Search Results: (1-15 of 59 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2022068 | 2021 NAEP School and Teacher Questionnaire Special Study
This report describes selected results from the 2021 NAEP School and Teacher Questionnaire Special Study conducted in March and April 2021. Results are based on a survey sample consisting of schools and teachers that serve fourth- and eighth-grade students, and are limited to states/jurisdictions and districts that agreed to participate in the study and met reporting standards. The report provides insight into some of the efforts schools and teachers made during a period of widespread academic disruption, including what support schools provided for distance learning; how schools and teachers supported students to address gaps in learning that may have occurred because of school closures; and how confident teachers were in facing the challenges of distance learning. |
12/1/2022 |
| NCES 2022124 | 2022 NAEP Mathematics Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 mathematics assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic. |
10/24/2022 |
| NCES 2022126 | 2022 NAEP Reading Assessment: Highlighted Results at Grades 4 and 8 for the Nation, States, and Districts
This report presents selected results from the National Assessment of Educational Progress (NAEP) 2022 reading assessment. The report includes national, state, and district results on the performance of fourth- and eighth-grade students. Results are presented in terms of average 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 race/ethnicity, gender, type of school, and other demographic groups. The report also provides information about student performance on sample questions as well as data related to teaching and learning during and after the pandemic. |
10/24/2022 |
| NCES 2022047 | Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. public-use data files and documentation
The TIMSS 2019 U.S. public-use data files and documentation include the following at grades 4 and 8: student, teacher, and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. Additionally, analogous eTIMSS with PSI files include the data files for eTIMSS that contain additional data for the students that were administered problem-solving inquiry tasks (PSIs). The TIMSS 2019 U.S. public-use student, teacher, and school data files include U.S. specific variables that are not part of the U.S. data files in the IEA’s TIMSS 2019 international database. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049. |
10/17/2022 |
| NCES 2022048 | Trends in International Mathematics and Science Study (TIMSS) 2019 U.S. restricted-use data files and documentation
The TIMSS 2019 U.S. restricted-use data files and documentation include the following at grades 4 and 8: student and school data in ASCII text format; SPSS and SAS control files for reading the ASCII data to produce SPSS and SAS data files; codebooks; illustrative merging code; a Read Me file; and a Quick Guide. Also included for each of the grades are the analogous files for the Bridge study, which was conducted to form a link between eTIMSS countries’ computer-based data in 2019 and their paper-based data in 2015 as well as to the paper-based TIMSS countries in 2019. The TIMSS 2019 U.S. restricted-use student and school data files include U.S. specific variables that are not part of the TIMSS 2019 U.S. public-use data files or the U.S. data files in the IEA’s TIMSS 2019 public-use international database. They 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. They are add-on files that do not contain weight variables or replicate weights, and therefore must be merged with the U.S. student and school data files in the IEA’s public-use international database before any analysis can be conducted. The U.S. data files in the IEA’s public-use international database can be downloaded at https://timss2019.org/international-database/. Users of this data should consult the U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS) available for viewing and downloading at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022049. |
10/17/2022 |
| NCES 2022049 | U.S. Technical Report and User Guide for the 2019 Trends in International Mathematics and Science Study (TIMSS)
The U.S. TIMSS 2019 Technical Report and User’s Guide provides an overview of the design and implementation of TIMSS 2019 in the United States and includes guidance for researchers using the U.S. datasets. This information is meant to supplement the IEA’s TIMSS 2019 Technical Report and TIMSS 2019 User Guide by describing those aspects of TIMSS 2019 that are unique to the United States including information on merging the U.S. public- and restricted-use student, teacher, and school data files with the U.S. data files in the international database. |
10/17/2022 |
| NCES 2022041 | Changes Between 2011 and 2019 in Achievement Gaps Between High- and Low-Performing Students in Mathematics and Science: International Results From TIMSS
This Statistics in Brief (SiB) uses data from the 2011 and 2019 Trends in International Mathematics and Science Study (TIMSS), and explores how achievement gaps between high- and low-performing 4th- and 8th-grade students in the U.S. and other education systems have changed over time. Achievement gaps are defined as the differences in scores between students at the 90th percentile of performance (high-performing) and those at the 10th percentile of performance (low-performing); they are also known as “score gaps.” The SiB focuses on two questions for each grade and subject: (1) In which education systems did score gaps between high- and low-performing students change (widen or narrow) between 2011 and 2019? (2) Is the widening or narrowing of score gaps between 2011 and 2019 driven primarily by changes in the scores of high-performing students, low-performing students, or both? |
10/12/2022 |
| NCES 2021021 | TIMSS 2019 U.S. Highlights Web Report
The Trends in International Mathematics and Science Study (TIMSS) 2019 is the seventh administration of this international comparative study since 1995, when it was first administered. TIMSS is administered every 4 years and is used to compare the mathematics and science knowledge and skills of 4th and 8th-graders over time. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2019, there were 64 education systems that participated in TIMSS at the 4th grade and 46 education systems at the 8th grade. The focus of this web report is on the mathematics and science achievement of U.S. students relative to their peers in other education systems in 2019. Changes in achievement over the last 24 years, focusing on changes since 2015 and 1995, are also presented for the U.S. and several participating education systems. In addition, this report describes achievement gaps within the United States and other education systems between top and bottom performers, as well as among different student subgroups. In addition to numerical scale results, TIMSS also reports the percentage of students reaching international benchmarks. The TIMSS international benchmarks provide a way to understand what students know and can do in a concrete way, as each level is associated with specific types of knowledge and skills. |
12/8/2020 |
| NCES 2019113 | U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide
The U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016, along with information designed to facilitate access to the U.S. PIRLS and ePIRLS 2016 data. |
8/27/2019 |
| NCES 2019114 | Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. Public-Use Data Files
This datafile contains the U.S. PIRLS and ePIRLS 2016 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113). |
8/27/2019 |
| NCES 2019115 | Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. PIRLS and ePIRLS 2016 datafiles to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. PIRLS and ePIRLS 2016 public-use datafile is included. A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113). |
8/27/2019 |
| 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 2018020 | U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide
The U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2015 and TIMSS Advanced 1995 & 2015, along with information designed to facilitate access to the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 data. |
11/1/2018 |
| NCES 2018021 | Trends in International Mathematics and Science Study (TIMSS) 2015 U.S. public-use datafile
This datafile contains the U.S. TIMSS 2015 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. A User Guide to the data is included in the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report, which is available online separately (publication number 2018020). |
11/1/2018 |
| NCES 2018022 | Trends in International Mathematics and Science Study (TIMSS) 2015 U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS 2015 datafile to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. TIMSS 2015 public-use datafile is included. A User Guide to the data is included in the U.S. TIMSS 2015 and TIMSS Advanced 1995 & 2015 Technical Report, which is available online separately (publication number 2018020). |
11/1/2018 |
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