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 Pub Number  Title  Date
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. 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 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
REL 2022138 Effects of Reclassifying English Learner Students on Student Achievement in New Mexico
This study examined how attaining English proficiency and being reclassified as fluent English proficient affected achievement in English language arts and math in the first year after student reclassification in grades 3–8 in New Mexico. State policy in New Mexico bases student reclassification decisions on whether students attain a minimum overall English language proficiency level score of 5.0 on the ACCESS for ELLs (ACCESS) assessment. The study focused on achievement among English learner students in 2014/15–2018/19, a time when the ACCESS underwent a standards setting process to better align its language proficiency scoring scale with the expectations of college- and career-ready standards. After the standards setting, a smaller percentage of English learner students in New Mexico attained English proficiency and were reclassified each year. At the same time, students who scored near the English proficiency level required for reclassification performed above the statewide average in English language arts and math and were more likely to meet state content proficiency standards. However, the study found no effects of reclassification on student achievement either before or after the ACCESS standards setting. In addition, the study found no effect of reclassification on next-year English language arts and math achievement among most groups of students with different characteristics and among most districts in the study. Leaders at the New Mexico Public Education Department could use the findings of this study to consider maintaining the current reclassification threshold. In addition, the state and its districts might want to identify opportunities to strengthen the supports provided to English learner students. This could begin by collecting more systematic information on the education services and supports that English learner students receive leading up to and after they attain English proficiency.
9/1/2022
NCES 2022144 Condition of Education 2022
The Condition of Education 2022 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/31/2022
NCES 2022046 2019 National Indian Education Study (NIES) Data Companion

The National Indian Education Study (NIES) is a special study funded by the Office of Indian Education (OIE). The study includes oversampling of American Indian / Alaska Native (AI/AN) students in public schools and Bureau of Indian Education (BIE) Schools. The study design includes students taking the 2019 National Assessment of Educational Progress (NAEP) operational assessment followed by a short survey questionnaire specific to AI/AN students about the role of AI/AN culture in students' lives and school experiences. Additionally, for teachers of the sampled AI/AN students there are surveys that collect information about teachers' backgrounds and instructional practices as they relate to the education of AI/AN students. (Note there also is a school administrator survey, however those data are unrelated to this data product.)

For both the student and teacher surveys, all of the questions were multiple choice, but a space was provided at the end of the survey for respondents to write in comments. There are two such write-in questions for each of the student and teacher surveys. The responses for these write-in questions are the purpose of this data product.

4/6/2022
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
REL 2022131 Estimating Changes to Student Learning in Illinois Following Extended School Building Closures due to the COVID-19 Pandemic
The COVID-19 pandemic disrupted the education of students in Illinois and around the nation. Leaders at the Illinois State Board of Education and in Illinois public school districts want to better understand how student learning changed during the pandemic. This study examines data from 17 Illinois districts over five years, including four years prior to the pandemic, to measure how student learning changed in fall 2020 relative to fall terms prior to the pandemic. The study demonstrates how learning changed in both mathematics and reading for students in grades 3–8, as well as how these changes varied across student characteristics and district size. The study found that students in grades 4–8 scored lower than expected in mathematics following the onset of the pandemic, after adjusting for other factors. The magnitude varied by grade level. Larger estimated changes in learning occurred in grades 6–8 than in grades 4 and 5. Students in grades 3–8 did not experience any statistically significant changes in learning in reading. A further analysis of learning in mathematics showed that changes in learning varied across students with different characteristics but were unrelated to district size. The study findings should be interpreted with caution, especially when generalizing to the population of Illinois districts and students. The study includes a small number of districts, and the students in these districts differ from the statewide population of students.
12/1/2021
REL 2022125 Schools' Experiences with Georgia's District and School Flexibility Policy
Georgia instituted a flexibility policy in 2007 that provided districts with waivers from state education rules, provisions, and guidelines. In exchange, schools must meet academic performance targets. The performance contracts are meant to encourage schools and districts to implement innovative practices to increase achievement for all students in Georgia. Between 2008/09 and 2016/17, 178 of Georgia’s 180 districts entered into performance contracts with the state. The Georgia Department of Education (GaDOE) asked Regional Educational Laboratory Southeast to analyze how each school’s achievement changed after the start of their district’s performance contracts and the factors related to those changes. GaDOE also requested information on schools’ implementation of and experiences with the state’s flexibility policy, focusing on how schools have prioritized local innovations in practice. Overall, the study found positive but small changes in achievement for grades 3–8 English language arts and math and found significant variation in changes in achievement across schools within districts, after adjusting for other factors. Changes in achievement after performance contracts were implemented were related to schools’ demographic composition and prior achievement. In response to a survey, school leaders reported prioritizing innovations related to use of data to identify early intervention needs, formative assessments used to guide instruction, supplemental programs for low-performing students, and personalized learning for students. Leaders in schools with larger proportions of students eligible for the national school lunch program, Black students, and English learner students reported prioritizing innovations related to online and/or blended curricula more frequently than schools with smaller proportions of these students. School leaders also reported a great deal of school-level influence over decisions about priority innovations.
10/18/2021
REL 2021113 Using Enhanced Coaching of Teachers to Improve Reading Achievement in Grades PreK–2 in Chicago Public Schools
Chicago Public Schools is working to improve early literacy outcomes through a multiyear professional development initiative for preK–2 teachers. The P–2 Balanced Literacy Initiative aims to improve literacy instruction by training teachers to implement effective early literacy instruction balancing systematic foundational skills instruction with reading and writing instruction involving rich, complex texts. The initiative began in 2016/17 and served 23 percent of all district elementary schools by 2018/19. The district designated 26 of the 115 elementary schools implementing the initiative in 2018/19 to receive enhanced supports, including intensive, site-based coaching, to support students’ independent reading. This study compared the reading achievement of students who attended schools that received the enhanced supports (priority schools) with the reading achievement of students who attended similar schools that received only the initiative’s standard supports (nonpriority schools). It also examined differences between priority and nonpriority schools in teachers’ and administrators’ participation in professional development sessions and looked at the successes and challenges of implementation. The study found that one year after implementation of the initiative, attending a priority school did not lead to higher end-of-year reading achievement than attending a nonpriority school after other factors were adjusted for. Teachers and administrators in priority schools were more likely than those in nonpriority schools to participate in the initiative’s core professional development sessions. Interviews with select district, network, and school leaders; instructional support coaches; and teachers suggest that several aspects of the initiative’s professional development were valuable, most notably the opportunities for teachers to deepen their understanding of the initiative’s professional development, receive feedback through observation and school-based coaching, and learn from one another. But instructional support coaches’ limited capacity, due to competing responsibilities, was a challenge. District leaders might consider increasing the number of coaches available and limiting their competing priorities so they can focus on the initiative.
9/15/2021
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 2021045 2019 NAEP Science Assessment: Highlighted Results at Grades 4, 8, and 12 for the Nation

