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 Pub Number  Title  Date
NCES 2020144 The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/19/2020
NCES 2020017 The Nation's Report Card: 2018 U.S. History, Geography, and Civics at Grade 8, Highlights Reports

These online Highlights reports present an overview of results from the NAEP 2018 civics, geography, and U.S. history reports. The reports include national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups.

There was no significant change in the 2018 average civics score for eighth-grade students compared to the score in 2014. Reflecting the relatively stable overall average score since 2014, there were no significant changes in the scores of students at any of the selected percentile levels or for any of the major student groups that NAEP reports on. The 2018 average civics score was higher than the score in 1998. In addition, the scores of lower-performing students (those at the 10th and 25th percentiles) in 2018 were also higher than in 1998.

The 2018 average geography score for eighth-grade students was lower than in 2014. In 2018, scores for lower-performing students at the 10th and 25th percentiles decreased compared to scores in 2014, while the scores for middle- and higher-performing students remained relatively stable. There was no significant change in the 2018 score compared to the score from the first assessment in 1994; however, scores for higher-performing students (those at the 75th and 90th percentiles) were lower than in 1994.

In 2018, the average U.S. history score for eighth-grade students was lower than in 2014. Students at all selected percentile levels other than those at the highest level (those at the 90th percentile) saw a decrease in their scores. Compared to the score in the first assessment year in 1994, the 2018 average U.S. history score was 4 points higher. Students across performance levels made gains compared to 1994 except those at the 90th percentile, where there was no significant change in the score for these highest-performing students.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom. In addition, the report includes sample questions from the assessments to help illustrate the types of knowledge and skills measured in civics, geography, and U.S. history.

4/23/2020
NCES 2020069 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7-9) (2020-069)
Following the initial release of TALIS 2018 web report (2019-132) on June 19, 2019, this second volume web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
3/23/2020
NCES 2020009 Digest of Education Statistics, 2018
The 54th 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.
12/24/2019
NCES 2019164 U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
11/5/2019
NCES 2020094 NAEP 2019 National and State Mathematics and Reading, and Puerto Rico Mathematics (Grades 4 and 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2019 grades 4 and 8 national and state assessments in mathematics and reading, and the NAEP 2019 grades 4 and 8 mathematics assessments administered to public school students in Puerto Rico, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
10/30/2019
NCES 2020012 2019 NAEP Mathematics and Reading Assessments: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts

These online Highlights present overviews of results from the NAEP 2019 mathematics report and the 2019 reading report. Highlighted results include key findings for the nation, states/jurisdictions, and the 27 districts that participated in the Trial Urban District Assessment (TUDA) at grades 4 and 8. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. Highlighted results include performance data for demographic student groups, five selected percentiles, and NAEP survey questionnaires.

The 2019 average scores were higher for grade 4 mathematics, lower for grade 8 mathematics, and lower at both grades for reading compared to averages scores in 2017. Over the long term, however, the national average scores in both subjects were higher for both grades compared to the initial assessment years (1990 for mathematics and 1992 for reading). At the state level, average mathematics scores were mainly steady across states/jurisdictions at both grades since 2017: at grade 4, scores were higher in nine and lower in 3 states/jurisdictions. Average reading scores were lower compared to 2017 in 17 states/jurisdictions at grade 4 and in 31 states/jurisdictions at grade 8; one state/jurisdiction at each grade had a score increase since 2017.

Average mathematics and reading scores across the participating TUDA districts were relatively stable since 2017: mathematics scores increased in five TUDA districts at grade 4 and in four districts at grade 8; one district at grade 4 and three districts at grade 8 had lower mathematics scores since 2017. Only one TUDA district had a higher reading score in 2019 compared to 2017. Reading scores were lower compared in 2017 in three districts at grade 4 and in 11 districts at grade 8.

Highlighted results include responses of students and teachers to survey questionnaires designed to collect information about students’ educational experiences and opportunities to learn both in and outside of the classroom.

Full results for each subject are available in the 2019 NAEP Mathematics Report and the 2019 NAEP Reading Report.

