Search Results: (46-60 of 131 records)
|NCES 2016184||User's Manual for the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
This User’s Manual provides information on the hearing evaluations conducted on a subsample of study children in the fall second-grade round of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). It describes the evaluation components and data collection procedures used to evaluate children's hearing. It also describes the second-grade hearing evaluations component restricted-use data file structure and variables created from data collected during the evaluations. This manual is only available to users of the ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File (NCES 2016-183).
|NCES 2016183||ECLS-K:2011 Second-Grade Hearing Evaluations Component Restricted-Use Data File
Hearing evaluations were conducted on a subsample of study children in the fall second-grade round of data collection. The ECLS-K:2011 second-grade hearing evaluations component restricted-use data file includes all of the hearing evaluation data collected during the fall 2012 round, including: responses from children to a set of pre-test questions intended to identify conditions that might affect either how the evaluation should be conducted or how the results should be interpreted; results from otoscopy, a brief visual examination of the ear; results from tympanometry, an automated test of middle ear function; and results from pure tone air conduction audiometry. The hearing evaluations data are provided in an ASCII text file (K2011hearing2nd.DAT). A program that must be run in a statistical software package to input the ASCII text file and produce an analytic data file is provided in three formats: SAS, SPSS, and Stata. This file is intended to be used in conjunction with a main longitudinal restricted-use ECLS-K:2011 data file, for example the ECLS-K:2011 kindergarten-second grade restricted-use data file (NCES 2015-050).
|NCEE 20154014||National Longitudinal Transition Study Data Files
This data file contains data from the National Longitudinal Transition Study (NLTS). NLTS was launched in 1987 to examine the characteristics and school experiences of youth with disabilities transitioning from secondary school to early adulthood. The longitudinal study includes a nationally representative sample of over 8,000 secondary special education students ages 13 to 21 (in the 1985-86 school year), drawn to represent youth in each of the federal special education disability categories. NLTS data were first gathered in 1987 (wave 1) and again in 1990-91 (wave 2) to examine youths' experiences through secondary school and into their early adult years. In this file, data from the publicly available dataset are mapped to the original data collection instruments and recoded to their original format to make it possible to examine trends across studies.
|NCES 2015050||ECLS-K:2011 Restricted-Use Kindergarten-Second Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten, fall and spring first-grade, and fall and spring second-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file (NCES 2015-049), which focuses on the second-grade rounds of data collection, as well as the manual released with the Kindergarten Restricted-Use Data File and Electronic Codebook (NCES 2013-061) and the manual released with the Kindergarten-First Grade Restricted-Use Data File and Electronic Codebook (NCES 2015-069).
|REL 2015086||Identifying and Supporting English Learner Students with Learning Disabilities: Key Issues in the Literature and State Practice
While the literature on learning disabilities and on second-language acquisition is relatively extensive within the field of education, less is known about the specific characteristics and representation of English learner students with learning disabilities. Because there are no definitive resources and processes for identifying and determining best placement for English learner students with learning disabilities, schools, districts, and states struggle with this issue. As a result, English learner students who may or may not have learning disabilities are both over- and underrepresented in special education. This report aims to inform policymakers interested in developing procedures, including the use of guidelines and protocols, for identifying, assessing, and placing English learner students who may or may not have learning disabilities. The report describes 1) the key issues discussed in the research literature and 2) current state procedures for the 20 states with the largest English learner populations.
|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.
|NCES 2015086||ECLS-K:2011 Public-Use Kindergarten-First Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, and the fall and spring of the 2011-12 school year, when most of the students were in first grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
|NCEE 20154006||School Practices and Accountability for Students With Disabilities
This study presents descriptive findings on school practices in 12 states during 2010–11 for elementary and middle schools explicitly held accountable for the performance of the students with disabilities (SWD) subgroup under the Elementary and Secondary Education Act (ESEA). The study found that, when surveyed in 2011, elementary schools accountable for the SWD subgroup were 15.8 percentage-points more likely than never-accountable elementary schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years. Middle schools accountable for the SWD subgroup were 16.7 percentage-points more likely than never-accountable middle schools to report moving students with disabilities from self-contained settings to regular classrooms over the previous five years.