These online Highlights present an overview of results from the NAEP 2019 science report. Highlighted results include key findings for nationally representative samples of fourth-, eighth-, and twelfth-grade students. Results are presented in terms of average scale scores and as percentages of students performing at the three NAEP achievement levels: NAEP Basic, NAEP Proficient, and NAEP Advanced. In addition to the overall average scale score, NAEP science results are also reported as average subscale scores for each of three content areas—Physical Science, Life Science, and Earth and Space Sciences. Highlighted results also include performance data for demographic student groups, scores at five selected percentiles, and responses to NAEP survey questionnaires

The 2019 average science score was lower for grade 4, and not significantly different for grades 8 and grade 12, compared to average scores in 2015. Average science scores were higher for grades 4 and 8, but not significantly different for grade 12, compared to 2009, the first year under the current science framework. Compared to 2015, the average score was lower for grade 4 in two of the three science content areas; there were no significant changes in average content areas scores for grades 8 and 12. Average scores were higher in two of the three content areas for grades 4 and 8 compared to 2009 while there were no significant changes in average scores across the content areas for grade 12.

Reported results include responses of students, teachers, and school administrators to survey questionnaires designed to collect information about student’s educational experiences and opportunities to learn both inside and outside of the classroom. The report includes detailed descriptions of released interactive scenario-based tasks and discrete questions to illustrate the types of science knowledge and scientific inquiry skills that were measured as part of the NAEP science assessment.

Full results are available in the 2019 NAEP Science Report Card.

5/25/2021
NCES 2021144 Condition of Education 2021
The Condition of Education 2021 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
5/25/2021
NCES 2021009 Digest of Education Statistics, 2019
The 55th 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.
2/25/2021
REL 2021058 Trends and Gaps in Reading Achievement across Kindergarten and Grade 1 in Two Illinois School Districts
To assess educational progress in the early grades and identify achievement gaps, the Midwest Early Childhood Education Research Alliance examined reading achievement data among students in kindergarten and grade 1 in two districts in Illinois. The study documents overall reading achievement in these and examines disparities in achievement among groups defined by race/ethnicity, eligibility for the national school lunch program, English learner status, participation in special education, and gender. District administrators, policymakers, and educators can use the findings to make decisions about allocating resources to students and schools. This study analyzed student records and assessment data from two cohorts of kindergarten and grade 1 students—one from Elgin Area Schools (District U–46) and one from Springfield Public Schools (District 186). District U–46 used the Fountas and Pinnell Benchmark Assessment System—a formative reading assessment administered by teachers—to assess the reading proficiency of kindergarten and grade 1 students. District 186 used the Measures of Academic Progress for Primary Grades assessment, an adaptive assessment that is appropriate for universal screening and growth measurement of students’ reading. The study team performed separate analyses for both districts given a discrete, categorical outcome variable for District U–46 and a continuous outcome variable for District 186. The study found that reading achievement increased across the kindergarten and grade 1 years for all students. However, there were differences in reading achievement across student demographic groups. In both districts, Asian and White students had higher achievement than Black and Hispanic students, and students not eligible for the national school lunch program and students not in special education had higher achievement than students with this eligibility and this status. In District U–46, non-English learner students had higher achievement levels than English learner students. In District 186, female students started kindergarten and ended grade 1 with slightly higher levels of reading achievement than male students. District administrators, policy makers, and educators can use these findings to make decisions about allocating resources—such as professional development, literacy coaches, or books—to schools that serve larger concentrations of Black or Hispanic students, students eligible for the national school lunch program, students in special education, or English learner students. Examining achievement patterns by student demographic group is an important first step in identifying whether districts or schools need to distribute resources or opportunities differently to achieve more equitable outcomes across student demographic groups. District administrators, policy makers, and educators can use the results to motivate conversations about the root causes of inequities and how to resolve them.
2/9/2021
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