10/30/2019
NCES 2018147 2015 Survey Questionnaires Results: Classroom Instructions for Mathematics, Reading, and Science
As part of the National Assessment of Educational Progress (NAEP), students, teachers, and school administrators answer survey questionnaires. These questionnaires collect contextual information to provide a better understanding of educational experiences and factors that are related to students’ learning both in and outside of the classroom and to allow for meaningful student group comparisons. As part of the 2015 NAEP assessments, teachers of fourth- and eighth-graders answered survey questions about the content, activities, and skills they emphasized in their classrooms, and twelfth-graders answered questions about their classroom activities or coursework in mathematics, reading, and science. This special report takes an in-depth look at their responses, providing additional information with the 2015 NAEP achievement results.
7/30/2019
NCES 2019132 U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report (the first of two volumes) provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching. The second volume was released on March 23, 2020.
6/19/2019
NCES 2019144 The Condition of Education 2019
The Condition of Education is a congressionally mandated annual report summarizing important developments and trends in education using the latest available data. The 2019 Condition of Education report presents 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons. Also included in the report are 2 Spotlight indicators that provide more in-depth analyses on selected topics.
5/22/2019
NCES 2019048 The National Indian Education Study 2015: A Closer Look

The National Indian Education Study (NIES) is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.

This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:

  • What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?
  • How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future?

First, the report examines various factors associated with AI/AN students who performed at or above the 75th percentile and below the 25th percentile (i.e., “higher-performing” and “lower-performing” AI/AN students). Second, the report explores results derived from the combination of multiple related survey questions (i.e., composite variables) centered around Native language exposure, knowledge and interest in Native cultures, and academic engagement and expectations.

The results presented in this report are focused on the responses of fourth- and eighth-grade AI/AN students to selected survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), or Bureau of Indian Education (BIE) schools.

5/7/2019
NCES 2020097 NAEP 2018 Technology and Engineering Literacy Grade 8 Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2018 grade 8 national assessment in technology and engineering literacy (TEL) for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
4/30/2019
NCES 2019068 The Nation's Report Card: Highlighted Results for the 2018 Technology and Engineering Literacy (TEL) Assessment at Grade 8

This online highlights presents an overview of results from the NAEP 2018 Technology and Engineering Literacy (TEL) report. The report includes national results on the performance of eighth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at or above the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to overall scores, results are reported by racial/ethnic groups, gender, type of school, and other demographic groups.

In 2018, eighth-grade students scored higher on average in TEL overall compared to 2014, the previous assessment year. Average scores were also higher in all three TEL content areas (Technology and Society, Design and Systems, and Information and Communication Technology) and in all three TEL practices (Understanding Technological Principles, Developing Solutions and Achieving Goals, and Communicating and Collaborating). Compared to 2014, overall TEL scores in 2018 were higher for middle- (50th percentile) and higher- (75th and 90th percentiles) performing eighth-grade students; middle- and higher-performing students also scored higher in all three content areas and all three practices. In 2018, scores for several student groups were higher in TEL overall as well as in each of the content areas and practices in comparison to 2014. Female students scored higher than male students in TEL overall in 2018; female students also scored higher than their male peers in more content areas and practices compared to 2014.

Results are also reported based on students’ responses to a survey questionnaire about their technology and engineering learning experiences in and outside of school. The report includes detailed descriptions of released scenario-based tasks and discrete questions to help illustrate the types of technology and engineering skills measured as part of the NAEP TEL assessment.

Full results are available in the 2018 NAEP Technology and Engineering Literacy (TEL) Report Card.

4/30/2019
NCES 2019092 NAEP 2017 National and State Mathematics and Reading, and Puerto Rico Mathematics (Grades 4 & 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2017 grades 4 and 8 national and state assessments in mathematics and reading, and the NAEP 2017 grades 4 and 8 mathematics assessments administered to public school students in Puerto Rico, for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
4/26/2019
NCES 2018070 Digest of Education Statistics, 2017
The 53rd 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.
1/30/2019
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