|REL 2015055||School mobility, dropout, and graduation rates across student disability categories in Utah
This report describes the characteristics of students with disabilities in Utah public schools, and presents the single-year mobility and dropout rates for students in grades 6–12, as well as the four-year cohort dropout and graduation rates, for students who started grade 9 for the first time in 2007/08 and constituted the 2011 cohort. Results are reported for students with disabilities as a group and then further disaggregated by each of the disability categories. Using statewide administrative data, the research team found that, as a group, Utah students with disabilities had poorer outcomes than their general education classmates, but outcomes varied by disability category, highlighting the heterogeneity among students with disabilities. Results indicate, for example, that students with emotional disturbance, multiple disabilities, intellectual disability, traumatic brain injury, or autism were at greatest risk of failing to graduate during the four-year high school time frame, with graduation rates below 50 percent. Students with autism, multiple disabilities, or intellectual disability had dropout rates lower than those of general education students and students with disabilities as a group but also had low graduation rates and the highest retention rates after four years. In contrast, students with hearing impairment/deafness had four-year graduation rates roughly on par with general education students. By disaggregating the various student outcomes by disability category, educators and policymakers gain new information about which students with disabilities are most in need of interventions to keep them on track to receive a high school diploma.
|NCES 2015070||ECLS-K:2011 Restricted-Use Kindergarten-First Grade Data File and Electronic Codebook
This CD contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the fall and spring kindergarten and fall and spring first-grade rounds of data collection for the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The CD includes the user’s manual developed for use with this data file (NCES 2015-069), which focuses on the first-grade rounds of data collection, and the manual released with the Kindergarten Data File and Electronic Codebook (NCES 2013-061).
|NCES 2015167||Profile of Undergraduate Students: 2011-12 (Web Tables)
These Web Tables are a comprehensive source of information on undergraduate students attending postsecondary institutions in the United States during the 2011–12 academic year. Data presented in these tables are from the 2011–12 National Postsecondary Student Aid Study (NPSAS:12). Topics include enrollment and attendance status, degree program, major field of study, average grades, student characteristics (including sex, race/ethnicity, age, dependency status, income, marital status, responsibility for dependents, high school completion status, local residence while enrolled, citizenship status, and parents’ education), financial aid status and credit card debt, work, disability status, and participation in distance and remedial education.
|WWC IRDIS576||Repeated Reading
Repeated reading is an academic practice that aims to increase oral reading fluency. Repeated reading can be used with students who have developed initial word reading skills but demonstrate inadequate reading fluency for their grade level. During repeated reading, a student sits in a quiet location with a teacher and reads a passage aloud at least three times. Typically, the teacher selects a passage of about 50 to 200 words in length. If the student misreads a word or hesitates for longer than 5 seconds, the teacher reads the word aloud, and the student repeats the word correctly. If the student requests help with a word, the teacher reads the word aloud or provides the definition. The student rereads the passage until he or she achieves a satisfactory fluency level.
|NCSER 20143000||Improving Reading Outcomes for Students with or at Risk for Reading Disabilities: A Synthesis of the Contributions from the Institute of Education Sciences Research Centers
The report describes what has been learned regarding the improvement of reading outcomes for children with or at risk for reading disabilities through research funded by the Institute's National Center for Education Research and National Center for Special Education Research and published in peer-reviewed outlets through December 2011. The synthesis describes contributions to the knowledge base produced by IES-funded research across four focal areas:
|NCEE 20144007||Evaluation of the Personnel Development Program to Improve Services and Results for Children with Disabilities
This report describes activities of national technical assistance centers and special education personnel training programs supported through the Personnel Development Program (PDP) authorized by the Individuals with Disabilities Education Act (IDEA). The evaluation assessed the quality and relevance of products of PDP grantees funded between FY 2001 and FY 2007.
|NCES 2014015||Digest of Education Statistics, 2012
The 48th 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.
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