Search Results: (1-6 of 6 records)
|NCES 2023013||User’s Manual for the MGLS:2017 Data File, Restricted-Use Version
This manual provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) restricted-use school and student data files (NCES 2023-131). An overview of MGLS:2017 is followed by chapters on the study data collection instruments and methods; direct and indirect student assessment data; sample design and weights; response rates; data preparation; data file content, including the composite variables; and the structure of the data file. Appendices include a psychometric report, a guide to scales, field test reports, and school and student file variable listings.
|NCES 2019430||Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09).
|NCES 2019038||Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
|NCES 2013001||Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2010-11
This report provides national estimates about dual credit courses at public high schools. The estimates presented in this report are based on a school survey about dual credit courses offered by high schools during the 2010-11 school year.
|NCES 2009031||Public-Use Data Files and Documentation (FRSS 85): Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 (NCES 2009-031)
This file contains data from a 2003 fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides baseline information regarding the prevalence and characteristics of dual credit courses. The survey also collected information on two types of exam-based courses, Advanced Placement (AP) and International Baccalaureate (IB). These types of courses provide high school students with another way of bridging K–12 and postsecondary education. NCES released the results of the survey in the publication Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03.
Questionnaires and cover letters for the study were mailed to the principal of each sampled school in mid-September 2003. The letter introduced the study and requested that the questionnaire be completed by the school's director of guidance counseling or other staff member who is most knowledgeable about the school’s dual credit, Advanced Placement, and International Baccalaureate courses. Respondents were offered the option of completing the survey via the Web or by mail. Telephone followup for survey nonresponse and data clarification was initiated in early October 2003 and completed in early January 2004. The final response rate was 92 percent.
The survey asked respondents to report on the prevalence and enrollment of dual credit and exam-based courses in their high schools. Additional information was obtained on dual credit courses, including the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. For this study, dual credit was defined as a course or program where high school students can earn both high school and postsecondary credits for the same course. Dual credit courses could be located on a high school campus or the campus of a postsecondary institution, or taught through distance education. Additionally, the dual credit options must be either legislated by the state or have an articulated or other formal written agreement between the high school and the postsecondary institution. The survey also collected enrollment information for Advanced Placement (AP) and International Baccalaureate (IB) courses.
|NCES 2005009||Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03
This public school survey is the first national survey to provide baseline data on dual credit and exam-based courses, including Advanced Placement (AP) and International Baccalaureate (IB) courses, for public high school students. The report provides national estimates of the number of public high schools that offered dual credit and/or exam-based courses, as well as the number of enrollments in those courses. In addition, it examines the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. Survey findings are presented at the national level and by school characteristics such as enrollment size, school locale, region, and percent minority enrollment.
1 - 6