Search Results: (1-10 of 10 records)
|NFES 2022098||Forum Guide to Digital Equity
The Forum Guide to Digital Equity Data is designed to help education agencies close digital equity gaps through the collection and use of digital equity data. This publication defines digital equity; explains the importance of having comparable, high-quality digital equity data; and discusses how those data can be used to identify issues, prioritize action, and create new programs or sustain existing efforts to address digital inequities.
|NCES 2022001||National Household Education Surveys Program of 2019: Methodological Experiments Report
This report presents the methods and findings of the methodological experiments that were included in the 2019 administration of the National Household Education Surveys Program. These experiments were organized around three key themes: (1) better understanding how the offered response modes affect response rates; (2) increasing response by web; and (3) increasing response from specific demographic subgroups.
|NCES 2021030REV||National Household Education Surveys Program of 2019 Data File User's Manual
The 2019 National Household Education Surveys Program (NHES:2019) Data File User’s Manual provides documentation and guidance for users of the NHES:2019 data files, which include data from the Early Childhood Program Participation survey and the Parent and Family Involvement in Education survey. The survey program collected information about early childhood care, parental involvement in education, school choice, homeschooling, online learning, and home learning activities. Data files are being released for each survey, with ASCII, SAS, SPSS, Stata, csv, and R formats available.
|NCES 2022043||National Household Education Surveys Program of 2019: Qualitative Study of Nonresponding Addresses
This report documents the methods and findings of a qualitative study of nonrespondent addresses to the 2019 administration of the National Household Education Surveys Program (NHES:2019). The study included two components: (1) 85 in-depth, qualitative interviews and (2) 760 address observations. The overarching goal was to better understand the drivers of nonresponse to the NHES and to provide additional, actionable information on how to combat this growing problem.
|NFES 2021110||Forum Guide to Metadata
The Forum Guide to Metadata presents and examines the ways in which metadata can be used by education agencies to improve data quality and promote a better understanding of education data. Supported by metadata-related case studies from state and local education agencies, the guide highlights the uses of metadata from a technical point of view, as well as the perspectives of data management, data reporting and use, and data privacy and security. The guide further discusses how to plan and successfully implement a metadata system in an education setting and provides examples of standard metadata items and definitions to assist agencies with standardization.
|NFES 2021094||Forum Guide to Staff Records
The Forum Guide to Staff Records was developed to help education agencies effectively collect and manage staff data; protect the privacy of staff data; and ensure that requests for data access and data releases are managed appropriately. The guide builds on information from the 2000 publication, Privacy Issues in Education Staff Records: Guidelines for Education Agencies and reflects how agencies have responded to changes in staff data over time. It includes a discussion of types of staff records, updated best practices for data collection and management, and case studies from state and local education agencies.
|NCES 2021011||Technical Report and User Guide for the 2018 Program for International Student Assessment (PISA): Data Files and Database with U.S.-Specific Variables
This technical report and user guide is designed to provide researchers with an overview of the design and implementation of PISA 2018, as well as with information on how to access the PISA 2018 data. This information is meant to supplement OECD publications by describing those aspects of PISA 2018 that are unique to the United States.
|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.
|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.
|NFES 2021013|| Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR)
The Forum Guide to Strategies for Education Data Collection and Reporting (SEDCAR) was created to provide timely and useful best practices for education agencies that are interested in designing and implementing a strategy for data collection and reporting, focusing on these as key elements of the larger data process. It builds upon the Standards for Education Data Collection and Reporting (published by the Forum in 1991) and reflects the vast increase over the past three decades in the number of compulsory and/or continual data collections conducted by education agencies. This new resource is designed to be relevant to the state and local education agencies (SEAs and LEAs) of today, in which data are regularly collected for multiple purposes, and data collection and recording may be conducted by many different individuals within an agency.
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