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 Pub Number  Title  Date
NCES 2022053 Early postsecondary education and work outcome differences by high school credential type
This Statistics in Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Follow-up surveys were filled out by the cohort in 2012, 2013, and 2016. This report uses data of high school graduates’ transcripts, collected in 2013, and their postsecondary transcripts, collected in 2017-18. The analysis is based on about 17,300 HSLS:09 ninth-graders who participated in the second follow-up or for whom student records or transcripts were collected. This report shows differences in postsecondary enrollment and employment outcomes from those who earned traditional high school diplomas, and those who had not completed high school as of 3 years later.
9/27/2022
NCES 2022121 2022 Long-Term Trend Reading and Mathematics Age 9 Highlights Report

This report describes selected results from the age 9 2022 long-term trend (LTT) reading and mathematics assessments. The report focuses on the comparison of a nationally representative sample of age 9 students who took the assessments in the winter of the 2019-2020 school year with those who took the assessments in the winter of 2021-2022 school year. The report provides insight into the performance of age 9 students in reading and mathematics, as well as data from students and school administrators about the widespread disruptions in learning that occurred during the 2020−2021 and 2021−2022 school years. In addition, the report provides links to data tables comparing 2022 performance in LTT reading and mathematics across all administrations dating back to the early 1970s.

9/1/2022
NCES 2022052 Highlights from the 2021 NAEP Monthly School Survey
These highlights present selected results from the 2021 NAEP Monthly School Survey. Results for student enrollment, especially full-time, in-person public school enrollment, during January–May 2021 are summarized. Data were collected from nationally representative samples of public and private schools with a grade 4 or a grade 8. These highlights provide insight into the learning opportunities for students during the COVID-19 pandemic.
6/2/2022
NCES 2022071 Use of Supports among Students with Disabilities and Special Needs in College
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether students informed colleges of their disabilities or special needs and who received accommodations for them. It also describes whether students used academic support services, sought help, or enrolled in remedial courses during college.
4/26/2022
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.
2/22/2022
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.
2/10/2022
NCES 2022057 College affordability views and college enrollment
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. The Data Point shows differences in college enrollment and employment by views on college affordability when in high school.
1/12/2022
NCES 2021006 Arts credits earned in high school and postsecondary enrollment: Differences by background characteristics
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Arts credits earned by high school graduates are examined by background characteristics. The Data Point shows differences in postsecondary enrollment by numbers of arts credits earned in high school.
9/14/2021
NCES 2021047 Program for the International Student Assessment (PISA) 2018 Restricted-Use Files (RUF)

The PISA 2018 Restricted Use File (RUF) consists of restricted-use data from PISA 2018 for the United States. The data file and documentation includes the data file, a codebook, instructions on how to merge with the U.S. PISA 2018 public-use dataset (NCES 2021-047), and a cross-walk to assist in merging with other public datasets, such as the Common Core of Data (CCD) and Private School Survey (PSS). As these data files can be used to identify respondent schools, a restricted-use license must be obtained before access to the data is granted. Click on the restricted-use license link below for more details https://nces.ed.gov/surveys/pisa/datafiles.asp.

For more details on the data, please refer to chapter 9 of the PISA 2018 Technical Report and User Guide (NCES 2021-011).

7/8/2021
NCES 2021019 Program for the International Student Assessment (PISA) 2018 Public Use File (PUF)

The PISA 2018 Public Use File (PUF) consists of data from the PISA 2018 sample. Statistical confidentiality treatments were applied due to confidentiality concerns. The PUF can be accessed from the National Center for Education Statistics website at http://nces.ed.gov/surveys/pisa/datafiles.asp.

For more details on the data, please refer to chapter 9 of the PISA 2018 Technical Report and User Guide (NCES 2021-011).

7/8/2021
NCES 2021020 Technical Report and User Guide for the 2016 Program for International Student Assessment (PISA) Young Adult Follow-up Study
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA YAFS 2016, as well as with information on how to access the PISA YAFS 2016 data.
7/8/2021
NCES 2021022 Program for the International Student Assessment Young Adult Follow-up Study (PISA YAFS) 2016 Public Use File (PUF)

The PISA YAFS 2016 Public Use File (PUF) consists of data from the PISA YAFS 2016 sample. PISA YAFS was conducted in the United States in 2016 with a sample of young adults (at age 19) who participated in PISA 2012 when they were in high school (at age 15). In PISA YAFS, students took the Education and Skills Online (ESO) literacy and numeracy assessments, which are based on the Program for the International Assessment of Adult Competencies (PIAAC). It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns.

For more details on the data, please refer to chapter 8 of the PISA YAFS 2016 Technical Report and User Guide (NCES 2021-020).

7/8/2021
NCES 2021029 2012–2016 Program for International Student Assessment Young Adult Follow-up Study (PISA YAFS): How reading and mathematics performance at age 15 relate to literacy and numeracy skills and education, workforce, and life outcomes at age 19
This Research and Development report provides data on the literacy and numeracy performance of U.S. young adults at age 19, as well as examines the relationship between that performance and their earlier reading and mathematics proficiency in PISA 2012 at age 15. It also explores how other aspects of their lives at age 19—such as their engagement in postsecondary education, participation in the workforce, attitudes, and vocational interests—are related to their proficiency at age 15.
6/15/2021
NCES 2020138 High School and Beyond Fifth Follow-up Data File
In 2013-14, the University of Texas and NORC collected data from the HS&B sophomore cohort (when most cohort members were in their early 50’s) with support from NCES. This data file provides both cross-sectional as well as the longitudinal data collected over 30 years after the initial base year survey of the cohort of students.
6/9/2021
NCES 2021037 Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2018-19
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the second time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 2018–19; As of July 24, 2020.
3/22/2021
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