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 Pub Number  Title  Date
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.
8/16/2023
NCES 2023466 2019–20 National Postsecondary Student Aid Study (NPSAS:20): First Look at Student Financial Aid Estimates for 2019–20
This First Look publication provides the first results of the 2019–20 National Postsecondary Student Aid Study (NPSAS:20), the most comprehensive national study of student financing of postsecondary education in the United States. This report includes information for about 80,800 undergraduate students and 19,700 graduate students attending 2,200 postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, gender, race/ethnicity, attendance pattern, and income level. Percentages and average amounts are additionally described by dependency status for undergraduate students and by graduate program for graduate students. Supplemental tables feature state-level percentages of students receiving aid and average amounts received by undergraduate students.
7/26/2023
NCES 2023055 Overview of the Middle Grades Longitudinal Study of 2017–18 (MGLS:2017): Technical Report
This technical report provides general information about the study and the data files and technical documentation that are available. Information was collected from students, their parents or guardians, their teachers, and their school administrators. The data collection included direct and indirect assessments of middle grades students’ mathematics, reading, and executive function, as well as indirect assessments of socioemotional development in 2018 and again in 2020. MGLS:2017 field staff provided additional information about the school environment through an observational checklist.
3/16/2023
REL 2021089 Understanding Access to and Participation in Dual Enrollment by Locale and Income Level
By providing students with an opportunity to take college courses and earn college credits while in high school, dual enrollment programs effectively increase college access, enrollment, and degree attainment. Such programs might be particularly beneficial for high school students who might be less likely to go to college, including students from rural areas and low-income households. Given the comparatively rural geography of the Regional Educational Laboratory (REL) Central region, stakeholders need a comprehensive resource for understanding dual enrollment access and participation in their states in order to support the identification of strategies to expand opportunities for college and career preparation. This report presents information on patterns in dual enrollment access and participation for the 2017/18 school year in the REL Central states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) and the region as a whole and compares these state and regional patterns with national patterns. The report also reveals how dual enrollment access and participation varied with school characteristics, including school locale (city, suburban, town, or rural) and percentage of students from low-income households. The study found that dual enrollment access and participation were higher in the REL Central region than nationally. Additionally, students in rural and city locales tended to have lower dual enrollment access than did their peers in town and suburban locales. In contrast, dual enrollment participation was generally higher for students in rural and town locales than for their peers in city locales. In some states, however, both dual enrollment access and participation were higher in rural and town schools than in city schools. The study also found that in the REL Central region and nationally, schools serving higher percentages of students from low-income households had higher dual enrollment access and participation than did schools serving lower percentages of students from low-income households. Education leaders can use the study findings to advance progress toward state and district postsecondary readiness goals and to inform the development of supports or incentives related to dual enrollment.
5/24/2021
WWC 2021043 Bottom Line Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Bottom Line. Bottom Line provides intensive advising for low-income high school students, most of whom are the first in their family to go to college. The advising is designed to help students apply for college and financial aid and select a high-quality, affordable institution. For students who attend one of Bottom Line's target colleges, which they identified as providing a high-quality education at an affordable price, Bottom Line continues to provide regular support to students on campus for up to six years. Based on the research, the WWC found that Bottom Line has potentially positive effects on college enrollment and potentially positive effects on progressing in college.
4/29/2021
NCES 2020341 One Year After a Bachelor's Degree: A Profile of 2015-16 Graduates
These Web Tables present outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include undergraduate enrollment experiences, postbaccalaureate enrollment, characteristics of first postbaccalaureate job, financial wellbeing, and student loan debt and repayment
7/27/2020
NCES 2020470 What Is the Price of College? Total, Net, and Out-of-Pocket Prices in 2015–16
This report describes four measures of the price of undergraduate education in the 2015–16 academic year: total price of attendance (tuition and living expenses), net price of attendance after all grants, out-of-pocket net price after all financial aid, and out-of-pocket net price after all aid excluding student loans. Estimates are based on the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of students enrolled in postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. Estimates are compared across four institution types: public 2-year institutions, public 4-year institutions, for-profit institutions at all levels (less-than-2-year, 2-year, and 4-year), and private nonprofit 4-year institutions. Prices are also presented separately for dependent and independent students, with these estimates being further separated by income level and institution control and level.
