Search Results: (16-30 of 220 records)
|NCES 2022028||2019 NAEP High School Transcript Study
The 2019 NAEP High School Transcript Study (HSTS) describes the coursetaking patterns and academic performance of graduates from a national sample of U.S. public and private schools who also took the 2019 NAEP twelfth-grade mathematics and science assessments. This report uses data from the 1990, 2000, 2009, and 2019 NAEP HSTS for coursetaking results and from 2005, 2009, and 2019 for comparisons to NAEP.
The study of high school graduates’ academic performance and coursetaking patterns is based on an analysis of their transcripts and NAEP twelfth-grade mathematics and science assessment results. HSTS show trends from 1990, 2000, 2009, and 2019 in grade point averages, course credits earned, curriculum levels, and various coursetaking patterns. The 2019 HSTS uses a new course classification system, the School Courses for the Exchange of Data (SCED), to provide a more detailed breakdown of cross-disciplinary coursetaking programs such as Career and Technical Education (CTE) and Science Technology Engineering and Mathematics (STEM) coursetaking.
The study also compares graduates’ average NAEP scale scores from the twelfth-grade mathematics and science assessments to the academic achievement reported in their transcripts. The linkage of the NAEP twelfth-grade mathematics and science assessments to HSTS provides the opportunity for school leaders, policy makers, and researchers to analyze student performance by a rich set of HSTS and NAEP contextual factors.
|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.
|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.
|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.
|REL 2022132||Career and Technical Education Credentials in Virginia High Schools: Trends in Attainment and College Enrollment Outcomes
In Virginia, there has been a long-term effort to increase the number of graduates who earn career and technical education (CTE) credentials. These CTE credentials are intended to provide high school graduates with additional preparation for college and careers. In 2013, the Virginia Board of Education added a CTE credential requirement to the Standard diploma for students who entered grade 9 for the first time in 2013 or later. Graduates can complete this requirement by passing an approved assessment and do not have to take any CTE courses.
At the request of Virginia CTE leaders, the Regional Educational Laboratory Appalachia conducted a descriptive study of attainment rates of CTE credentials, completion rates of CTE programs of study, and college enrollment rates for Standard diploma graduates from 2011 to 2017, the years before and after the policy change. Education stakeholders in Virginia and elsewhere can use the results of this study to inform their CTE policies.
From 2011 to 2017, the percentage of Standard diploma graduates who earned at least one CTE credential increased from 23 percent to 91 percent. A similar increase occurred among Advanced Studies diploma graduates, even though the CTE credential requirement applied only to Standard diploma graduates. The attainment rates of CTE credentials increased for all groups of Standard diploma graduates, including groups based on demographic characteristics, federal program participation, and academic achievement. While the percentages of Standard diploma graduates who earned a CTE credential increased consistently from 2011 to 2017, their college enrollment rates dropped. The percentage of Standard diploma graduates completing a CTE program of study, which requires taking CTE courses that are not required to earn a credential but may still be helpful for later student outcomes, decreased in 2016 and 2017.
The study findings suggest a need to examine workforce outcomes for Standard diploma graduates to fully understand whether this policy is meeting its intended goals. In addition, the findings suggest a need to consider other methods to address outcomes for Virginia’s Standard diploma graduates, such as support for implementing practices with rigorous evidence of effectiveness for improving college and career outcomes.
|NCES 2021304||Revenues and Expenditures for Public Elementary and Secondary School Districts: FY 19
This report presents data on public elementary and secondary education revenues and expenditures at the local education agency (LEA) or school district level for fiscal year (FY) 2019. Specifically, this report includes finance data on the following topics:
|NCES 2021061||Characteristics of Private Schools in the United States: Results From the 2019-20 Private School Universe Survey
This First Look report provides selected findings from the 2019–20 Private School Universe Survey (PSS) regarding private schools that were in operation during the 2019-20 school year. The data include information on school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The PSS collects nonfiscal data biennially from the universe of private schools in the United States with grades kindergarten through twelve.
|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.
