to be addressed by the professional and legal communities, and provides key suggestions for education researchers using video as a data collection tool.
1/23/2002
NCES 200115 Baccalaureate and Beyond Longitudinal Study: 2000/01 Follow-Up Field Test Methodology Report
This report describes and evaluates the methods and procedures used for the field test of the Baccalaureate and Beyond Longitudinal Study (B&B: 2000/01). The B&B:2000/01 field test included important changes from previous B&B surveys (conducted in 1994 and 1997) in its sample design and collection of data. For example, the current field test is the first to restrict the selection of institutions to those which are Title IV eligible.
11/9/2001
NCES 200116 Imputation of Test Scores in the National Education Longitudinal Study of 1988 (NELS:88)
This report records the efforts undertaken to use imputation to reduce the bias caused by nonresponse in the NELS:88 dataset. First, a simulation study was conducted to evaluate two different imputation procedures (a model-based random imputation method called PROC IMPUTE and a within-class random hot-deck imputation). Second PROC IMPUTE (which performed better in the study) was used to impute missing 2nd follow-up cognitive test scores in four subject areas: math, science, reading, and history/citizenship/geography.
11/7/2001
NCES 200117 A Study of Imputation Algorithms
In this report, the authors review about 30 imputation methods and five imputation software packages, and then evaluate 11 of the most popular imputation methods through a Monte Carlo simulation study. There are also chaphters on nonresponse bias correction via imputation and on variance estimation with imputed data and multiple imputation inference.
11/7/2001
NCES 200118 A Study of Variance Estimation Methods
This report includes five studies: An Empirical Study of Poststratified Estimator, BRR Variance Estimation Using VPLX Hadamard Procedure, An Alternative Jackknife Variance Estimation for NAEP, On the Performance of Replication-based Variance Estimation Mathods with Small Numbers of PSUs, and An Empirical Study of the Limitation of Using SUDAAN for Variance Estimation.
11/7/2001
NCES 200110 Comparison of PROC IMPUTE and Schafer's Multiple Imputation Software
This report provides detailed evaluations of both software packages as well as comparing the packages. It also includes appendices showing S-PLUS functions for continuous variables, categorical variables, and mixed variables in Schafer's Multiple Imputation Software.
11/7/2001
NCES 200111 Impact of Selected Background Variables on Students' NAEP Math Performance
This publication reports on a research study indicating that language background affects performance on the National Assessment of Educational Progress mathematics assessment.
10/19/2001
NCES 200113 The Effects of Accommodations on the Assessment of LEP Students in NAEP
This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. It was found that some accommodations would actually benefit all students, while others are useful in removing barriers to participation of special-needs students.
10/19/2001
NCES 200119 The Measurement of Home Background Indicators
This report describes cognitive laboratory investigations of how 4th and 8th grade students respond to home background questions, and whether they know the information being asked for.
10/19/2001
NCES 200108 Assessing the Lexile Framework: Results of a Panel Meeting
A review of the Lexile Framework (LF) was conducted by five expert panel members through readings, the preparation of brief individual reports, and participation in a meeting held on April 26, 2001 in Washington, D.C. The LF is a linguistic-theory-based method for measuring the reading difficulty of prose text. The panel’s charge was to provide NCES with informed judgment on the theoretical underpinnings and construct validity of the Framework. Specifically, panel members were asked to address the Lexile Framework’s basis in linguistic theory. The paper details conclusions and recommendations from the panel’s deliberations; attachments include the reports from each panel member and comments from the LF developers.
9/26/2001
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