Search Results: (1-15 of 293 records)
|NCES 2022718||Documentation for the 2017-18 National Teacher and Principal Survey
The 2017-18 National Teacher and Principal Survey (NTPS) collected data on public and private elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|NCES 2022033||Split-Sample Administration of the 2019 School Crime Supplement to the National Crime Victimization Survey
The 2019 School Crime Supplement (SCS) included a randomized split-half experiment designed to compare two versions of an updated series of questions on bullying, and to test changes in wording for several additional items. One of the principle comparisons of the experiment was focused on the removal of the term “bullying” from the bullying series of items on the questionnaire. This report outlines the development, methodology, and results of the split-sample administration of the 2019 School Crime Supplement to the National Crime Victimization Survey.
|NCES 2022122REV||2021-22 Common Core of Data (CCD) Preliminary Files
These files are the product of the CCD data collection for the 2021-22 school year. Data are reported at state, district, and school levels as of October 1, 2021.
This CCD release includes preliminary Directory (version 0b), CCD School (version 0a), and Student Membership (version 0a) data. The version 0b preliminary Directory data in this release reflect updates made after the February 28, 2022 submission deadline and replace the 0a version Directory data released on May 11, 2022. The CCD School and Student Membership data in this release largely represent the data submitted by the state education agencies as of the April 29, 2022 file submission due date and include detailed data (i.e., student counts by grade, race/ethnicity, and sex) at the SEA level and total membership minus adult education at the district and school levels. Washington was not able to submit Student Membership data as of the submission deadline.
While the preliminary files have been reviewed to verify that the counts are within expected ranges, the data in this release has not yet undergone the full data quality review process and may contain errors that have not yet been resolved. They are meant to provide data users with a timely data release. Due to the preliminary nature of the data, users should analyze the data with caution.
|NCES 2022108||Documentation for the 2015-16 National Teacher and Principal Survey
The 2015-16 National Teacher and Principal Survey (NTPS) collected data on public elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|NCES 2022031||Student Reports of Bullying: Results from the 2019 School Crime Supplement to the National Crime Victimization Survey
These Web Tables use data from the 2019 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; select security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school.
|NCES 2022029||Crime, Violence, Discipline, and Safety in U.S. Public Schools in 2019-20: Findings from the School Survey on Crime and Safety
The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2019–20 SSOCS data collection.
|NCES 2022026||Qualifications of Public School Mathematics and Computer Science Teachers in 2017‒18
This report examines the education and certification qualifications of public school mathematics/computer science teachers by selected school characteristics during school year 2017–18. Data are reported separately for teachers of high school and middle school grades.
|NCES 2022019||Impact of the Coronavirus (COVID-19) Pandemic on Public and Private Elementary and Secondary Education in the United States (Preliminary Data): Results from the 2020-21 National Teacher and Principal Survey (NTPS)
The 2020–21 National Teacher and Principal Survey (NTPS) collected data on the impact of the coronavirus pandemic on public and private schools, principals, and teachers during the 2019–20 school year. The report presents selected findings, using preliminary data, from coronavirus-related questions that were focused on how schools adapted to the coronavirus pandemic during the spring of 2019–20.
|NCES 2022009||Digest of Education Statistics, 2020
The 56th 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 2022151||Summary Tables for the 2020-21 Common Core of Data Universe Files
Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
|NCES 2022152||2020-21 Common Core of Data (CCD) Universe Files
These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at state, district, and school levels and include staff counts by professional category, and student membership disaggregated by grade, race/ethnicity, and sex. Also included are school-level counts of student eligible for free and reduced-price lunches. Along with the data files, four web tables summarizing select CCD data elements including the number and status of schools and local education agencies as well as several CCD indicators, by state are also available to users.
|REL 2022128||Impacts of Home Visits on Students in District of Columbia Public Schools
This study examined the impacts of structured relationship-building teacher home visits conducted in grades 1–5 as part of a family engagement program in the District of Columbia Public Schools. Using a matched comparison group research design, the study measured the impacts of the home visits on student disciplinary incidents and attendance. The study found that a home visit before the start of the school year reduced the likelihood of a student having a disciplinary incident in that school year. During the school year following a home visit, 9.27 percent of visited students had a disciplinary incident compared with 12.22 percent of nonvisited comparison students. The study also found that, on average, a home visit slightly improved student attendance. The attendance rate averaged 95.28 percent for visited students and 94.93 percent for nonvisited comparison students.
|NCES 2021091||Principals’ Perceptions of Influence Over Decisions at Their Schools in 2017–18
This Data Point examines the relationship between public and private school principals’ perceived influence over various decisions made at their schools before the coronavirus pandemic. This information was reported by U.S private and public school principals on the principal survey of the 2017–18 National Teacher and Principal Survey.
|NCES 2021046||Teacher Training to Meet Diverse Student Needs Before Entering the Classroom: Teacher Preparation in 2017-18
This Data Point looks at preservice coursework taken by public and private school teachers to meet the needs of diverse student populations before the coronavirus pandemic. Preservice coursework, part of teacher preparation, is completed by U.S. private and public school teachers before their first year teaching. This information was reported by public and private school teachers on the 2017–18 National Teacher and Principal Survey.
|NCES 2021054||Teacher Requirements to Help Students Outside Regular School Hours in 2017–18
This Data Point examines whether teachers were required to help students with their academic or social and emotional needs outside regular school hours in public and private schools in the United States in school year 2017-18, by selected school classification.