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 Pub Number  Title  Date
REL 2016133 Relationship between school professional climate and teachers' satisfaction with the evaluation process
This study, conducted by the Regional Educational Laboratory Northeast & Islands in collaboration with the Northeast Educator Effectiveness Research Alliance, reports on the relationship between teachers' perceptions of school professional climate and their satisfaction with their formal evaluation process using the responses of a nationally representative sample of teachers from the Schools and Staffing Surveys. Specifically, the study used logistic regression analysis to examine whether teachers' satisfaction with their evaluation was associated with two measures of school professional climate (principal leadership and teacher influence), teacher and school characteristics, and the inclusion of student test scores in the evaluation system. The results indicate that teachers' perceptions of their principals' leadership was associated with their satisfaction with the evaluation system—the more positively teachers rated their principal's leadership, the more likely they were to report satisfaction with their evaluation process. The rating teachers received on their evaluation was also associated with their satisfaction, with those rated satisfactory or higher more likely to be satisfied. Teachers whose evaluation process included student test score outcomes were less likely to be satisfied with that process than teachers whose evaluations did not include student test scores. The findings reinforce current literature about the importance of the school principal in establishing positive school professional climate. The report recommends additional research related to the implementation of new educator evaluation systems.
5/3/2016
NCES 2016063 Teaching and Learning International Survey (TALIS) 2013 U.S. public-use data files and documentation
The TALIS 2013 U.S. public-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The U.S. TALIS 2013 data files are formatted so that they can be easily merged with the TALIS international data files, available from the OECD at http://stats.oecd.org/Index.aspx?datasetcode=talis_2013%20. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
2/26/2016
NCES 2016064 Teaching and Learning International Survey (TALIS) 2013 U.S. restricted-use data files and documentation
The TALIS 2013 U.S. restricted-use data files and documentation include the following: U.S. national TALIS 2013 data in ASCII text format, including variables unique to the United States; SPSS data files; SAS control files for reading the data and producing SAS system files; codebooks; illustrative code for merging school and teacher-level files; a Read Me file, and a Quick Guide. The TALIS 2013 U.S. restricted-use data files include NCES school IDs that facilitate merging with the Common Core of Data (CCD) for public schools and the Private School Universe Survey (PSS) for private schools. Users of this data should also consult the TALIS 2013 U.S. Technical Report available for viewing and downloading at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2015010.
2/26/2016
REL 2014039 The Appropriateness of a California Student and Staff Survey for Measuring Middle School Climate
The purpose of this study was to examine the appropriateness of using student and staff self-report surveys—the California School Climate, Health, and Learning Survey (Cal-SCHLS)—to assess school climate in middle schools. The study examined (a) the domains of school climate assessed by the surveys; (b) the reliability of the surveys at both the respondent and school levels; (c) the stability of the survey measures over time; and (d) the relationship of the survey measures to student achievement and discipline. The results suggested that the Cal-SCHLS student survey can be used to validly and reliably assess the following six school-climate domains at the school level: (a) safety and connectedness; (b) caring relationships with adults; (c) meaningful participation; (d) substance use at schools; (e) bullying and discrimination; and (f) delinquency. The Cal-SCHLS teacher survey can also be used to validly and reliably assess six domains: (a) support and safety; (b) caring staff-student relationships; (c) staff peer relationships; (d) student health and engagement; (e) student delinquency; and (f) resource provision. The surveys may help educators identify building-level needs related to school climate, target supports and reforms, and monitor progress in climate improvement efforts.
9/23/2014
NCES 2014042 Indicators of School Crime and Safety: 2013
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the School and Staffing Survey and the Campus Safety and Security Survey.
6/10/2014
NCES 2013036 Indicators of School Crime and Safety: 2012
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
6/26/2013
NCES 2012002REV Indicators of School Crime and Safety: 2011
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
2/22/2012
NCES 2012007 Comparative Indicators of Education in the United States and Other G-8 Countries: 2011
This report describes key education outcomes and contexts of education in the Group of Eight (G-8) countries—Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development’s (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD.
10/12/2011
NCES 2011002 Indicators of School Crime and Safety: 2010
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
11/22/2010
NCES 2010363 2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB.
9/7/2010
NCES 2010338 Education Longitudinal Study of 2002 Base Year to Second Follow-up Public-use Data
These data are a Public-Use version of the ELS:2002/06 Restricted-use Base Year to Second Follow-up data (NCES 2008-346) released previously. These data can be downloaded using a new “EDAT” web application on the NCES website. The application allows users to download the data files they need for research in one of six statistical programming languages and then select the variables they need to perform that research. ELS:2002/06 is a nationally representative longitudinal survey of 16,200 high school sophomores in 2002, who were interviewed again in 2004 when most were seniors, and again in 2006 when many were sophomores in college or in the workforce. Data are included on the academic and other aspects of the environment of the schools in which these students were enrolled, as well as peer and parental influences. At the college level, data on the extent of college search, expectations, and choice processes prior to college enrollment, as well as information about subsequent pathways into and out of various types of postsecondary institutions are included. The initial entry of these youth into adulthood is then traced with respect to employment, living patterns, family formation, volunteerism, and military service. The last data collection in the survey will be in 2012, when most of the sample members who went to college will have left college and entered the workforce.
3/17/2010
NCES 2010012 Indicators of School Crime and Safety: 2009
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
12/10/2009
NCES 2009022 Indicators of School Crime and Safety: 2008
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.

A note about the Indicators of School Crime and Safety 2008 report: An error discovered in the labeling of the number of incidents per 1,000 students in Indicator 6: Violent and Other Crime Incidents at Public Schools and Those Reported to the Police has been corrected in the 2008 version. This revision to the 2008 edition does not affect the 2009 edition. Within Indicator 6, corrections have been made to the text, figures 6.1 and 6.2, and tables 6.1, 6.4, and 6.5. The report was updated November 23, 2009 to include these revisions. In addition, three standard error supplemental tables—S6.1, S6.4, and S.6.5—were corrected and replaced.
4/21/2009
NCES 2009039 Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS).
3/25/2009
NCES 2009306 Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey
This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). NCVS is the nation’s primary source of information on crime victimization and the victims of crime in the United States and the SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. This report incorporates findings from student respondents ages 12-18 in grades 6-12 that were interviewed during the 2005 school year. It shows that student victims of crime are more likely to report conditions of an unfavorable school climate, security measures at school, and exhibit fear and avoidance behaviors. Additional topics covered in this report include the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type; and victim and nonvictim reports of the presence of gangs and weapons and the availability of drugs.
10/21/2008
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