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|NCES 2017005||The Education and Work Plans of Public High School Students
This Data Point looks at public high school students’ education and work plans as of 2012.
|NCES 2016332||NCES-Barron's Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, , 2008, 2014
The NCES−Barron’s Admissions Competitiveness Index Data Files: 1972, 1982, 1992, 2004, 2008, 2014 (NCES 2015-332) contain the Barron’s college admissions competitiveness selectivity ratings for 1972, 1982, 1992, 2004, 2008, 2014 along with the NCES Higher Education Information System (HEGIS) FICE ID and Integrated Postsecondary Education Data System (IPEDS) UNITID codes and the Office of Postsecondary Education OPEID codes of each postsecondary institution included. Also included are the city and state of each institution included in the Barron’s lists. The years selected correspond to the years that students in the longitudinal studies (NLS-72, HS&B, NELS:88, ELS-2000,HSLS:09, and BPS) initially attended the 4-year postsecondary institutions. Each of the six NCES−Barron’s index files is available in a separate worksheet in an Excel workbook file that is in Excel 1997–2003 compatible format.
|NFES 2017017||Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic subgroups
The Forum Guide to Collecting and Using Disaggregated Data on Racial/Ethnic Subgroups discusses strategies for collecting data on more detailed racial/ethnic subgroups than the seven categories used in federal reporting. This guide is intended to help state and district personnel learn more about data disaggregation in the field of education, decide whether this effort might be appropriate for them, and, if so, how to implement or continue a data disaggregation project. Access to and analysis of more detailed—that is, disaggregated—data can be a useful tool for improving educational outcomes for small groups of students who otherwise would not be distinguishable in the aggregated data used for federal reporting. Disaggregating student data can help schools and communities plan appropriate programs, decide which interventions to select, use limited resources where they are needed most, and see important trends in educational outcomes and achievement.
|NCES 2012271||Characteristics of Associate’s Degree Attainers and Time to Associate’s Degree
These Web Tables provide estimates on completion times for undergraduate students who entered postsecondary education for the first time in 2003–04 and whose first degree attained by spring 2009 was an associate’s degree using data from the 2004/09 Beginning Postsecondary Students Longitudinal Study. Results are shown by enrollment, demographic, and employment characteristics and are presented separately for students who attended exclusively full time and students who ever attended part time.
|NCEE 20084017||Reading First Impact Study: Interim Report
The restricted-use data file for this report contains data from this study for the 2004-05 and 2005-06 school years. Data includes demographics and other characteristics of schools, aspects of reading instruction from classroom observations, and student demographics and reading comprehension achievement for first through third graders.
|NCES 2010363||2007-08 Schools and Staffing Survey (SASS) and 2008-09 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2007-2008 and the 2008-2009 TFS. The TFS data and User's manual are the added features to this re-release of the 2007-2008 SASS restricted-use ECB.
|NCES 2010170REV||Postsecondary Expectations and Plans for the High School Senior Class of 2003−04
This set of Issue Tables draws on data from the Education Longitudinal Study of 2002 (ELS:2002) to highlight the postsecondary expectations and plans of the senior class of 2003−04. These tables examine the highest level of education that students expected to attain and that parents expected their children to attain; look at students’ postsecondary plans after high school; explore various reasons that some students do not plan to enroll in college; reveal how frequently students discussed going to college with their parents; and show the number of their friends who plan to attend a 2- or 4-year college after high school. Estimates in all tables are presented for all students and by a wide range of student, family, and high school characteristics.
|IES 20096010||Rigor and Relevance Redux: Director's Biennial Report to Congress
The Institute of Education Sciences has issued the third and final Director's Biennial Report to Congress to be prepared by the Institute's first director, Dr. Grover J. (Russ) Whitehurst. Required by the Education Sciences Reform Act of 2002, the report includes a description of the activities of IES and its four National Education Centers, as well as a summary of all IES grants and contracts during the biennium in excess of $100,000. The report also includes the Director's recommendations for continued progress and effectiveness of IES.
Among the report's highlights:
|NCEE 20084016||Reading First Impact Study: Interim Report
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years.
The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1–3. A final report on the impacts from 2004–2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008.
|NPEC 2008850||Deciding on Postsecondary Education
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families.
|NCEE 20084012||National Assessment of Title I: Final Report
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students.
As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I.
|NCES 2008309||2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB.
|NCES 2008346||Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CDROM contains a revised version of the restricted-use base-year to second follow-up data that were previously released. Manuals documenting the sample design of these data, how they were collected, and how they should be used are included. This documentation is public use and can be downloaded directly from the ELS website (http://nces.ed.gov/surveys/els2002 /manuals.asp).
The ELS:2002 longitudinal study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. By the third follow-up in 2012, these young people will be in their mid-twenties.
Users of the original second follow-up restricted-use data (NCES 2008-346) can obtain this revised version (NCES 2008-346r) by requesting it from the IES Data Security Office (IESData.Security@ed.gov). Nearly all of the changes that have been made in the original data are in base year and first follow-up variables and not transcript or second follow-up variables.
However, none of these changes affect data that were originally released in the base year to first follow-up restricted-use data (NCES 2006-430 ), or the transcript restricted-use data (NCES-2006-351).
|NCES 2008308||Education Longitudinal Study of 2002 (ELS:2002):
A First Look at the Initial Postsecondary Experiences of the High School Sophomore
Class of 2002
This First Look report provides selected, nationally representative information about the about the transition of 2002 high school sophomores to college, the selectivity and other characteristics of the institutions in which they enrolled, their choice of major, and other characteristics of their enrollment to illustrate the wealth of data that is available from the from the Second Follow-up of the Education Longitudinal Study of 2002. When the Second Follow-up data were collected, most of the sample members were sophomores in college. By 2006, approximately 2 years after their expected graduation date, 88 percent of spring 2002 sophomores had graduated from high school with a diploma and 4 percent had earned a General Education Development certificate. Sixty percent enrolled “immediately” in college after receiving their diploma (by October if they left high school between January and July, or by the following February if they left high school after July). High school students whose parents’ income exceeded $100,000 per year had the highest rates of attendance at 4-year public and private institutions (44 and 26 percent, respectively), compared to students whose families earned $20,000 per year or less (14 and 7 percent, respectively). Thirteen percent of the spring 2002 high school sophomore class enrolled first in a highly selective 4-year institutions and 19 percent enrolled in a moderately selective 4-year institutions. Spring 2002 sophomores who took calculus in high school had the highest rates of enrollment (52 percent) in highly selective 4-year institutions. Among spring 2002 high school sophomores who had attended a postsecondary institution, 15 percent entered college intending to study business, 17 percent entered college intending to study health, and 15 percent entered college intending to study engineering/computer science/natural sciences/mathematics. An appendix to the report briefly summarizes the statistical design of the Second Follow-up.
|NCES 2007064||The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education.
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