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|NCES 2017094||Digest of Education Statistics, 2016
The 52nd 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.
|REL 2018287||An exploratory analysis of features of New Orleans charter schools associated with student achievement growth
In the wake of Hurricane Katrina, the number of charter schools in New Orleans has rapidly expanded. During the 2012/13 school year—the period covered by this study, of the 85 public schools in New Orleans, 75 were chartered, enrolling more than 84 percent of all public school students in the city in 92 different school campuses. This study explored organizational, operational, and instructional features of New Orleans charter schools serving grades 3–8 that are potential indicators of student achievement growth in English language arts (ELA), math, and science. The organizational characteristic of kindergarten provided as an entry grade was associated with higher levels of VAM on the ELA test. The operational characteristic of an extended school year also was associated with higher levels of ELA VAM. The instructional characteristics of a lower percentage of teachers with graduate degrees, more experienced teachers, and a lower student/teacher ratio were associated with higher levels of ELA VAM. The analysis revealed fewer potential key indicators of charter school effectiveness regarding VAM in math and science. The inclusion of kindergarten as an entry grade was the only school feature that was statistically significant in its association with math VAM; schools with kindergarten were correlated with higher math VAM scores. Having a lower student/teacher ratio and fewer staff in student support roles were the only school features that were statistically significant in their association with higher science VAM scores. None of these associations between potential key indicators and math and science VAM scores remained statistically significant when estimated using 2013/14 outcome data, indicating that the results are not robust to such an additional analysis. Offering kindergarten as an entry grade and having a lower teacher/student ratio were the only potential key indicators with statistically significant associations with more than one VAM outcome. Having kindergarten as an entry grade was positively associated with ELA and math VAM. Having a lower teacher/student ratio was associated with higher ELA and science VAM.
|NCES 2017120||Program for International Student Assessment (PISA) 2015 United States public-use data files
The data files include the U.S. PISA 2015 data files for students, teachers, and principals/schools, and include additional variables only available at the national level (e.g., student race/ethnicity). The public-use data files can be downloaded and analyzed by researchers interested in conducting secondary analyses. In addition to the U.S. data files, the product also includes a README file, illustrative merge code, a Quick Guide, variable codebooks, SAS and SPSS control files, and record layout files. The data files are presented in ASCII, and can be imported into any number of statistical programs, such as SAS, SPSS, or STATA. These public-use data files can be used on their own or merged with the international PISA database available for download from the OECD PISA website at http://www.oecd.org/pisa/data/. Users of the U.S. PISA 2015 data files are encouraged to refer to the Technical Report which provides details on the methods and operations used in collecting PISA data in the United States. The PISA 2015 Technical Report can be found at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2017095.
|NCES 2017121||Program for International Student Assessment (PISA) 2015 United States Restricted-use Data File
This CD-ROM contains PISA 2015 restricted-use data for the United States. The CD-ROM includes the data file, a codebook, instructions on how to merge with the U.S. PISA 2015 public-use dataset (NCES 2017-120), 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.
|NCES 2018017||Reading Achievement of U.S. Fourth-Grade Students in an International Context
The Progress In International Reading Literacy Study (PIRLS) 2016 is the fourth administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2016, there were 58 education systems (including countries and other education systems) that participated at grade 4.
The focus of the report is on the performance of U.S. students relative to their peers in other education systems in 2016, and on changes in reading achievement since 2001. For a number of participating education systems, changes in achievement can be documented over the last 15 years, from 2001 to 2016.
In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. 4th-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2016 in the United States and in the other participating education systems.
Also included are results from ePIRLS an innovative, computer-based assessment of online reading. This was the first administration of ePIRLS.
|WWC ADLIT681||Prentice Hall Literature (1989-2005)
Prentice Hall Literature (1989–2005) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. After reviewing the research on Prentice Hall Literature (1989–2005), the WWC found no studies that meet WWC standards. Therefore, more research is needed to determine the effectiveness of the curricula for adolescent readers.
|WWC ADLIT682||Prentice Hall/Pearson Literature (2007-15)
This What Works Clearinghouse (WWC) intervention report summarizes the research on Prentice Hall/Pearson Literature (2007–2015), which includes the 2007 and later editions Prentice Hall Literature: Penguin Edition, Prentice Hall Literature: Language and Literacy, Prentice Hall Literature: Common Core Edition, and Pearson Literature.
Prentice Hall/Pearson Literature (2007–2015) is an English language arts curricula designed for students in grades 6–12 that focuses on building reading, vocabulary, literary analysis, and writing skills. Based on the research, the WWC found Prentice Hall/Pearson Literature (2007–2015) to have no discernible effects on general literacy achievement and comprehension for adolescent readers. No studies meet WWC group design standards in the alphabetics or reading fluency domains, so this intervention report does not report on the effectiveness of Prentice Hall/Pearson Literature (2007–15) for those domains.
|NCES 2017051||Status and Trends in the Education of Racial and Ethnic Groups 2017
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 2017161||The National Indian Education Study: 2015
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.
The results presented in this report focus primarily on the educational experiences of AI/AN students at grades 4 and 8 based on their responses and the responses of their teachers and school administrators to selected NIES 2015 survey questions. Approximately 8,500 fourth-graders and 8,200 eighth-graders participated in the NIES 2015 student survey. Teachers and school administrators also completed surveys. The survey results displayed are reported as percentages of AI/AN students attending schools that varied in the proportion of AI/AN students within their student population—low AI/AN density public schools (less than 25 percent of students were AI/AN), high AI/AN density public schools (25 percent or more of students were AI/AN), and Bureau of Indian Education (BIE) schools.
