Search Results: (16-30 of 186 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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. |
7/27/2021 |
| 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. |
7/20/2021 |
| NCES 2021122REV | 2020-21 Common Core of Data (CCD) Preliminary Files
These files are the product of the CCD data collection for the 2020-21 school year. Data are reported at school and local education agency (LEA) levels as of October 1, 2020. The first preliminary files were released on April 2, 2021, and only contained school and LEA directory files (version 0a). Those data files were reviewed to verify that the data were within expected ranges, but did not undergo the full data quality follow-up process. The revised SY 2020-21 CCD Preliminary Files include updated directory files (version 0b) as well as the preliminary membership files (version 0a).
The preliminary school- and LEA-level Directory data (version 0b) in this release reflects updates made on the version 0a during the data quality follow-up period. These 0b files replace the 0a files released in April 2021. The preliminary school and LEA directory files include basic identifying information for each public school and LEA, including the NCES identification numbers, location and mailing address and some limited attributes about the school or LEA, such as type, operational status, the lowest and highest grade offered, and whether a school is a charter school. However, the preliminary directory does not include information regarding the mode of instructional delivery (e.g., in person, virtual) being used at the school for the 2020-21 school year. The preliminary LEA membership file includes the total student count for each entity, while the preliminary state membership includes student counts by grade, race/ethnicity, and sex. While the preliminary membership 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 follow-up process and may contain errors that have not yet been resolved. They are meant to provide data users with a timely release of basic membership data at the LEA and state levels. Illinois was not able to submit membership data as of the submission deadline. Due to the preliminary nature of the data, users should analyze the data with caution. |
6/28/2021 |
| NCES 2021041 | Parental Involvement in U.S. Public Schools in 2017-18
This report examines parent and/or guardian involvement in various school-based engagement opportunities. This information was reported by U.S public primary, middle, and high school principals on the principal survey of the 2017—18 National Teacher and Principal Survey (NTPS) before the coronavirus pandemic. |
6/8/2021 |
| REL 2021077 | Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools
To expand participation in Advanced Placement (AP) courses, several District of Columbia Public Schools (DCPS) high schools have enacted a policy mandating that all students enroll in one or more AP courses. To promote quality instruction in AP courses, DCPS recommends regular teacher participation in the Advanced Placement Summer Institute (APSI) and is considering recommending that teachers' college major be factored into teacher assignments to AP courses. To better understand this policy and these recommendations, this study examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the APSI, and the alignment of AP teachers' college major with the AP course they teach. Three of the four high schools that adopted a mandate on AP course enrollment during the study period had higher AP exam taking and passing rates after their mandate went into place. In three of the five schools that adopted a mandate before or during the study period, the passing rate (grade 10–12 students in the school who passed at least one AP exam as a percentage of all grade 10–12 students in the school) was below 20 percent in every year of the study period, and in a fourth it was below 50 percent in every year. Fewer than one-fifth of AP teachers participated in the APSI at least once every three years. Participation rates were higher in schools offering more AP courses, in schools with lower percentages of racial/ethnic minority students, among teachers whose college major aligned with the AP course they taught, and among more experienced teachers. Among AP teachers with a college major on record, about half had a college major aligned with each specific AP course they taught, and 70 percent had a college major aligned with the broad subject area of each AP course they taught. |
4/13/2021 |
| NCES 2021139 | Pre-COVID Ability Grouping in U.S. Public Schools
This report examines whether ability grouping was used to organize classes or students in public schools in the United States. It presents information about the prevalence of ability grouping and the characteristics of schools using this method during school year 2017–18. |
3/30/2021 |
| NCES 2021007 | Outside Jobs Among U.S. Public School Teachers
This Data Point examines the supplemental school year income earned at jobs outside the school system by public school teachers in the United States. |
3/17/2021 |
| NCES 2021150 | 2019-20 Common Core of Data (CCD) Universe Files
These files are the product of the CCD data collection for the 2019-20 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. |
3/15/2021 |
| NCES 2021151 | Summary Tables for the 2019-20 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. |
3/15/2021 |
| NCES 2021009 | Digest of Education Statistics, 2019
The 55th 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. |
2/25/2021 |
| NCES 2020103 | Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach. |
9/22/2020 |
| NCES 2020150 | 2018-19 Common Core of Data (CCD) Universe Files
On April 1, 2020, the National Center for Education Statistics released the 2018-19 Common Core of Data (CCD) Universe Files. These files are the product of the Common Core of Data (CCD) data collection for the 2018-19 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. |
4/1/2020 |
| 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 2019112 | Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates, 2016-2017
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed school neighborhood poverty estimates to provide an indicator of the economic conditions in neighborhoods where schools are located. These spatially interpolated demographic and economic (SIDE) estimates apply spatial statistical methods to existing sources of income and poverty data developed by the U.S. Census Bureau to produce new indicators with additional flexibility to support educational research. The economic conditions of neighborhoods around schools may or may not reflect the neighborhood conditions of students who attend the schools. However, supplemental information about school neighborhoods may be useful to combine with student-level or school-level information to provide a clearer picture of the overall educational environment. |
11/28/2019 |
| NCES 2019140 | Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School and Private School Data files. |
8/13/2019 |
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