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 Pub Number  Title  Date
NCES 2018052 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2015-16
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2015-16.
12/26/2017
NCES 2017065 Private School Universe Survey (PSS) Restricted-Use Data File User's Manuel for School Year 2013-14
This is the data file user's manual for the 2013-14 restricted-use data. Contents include sections on frame creation, data collection, data preparation, guide to the restricted-use data, and user notes and cautions. The 2013-14 PSS questionnaire, record layout, and codebook are also included.
4/13/2017
NCES 2016014 Digest of Education Statistics, 2015
The 51st 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.
12/8/2016
REL 2017205 High school graduation rates across English learner student subgroups in Arizona
This study examined observed and predicted four-year high school graduation rates among native English speakers (students who have never been designated as English learners) and four English learner subgroups in Arizona: long-term English learner students; new English learner students; recently proficient former English learner students; and long-term proficient former English learner students. These student subgroups were determined by the amount of time a student spent as a designated English learner student and when a former English learner student was reclassified as fluent English proficient prior to high school.

The observed four-year high school graduation rate was calculated for each student subgroup as the percentage of students in each student subgroup who graduated within four years of entering grade 9. The predicted four-year high school graduation rate was calculated for each student subgroup using logistic regression, and adjusted for student demographic characteristics and prior achievement.

Results show that the largest difference in observed graduation rates, 36.1 percentage points, occurred between never English learner students and long-term English learner students. When comparing students with similar demographic characteristics only, the differences in predicted graduation rates across the student subgroups were about the same as those in observed graduation rates; however, when comparing students with both similar demographic characteristics and similar prior academic achievement, the gaps in graduation rates across the subgroups narrowed to a maximum of 5.5 percentage points. These results suggest that prior academic achievement, rather than demographic characteristics, explained most of the differences in graduation rates across the student subgroups and may have been a key factor driving graduation outcomes. To improve high school graduation rate for all the students, policymakers and educators might consider differentiating programs and practices for the needs of these English learner subgroups and developing programs that focus on promoting students’ academic achievement prior to high school. More research is needed about how to help high school English learners (long-term and new English learner students) to learn both academic English and subject matter content knowledge during high school.
11/30/2016
REL 2017177 Academic outcomes for North Carolina Virtual Public School credit recovery students
This report describes the results of a REL Southeast study comparing short- and longer-term student successes after completion of online credit recovery courses compared to student successes after completion of other credit recovery options, such as traditional face-to-face courses and summer school courses. Credit recovery refers to when a student fails a course and then retakes the same course to earn high school credit. This research question was motivated by the growing importance of online learning in traditional public school settings and a desire on the part of many stakeholders to understand better how students are adjusting to that transition. The data for this study covered eleven core high school courses (courses required for graduation) taken between 2008/09 and 2011/12 in North Carolina. The study compares the likelihood of a student: (a) succeeding on the state end-of-course test for the recovered course; (b) succeeding in the next course in a recovered course sequence (for instance, in English II after English I); (c) remaining in school after credit recovery; and (d) graduating and graduating on time. Results suggest that there was little difference between the short-term success rates of students who completed state-supported online credit recovery and students who completed other credit recovery options. However, on measures of longer-term success, students who completed state-provided online credit recovery courses and did not subsequently drop out were more likely than other credit recovery students to graduate on time. Among credit recovery participants in state-provided online courses, Black students were less likely to reach proficiency in their recovered courses but more likely than their peers to succeed in later coursework after their online experience. Because of limitations in the analyses possible with available data, it is not possible to directly attribute these outcomes to participation in online credit recovery, but the results do point toward intriguing and potentially beneficial areas for future, more rigorous study.
10/25/2016
NCES 2016076 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2014-15
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2014-15.
10/4/2016
NCES 2016006 Digest of Education Statistics, 2014
The 50th 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.
4/28/2016
NCES 2015151 Selected Statistics From the Public Elementary and Secondary Education Universe: School Year 2013-14
This First Look report introduces new data concerning public elementary and secondary education in the United States in school year 2013-14.
8/27/2015
NCES 2015011 Digest of Education Statistics, 2013
The 49th 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.
5/7/2015
REL 2015046 A Primer for Analyzing Nested Data: Multilevel Modeling in SPSS Using an Example from a REL Study
Analyzing data that possess some form of nesting is often challenging for applied researchers or district staff who are involved in or in charge of conducting data analyses. This report provides a description of the challenges for analyzing nested data and provides a primer of how multilevel regression modeling may be used to resolve these challenges. An illustration from the companion report, The correlates of academic performance for English language learner students in a New England district (REL 2014–020), is provided to show how multilevel modeling procedures are used and how the results are interpreted.
12/23/2014
REL 2015049 Using Administrative Data for Research: A Companion Guide to A Descriptive Analysis of the Principal Workforce in Florida Schools
This report outlines the processes and procedures used to analyze data from the Florida education staffing database. The report also provides directions and examples for conducting similar work using administrative databases.
12/23/2014
REL 2015053 College Enrollment and Persistence in Rural Pennsylvania Schools
The purpose of this study was to examine the college enrollment and persistence rates of rural high schools in Pennsylvania; the types of postsecondary institutions in which students from such schools enroll; and the student, school, and college characteristics associated with enrollment and persistence outcomes. The study used extant data from the National Student Clearinghouse, the National Center for Education Statistics, and the Pennsylvania Department of Education. In phase I, descriptive statistics were conducted to compare rural and non-rural immediate and delayed college-going rates, persistence rates, and types of postsecondary enrollment. In phase II, variations among Pennsylvania rural schools with higher and lower college-going rates were examined by grouping schools into quartiles based on college enrollment rates, then comparing the characteristics of the different quartiles. In phase III, multivariate logistic regression analyses were conducted to examine the individual and combined influence of student-, school-, and college-level variables on college enrollment and persistence rates. Results indicate that rural high schools have higher rates of enrollment than city schools, but lower rates than suburban and town schools; rural schools located in closer proximity to urban areas have better postsecondary outcomes than more remote rural schools; rural schools with higher rates of economically disadvantaged students tend to have lower enrollment and persistence rates; and, regardless of locale, Pennsylvania high schools send the large majority of their students to public 4-year colleges and in-state colleges. Results suggest that the lower enrollment and persistence rates are associated with factors identified in the literature as key influences, particularly poverty. Educators and policymakers should focus attention on economically disadvantaged rural students to improve college enrollment and persistence.
10/14/2014
NCES 2014351 Private School Universe Survey (PSS): Public-Use Data File User's Manual for School Year 2011-12
This is the data file user's manual for the 2011-12 Private School Universe Survey public-use data file. Topics include frame creation, data collection and response rates, data preparation, guide to the public-use data file and codebook, and user notes and cautions.
9/29/2014
NCES 2014352 Private School Universe Survey (PSS): Restricted-Use Data File for School Year 2011-12
This CD-ROM contains the restricted-use data file for the 2011-12 Private School Universe Survey (PSS) in three formats (SAS, SPSS, and text) with supportuing documentation (2011-12 PSS restricted-use data file user's manual and 2011-12 PSS First look report.
9/29/2014
NCES 2014350 Private School Universe Survey (PSS): Restricted-Use Data File User's Manual for School Year 2011-12
This is the data file user's manual for the 2011-12 PSS restricted-use data file. Topics include frame creation, data collection and response rates, data preparation, guide to the restricted-use data file and codebook, and user notes and cautions.
9/29/2014
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