Also included in this report are performance results for AI/AN students in the 14 states with samples large enough to report separate results for AI/AN students in 2015. State-level average scores in NAEP reading and mathematics for AI/AN fourth- and eighth- graders from earlier NAEP assessments in 2005, 2007, 2009, and 2011 are compared to their average reading and mathematics scores in 2015.
|NCES 2017286||ECLS-K:2011 Public-Use Kindergarten-Second Grade Data File and Electronic Codebook
The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011) is a longitudinal study following a nationally representative sample of students from their kindergarten year to the spring of 2016, when most of the students are expected to be in fifth grade. This public-use data file includes information collected during the fall and spring of the 2010-11 school year, when all of the students were in kindergarten, the fall and spring of the 2011-12 school year, when most of the students were in first grade, and the fall and spring of the 2012-13 school year, when most of the students were in second grade. The file includes information collected from the students, their parents/guardians, their teachers, and their school administrators in the first two years of the study. It also includes information collected in the spring of 2011 from their kindergarten-year before- and after-school care providers.
|REL 2017238||Measuring student progress and teachers' assessment of student knowledge in a competency-based education system
Competency-based education is a system where students must demonstrate mastery of course content to be promoted to the next class or grade, with students allowed to take as much or as little time necessary to achieve a comprehensive understanding of course content, rather than spend a prerequisite number of hours in a class. Students are placed into a class based on their current level of understanding rather than their traditional, age-based grade. This report describes how long students took to complete a competency-based class when they were in a class that was below, at, or above their traditional grade level. The report also examines the relationship between teachers’ judgments of student competency and student performance on a state achievement test. The study found that the majority of students took four academic quarters to complete a class. On average, students who were below grade level took less time to complete their classes than students who were in a class that corresponded to their traditional grade level. Teacher ratings of student competency had a small but positive association with student academic achievement and predicted the state academic proficiency levels of 40 percent of mathematics students and 59 percent of literacy students. As school and district leaders implement or contemplate implementing competency-based education, this report provides information about how a competency-based education system in one district operates.
|REL 2017259||Formative assessment and elementary school student academic achievement: A review of the evidence
Formative assessment is a process that engages teachers and students in gathering and using information about what students are learning. This comprehensive and systematic review identifies 22 rigorous studies of the effectiveness of formative assessment interventions among elementary students. Results of the study indicate that, overall, formative assessment has a positive effect on student achievement. On average, across the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Formative assessment interventions in mathematics had larger effects, on average, than formative assessment interventions in reading or writing. Both student-directed formative assessment and formative assessment directed by other agents, such as a teacher or a computer program, appear to be effective for mathematics. Other-directed formative assessment interventions appear to be more effective for reading than student-directed formative assessment interventions.
|NCES 2016014||Digest of Education Statistics, 2015
The 51st 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.
|NCES 2017048||Performance of U.S. 15-Year-Old Students in Science, Reading, and Mathematics Literacy in an International Context: First Look at PISA 2015
This report provides international comparisons of student performance in science, reading, and mathematics literacy from the PISA 2015 assessment. In 2015, 70 education systems, including the United States, participated in PISA. In addition, Massachusetts, North Carolina, and Puerto Rico participated in PISA separately from the nation.
The report includes average scores in the three subject areas; score gaps across the three subject areas between the top (90th percentile) and low performing (10th percentile) students; the percentages of students reaching selected PISA proficiency levels; and trends in U.S. performance in the three subjects over time.
Additional findings from PISA 2015 are available on the NCES PISA website at http://nces.ed.gov/surveys/pisa/pisa2015/.
|NCES 2017002||Highlights from TIMSS and TIMSS Advanced 2015: Mathematics and Science Achievement of U.S. Students in Grades 4 and 8 and in Advanced Courses at the End of High School in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2015 is the sixth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. 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 2015, TIMSS was administered in 49 IEA member countries and 6 other education systems at grade 4, and in 38 IEA member countries and 6 other education systems at grade 8.
TIMSS Advanced assesses the advanced mathematics and physics knowledge and skills of students at the end of high school who have taken courses in advanced mathematics and physics. TIMSS Advanced 2015 represents only the second administration in which the United States has participated since the first administration in 1995, and is designed to align broadly with the advanced mathematics and physics curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the advanced mathematics and physics concepts and skills likely to have been taught in school. Nine countries participated in TIMSS Advanced 2015.
The focus of the report is on the performance of U.S. students relative to their peers in other countries on TIMSS and TIMSS Advanced 2015, and, for TIMSS results, on changes in achievement since 2011 and 1995. For a number of participating countries and education systems, changes in achievement can be documented over the last 20 years, from 1995 to 2015. This report also describes the characteristics of students who participated in the advanced mathematics and physics assessments at the end of high school, and describes the performance of males and females in these subjects. In addition, it includes achievement in Florida, a U.S. state that participated in TIMSS both as part of the U.S. national sample of public and private schools as well as individually with state-level samples of public schools.
In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale.
Additional tables with TIMSS and TIMSS Advanced results will be available on the NCES website at http://nces.ed.gov/timss/timss15.asp.