12/31/2019
NCES 2020222 Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Public-use File (PUF)
The PIAAC U.S. 2017 public-use file (PUF) contains individual unit data including both responses to the background questionnaire and the cognitive assessment from the third U.S. PIAAC data collection, completed in 2017. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2020-224).
11/20/2019
NCES 2020223 Program for the International Assessment of Adult Competencies (PIAAC) U.S. 2017 Sample Restricted-Use File (RUF)
The PIAAC U.S. 2017 Restricted-use File (RUF) consists of data from the PIAAC 2017 household sample. It contains data for individuals including responses to the background questionnaire and the cognitive assessment. Statistical confidentiality treatments were applied due to confidentiality concerns. In addition to the variables in the public use file, the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted-use license agreement with the National Center for Education Statistics. For more details on the data, please refer to Appendix E of the U.S. PIAAC technical report. (NCES 2019-224).
11/20/2019
NCES 2020460REV Profile of Very Low- and Low-Income Undergraduates in 2015–16
This Statistics in Brief focuses on two groups of low-income undergraduate students enrolled in U.S. postsecondary institutions in 2015–16: very low- and low-income students, defined as those whose family incomes fell below 50 percent and between 50 and 100 percent, respectively, of the federal poverty level for their family size. This report compares these students’ demographic and enrollment characteristics, financial aid, and price of attendance with those of students whose family incomes were above the federal poverty level. This report draws on data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
10/1/2019
NCES 2019486 Trends in Undergraduate Nonfederal Grant and Scholarship Aid by Demographic and Enrollment Characteristics: Selected Years, 2003–04 to 2015–16
These tables present data from four administrations of the National Postsecondary Student Aid Study (2003–04, 2007–08, 2011–12, and 2015–16) on nonfederal grant aid and scholarship aid awarded to undergraduate students. Nonfederal grant and scholarship aid is financial aid awarded by states, institutions, employers, and private organizations. Grants and scholarships, unlike loans, do not need to be repaid and are traditionally awarded on the basis of financial need, merit (e.g., academic or athletic), or a combination of need and merit. Estimates in these tables include the percentage of undergraduates who received nonfederal aid and the average amounts they received, by aid type (need- or merit-based), source (state, institution, or employer), and selected student and institutional characteristics.
8/14/2019
NCES 2019473 Student Financing of Undergraduate Education in 2015–16: Income, Tuition, and Total Price
These tables present estimates from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of how students and families pay for college in the United States. The estimates include information on families’ income, cost of attendance, and financial aid received. The estimates are provided for groups of students based on the control and level of the institutions attended, their demographic characteristics, enrollment patterns, and dependency status.
3/21/2019
NCES 2019474 Student Financing of Undergraduate Education in 2015–16: Financial Aid by Type and Source
These tables present data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of how students and families pay for college in the United States. The estimates include information on the type, source, and average amount of financial aid undergraduate students received while enrolled in postsecondary education. The estimates are provided for groups of students based on the control and level of institutions they attend, student enrollment patterns and demographic characteristics, and receipt of various types of financial aid.
3/21/2019
NCES 2019475 Student Financing of Undergraduate Education in 2015-16: Students' Net Price, Expected Family Contribution, and Financial Need
These tables present estimates from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16), a nationally representative study of how students and families pay for college in the United States. The estimates include information on families’ income, cost of attendance, and financial aid received. The estimates are provided for groups of students based on the control and level of the institutions attended, their demographic characteristics, enrollment patterns, and dependency status.
3/21/2019
NCEE 20194003 Presenting School Choice Information to Parents: An Evidence-Based Guide
Presenting School Choice Information to Parents: An Evidence-Based Guide, from the National Center for Education Evaluation and Regional Assistance (NCEE), presents findings from an online experiment conducted with 3,500 low-income parents. Each parent viewed one of 72 different web pages displaying information about schools in a hypothetical district. They study examined how variations in the displays affected parents' understanding of the information; perceived ease of use and satisfaction; and which schools they would choose given what was shown. Findings suggest parents generally preferred looking at school information displays that had graphs as well as numbers, more rather than less data, and a list of choices ordered by each school's distance from home. But showing schools ordered by their academic performance made parents more likely to pick a higher performing school for their child.
10/30/2018
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