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Search Results: (16-30 of 47 records)

 Pub Number  Title  Date
NCSER 20123000REV Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2)
Secondary School Programs and Performance of Students With Disabilities: A Special Topic Report of Findings From the National Longitudinal Transition Study-2 uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of what courses students with disabilities took in high school, in what settings, and with what success in terms of credits and grades earned.

This report has been revised to reflect the updated NLTS2 dataset released in 2013.
11/17/2011
NPEC 2012833 The History and Origins of Survey Items for the Integrated Postsecondary Education Data System
This project was conducted to determine the origin of items in the 2011-12 Integrated Postsecondary Education Data System (IPEDS) survey components. The report was developed to document the sources of current IPEDS data items as background information for interested parties and to provide guidance when NCES, technical review panels, and others are considering potential changes to the IPEDS data collection.
11/4/2011
NPEC 2012834 Suggestions for Improvements to the Collection and Dissemination of Federal Financial Aid Data
Several offices within the U.S. Department of Education collect and disseminate data about student financial aid. However, limitations of these data sources may make it difficult for consumers, policymakers, and researchers to gain a complete picture of the sources, types, and amounts of aid going to students at institutions of higher education and the relationship between aid and policy goals such as access and success. This report presents the findings and recommendations of the National Postsecondary Education Cooperative (NPEC) Working Group on Financial Aid Data, which sought to identify potential improvements to the collection and dissemination of federal financial aid data.
11/4/2011
NCEE 20124015 Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations
An important question for educational evaluators is how best to measure academic achievement, the outcome of primary interest in many studies. In large-scale evaluations, student achievement has typically been measured by administering a common standardized test to all students in the study (a “study-administered test”). In the era of No Child Left Behind (NCLB), however, state assessments have become an increasingly viable source of information on student achievement. Using state tests scores can yield substantial cost savings for the study and can eliminate the burden of additional testing on students and teaching staff. On the other hand, state tests can also pose certain difficulties: their content may not be well aligned with the outcomes targeted by the intervention and variation in the content and scale of the tests can complicate pooling scores across states and grades.

This NCEE Reference Report, Whether and How to Use State Tests to Measure Student Achievement in a Multi-State Randomized Experiment: An Empirical Assessment Based on Four Recent Evaluations, examines the sensitivity of impact findings to (1) the type of assessment used to measure achievement (state tests or a study-administered test); and (2) analytical decisions about how to pool state test data across states and grades. These questions are examined using data from four recent IES-funded experimental design studies that measured student achievement using both state tests and a study-administered test. Each study spans multiple states and two of the studies span several grade levels.
10/12/2011
NCEE 20124016 Estimating the Impacts of Educational Interventions Using State Tests or Study-Administered Tests
State assessments provide a relatively inexpensive and increasingly accessible source of data on student achievement. In the past, rigorous evaluations of educational interventions typically administered standardized tests selected by the researchers ("study-administered tests") to measure student achievement outcomes. Increasingly, researchers are turning to the lower cost option of using state assessments for measures of student achievement.
10/11/2011
NBES 20116005 2011 National Board for Education Sciences Annual Report
2011 National Board for Education Sciences Annual Report
7/28/2011
NCSER 20113001 A Study of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
This report provides a description of the nature and scope of states' Part B and Part C monitoring systems. Data on 20 states' monitoring systems in 2004–05 and 2006–07 were collected during two site visits. The report describes states' approaches to monitoring and how states' monitoring systems and processes mapped onto a framework developed for the study.
10/28/2010
NCSER 20113000 Access to Educational and Community Activities for Young Children with Disabilities
This report describes access for young children with disabilities in two specific domains: community activities, including extracurricular activities and family recreation, and kindergarten classroom experiences. It also examines how access and participation in these activities may vary by child, family, and school district characteristics.
10/27/2010
NCER 20112001 Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children
The report, Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children (NCER 2011-2001), provides the results from the evaluation of the seven SACD programs carried out by MPR. The report includes three key findings: 1) the seven SACD programs increased the reported implementation of classroom activities intended to increase students' social and character development, 2) the control schools also reported the use of a variety of activities intended to increase students' social and character development as "standard practice" but not at the same levels as the treatment schools, and 3) there were no differences in students' social and emotional competence, behaviors, academic performance, or perceptions of school climate between students in schools implementing one of the seven SACD programs and those in the control schools.
10/18/2010
NCSER 20103008 Comparisons Across Time of the Outcomes of Youth With Disabilities up to 4 Years After High School
This report provides a comparison of the post-high school experiences of youth with disabilities in 1990 and in 2005, who had been out of high school up to 4 years. It examines how differences between the two time periods varied across disability categories and demographic groups and, when data are available, how these differences compared with those of youth in the general population.
9/28/2010
NCSER 20103006 Statistical Power Analysis in Education Research
This paper provides a guide to calculating statistical power for the complex multilevel designs that are used in most field studies in education research. For multilevel evaluation studies in the field of education, it is important to account for the impact of clustering on the standard errors of estimates of treatment effects. Using ideas from survey research, the paper explains how sample design induces random variation in the quantities observed in a randomized experiment, and how this random variation relates to statistical power. The manner in which statistical power depends upon the values of intraclass correlations, sample sizes at the various levels, the standardized average treatment effect (effect size), the multiple correlation between covariates and the outcome at different levels, and the heterogeneity of treatment effects across sampling units is illustrated. Both hierarchical and randomized block designs are considered. The paper demonstrates that statistical power in complex designs involving clustered sampling can be computed simply from standard power tables using the idea of operational effect sizes: effect sizes multiplied by a design effect that depends on features of the complex experimental design. These concepts are applied to provide methods for computing power for each of the research designs most frequently used in education research.
4/27/2010
NCSER 20103007 Teacher Perspectives of School-Level Implementation of Alternate Assessment for Students With Significant Cognitive Disabilities
Read about teachers' perspectives on school-level implementation of alternate assessments in a national study released by the National Center for Special Education Research. This study included more than 400 teachers of students with significant cognitive disabilities from three states. The report provides information on the background and experiences of teachers of students with significant cognitive disabilities, the skills and characteristics of the students they teach, and their classroom environments. It also describes their perspectives on how well they understand the alternate assessment system, their expectations and beliefs, the availability and use of instructional resources, and their students' opportunity to learn academic content.

Key findings include:
  • The percentage of teachers who reported that state alternate assessment requirements had a strong or moderate influence on their instruction was 88 percent for reading/English language arts and mathematics and 84 percent for science. The percentage of teachers who reported that results of the state alternate assessment had a strong or moderate influence on their instruction was 60 percent for reading/English language arts, 62 percent for mathematics, and 58 percent for science.
  • The percentage of teachers reporting that students received instruction in the seven content areas 3 or more times per week ranged from 39 percent for arts to 93 percent for reading/English language arts. Eighty-seven percent of teachers reported that students received instruction in mathematics three or more times per week and 53 percent of teachers reported that students received instruction in science three or more times per week.
4/27/2010
NCSER 20093013 State Profiles on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report describes individual state approaches to designing and administering alternate assessments based on alternate achievement standards, key features of individual state alternate assessments, and student participation and performance data for each state for the 2006-2007 school year.
8/5/2009
NCSER 20093014 National Profile on Alternate Assessments Based on Alternate Achievement Standards. A Report From the National Study on Alternate Assessments
This report summarizes national level findings from the document analysis and data verification activities for the 2006-07 school year across the 50 states and the District of Columbia.
8/5/2009
NCSER 20093020 Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities.
7/29/2009
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