|REL 2021098||Using Promotion Power to Identify the Effectiveness of Public High Schools in the District of Columbia
This study estimated the promotion power of public high schools in the District of Columbia. Promotion power is a measure of school effectiveness that distinguishes a school/s contributions to student outcomes from the contributions of the background characteristics of the students it serves. Promotion power scores are distinct from status measures such as graduation rate and college enrollment rate because they account for prior student achievement and other student background characteristics in measuring schools’ contributions. They complement value-added measures by using similar methods to examine additional, longer-term outcomes. The study found wide variation in high schools’ promotion power for college-ready SAT scores, high school graduation, and college enrollment. Schools with high promotion power for high school graduation were also more likely to have high promotion power for college enrollment. Student background characteristics were less strongly related to promotion power scores than to status measures, suggesting that high schools serving differing student populations can show strong promotion power.
|REL 2021102||Associations between High School Students' Social-Emotional Competencies and Their High School and College Academic and Behavioral Outcomes in the Commonwealth of the Northern Mariana Islands
This study addressed the need expressed by education stakeholders in the Commonwealth of the Northern Mariana Islands to better understand their high school students' social-emotional competencies and how those competencies might be associated with students' academic and behavioral outcomes in high school and college. Social-emotional competencies refer to the knowledge, beliefs, and behaviors that help students recognize and manage their emotions, build positive relationships, and make responsible decisions. In May 2019 grade 11 and 12 students who were enrolled in high schools within the Commonwealth of the Northern Mariana Islands Public School System responded in May 2019 to survey questions regarding their self-management, growth mindset, self-efficacy, sense of belonging, and social awareness using a 5-point scale, with higher scores reflecting greater social-emotional competencies. The study found that high school students and high school students who went on to attend Northern Marianas College scored highest in self-management and lowest in self-efficacy. High school students with higher growth mindset or self-efficacy scores had higher high school grade point averages and grade 10 ACT Aspire math and reading scale scores. Higher self-efficacy scores were also associated with fewer days absent from high school. Students with higher social awareness scores had lower high school grade point averages. Among the high school students who went on to attend college at Northern Marianas College, higher growth mindset scores were associated with higher first semester college grade point averages, after student characteristics were controlled for. None of the four other social-emotional competency domains was associated with any of the college academic or behavioral outcomes.
|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).
|NFES 2021078||Forum Guide to Virtual Education Data: A Resource for Education Agencies
The Forum Guide to Virtual Education Data: A Resource for Education Agencies is designed to assist agencies with collecting data in virtual education settings, incorporating the data into governance processes and policies, and using the data to improve virtual education offerings. This resource reflects lessons learned by the education data community during the coronavirus disease (COVID-19) pandemic and provides recommendations that will help agencies collect and use virtual education data.
|REL 2021092||Using High School Data to Explore Early College Success on Pohnpei, Federated States of Micronesia
As of 2010, about 15 percent of residents older than age 25 on Pohnpei in the Federated States of Micronesia (FSM) had completed an associate degree or higher. To increase the number of college graduates, the Pohnpei Department of Education and the College of Micronesia-FSM are working together to improve the early college outcomes of their students. They noted that in 2018, 42 percent of applicants from Pohnpei to the College of Micronesia-FSM were not admitted or were admitted to a one-year nondegree certificate program. No studies have examined possible links between high school academic preparation in the FSM and early college success outcomes, such as the college entrance test result. Examining these links could inform strategies to improve degree attainment. Using data on Pohnpei public high school graduates from 2016 to 2018 provided by the Pohnpei Department of Education and the College of Micronesia-FSM, this study examined high school academic preparation characteristics and college student characteristics to determine whether they are associated with five early college success outcomes: College of Micronesia-FSM Entrance Test result; placement in credit-bearing math, reading, and writing courses; and persistence to a second year. The study found that high school grade point average was positively associated with all five outcomes. Students who were enrolled in the high school academic coursework track were more likely than students who were enrolled in the business and vocational tracks to be admitted to a degree program and to enroll in credit-bearing reading courses. College students who first enrolled at the College of Micronesia-FSM in the summer term immediately after high school graduation were more likely to persist to a second year than those who first enrolled in the fall term.
|NCES 2021302||Revenues and Expenditures for Public Elementary and Secondary Education: FY 19
The finance tables and figures introduce new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2019. Specifically, the tables include the following school finance data
|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.