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 Pub Number  Title  Date
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.
7/8/2021
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.
6/25/2021
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
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.
3/11/2021
NCES 2019112 Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates, 2016-2017
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed school neighborhood poverty estimates to provide an indicator of the economic conditions in neighborhoods where schools are located. These spatially interpolated demographic and economic (SIDE) estimates apply spatial statistical methods to existing sources of income and poverty data developed by the U.S. Census Bureau to produce new indicators with additional flexibility to support educational research. The economic conditions of neighborhoods around schools may or may not reflect the neighborhood conditions of students who attend the schools. However, supplemental information about school neighborhoods may be useful to combine with student-level or school-level information to provide a clearer picture of the overall educational environment.
11/28/2019
NCES 2018130 Education Demographic and Geographic Estimates (EDGE) Program: American Community Survey Comparable Wage Index for Teachers (ACS-CWIFT)
The Comparable Wage Index (CWI) is an index that was initially created by the National Center for Education Statistics (NCES) to facilitate comparison of educational expenditures across locales (principally school districts, or local educational agencies—LEAs) or states (state educational agencies— SEAs). The CWI is a measure of the systematic, regional variations in the wages and salaries of college graduates who are not PK-12 educators as determined by reported occupational category. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. This documentation describes the creation of a CWI for teachers based primarily on the American Community Survey (ACS). The ACS, an ongoing survey conducted by the U.S. Census Bureau, has replaced the decennial census as the primary source of detailed demographic information about the U.S. population. It provides information about the earnings, age, occupation, industry, and other demographic characteristics for millions of U.S. workers. The ACS-CWIFT measures wage and salary differences for college graduates, using an analysis that is modeled after the baseline analysis used to construct the original CWI released by NCES in 2006.
5/1/2019
NCES 2018115 Education Demographic and Geographic Estimates Program (EDGE): Locale Boundaries File Documentation, 2017
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program develops the NCES locale classification, a general geographic indicator that categorizes U.S. territory into four types of areas: City, Suburban, Town, and Rural. Each type of area contains three subtypes. NCES uses the locale indicators to support research, analysis, and sample design. It provides a locale code for each institution in its administrative data collections—Common Core of Data (CCD), Integrated Postsecondary Education Data System (IPEDS), and the Private School Survey (PSS)—and includes locale assignments as indicators in most NCES school-based sample surveys. Although NCES includes a locale assignment as a data item in most of its activities, the geographic boundaries used to create the assignments were first developed and published as a data product in 2015. The purpose of the NCES locale file is to provide annually updated locale boundaries in a spatial data format that can be used to support supplemental research and analysis. The NCES locale file allows data users to create locale indicators for additional institutions or locations, and enables a closer examination of physical features and social conditions that may affect education in each type of locale. The NCES locale boundary files do not include information about school locations, and therefore the files do not provide a direct source for school locale assignments. NCES includes locale assignments and estimated latitude and longitude values of school locations as part of its institutional data collections, but discussion of school address geocodes falls outside the scope of the locale boundary files.
11/28/2018
NCES 2018077 Education Demographic and Geographic Estimates Program (EDGE): ZIP Code Tabulation Area (ZCTA) Locale Assignments File Documentation
The ZCTA Locale file is a table of NCES Locale assignments applied to each of the Census Bureau’s ZIP Code Tabulation Areas (ZCTAs) included in the TIGER boundaries. The assignments rely on the current NCES Locale boundaries and are based on the locale that accounts for the largest areal proportion of the ZCTA.
11/28/2018
NCES 2018076 Education Demographic and Geographic Estimates Program (EDGE): School District Geographic Relationship Files User’s Manual
The NCES School District Geographic Relationship Files (GRFs) are tables that identify complete spatial associations between geographically defined school districts and other types of geographic areas. The GRFs were constructed from the Census Bureau’s Topologically Integrated Geographic Encoding and Referencing (TIGER) database and include associations between school districts and American Indian, Alaska Native, and Native Hawaiian areas (AIANNH), counties, Core Based Statistical Areas (CBSA), Consolidated Statistical Areas (CSA), New England City and Town Areas (NECTA), Zip Code Tabulation Areas (ZCTA), Urban Areas, Congressional Districts (CD), places, county subdivisions, Census tracts, and Census block groups.
11/28/2018
NCES 2018027 Education Demographic and Geographic Estimates Program (EDGE): School Neighborhood Poverty Estimates - Documentation
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program developed the spatially interpolated demographic and economic (SIDE) estimates to extract new value from existing sources of poverty data. SIDE uses geographic and statistical modeling to provide estimates of neighborhood poverty around specific geographic locations. The estimates provided in the School Neighborhood Poverty Estimates (SNP) files reflect economic conditions of neighborhoods where schools are physically located.
11/1/2018
NCES 2018080 Education Demographic and Geographic Estimates (EDGE) Geocodes: Public Schools and Local Education Agencies, 2016-2017
This document describes the content of geocode files developed for schools and LEAs reported in the 2016-2017 Common Core of Data (CCD) school and agency universe as of November 2017, including point locations (latitude/longitude values) for schools and LEAs developed by the Education Demographic and Geographic Estimates (EDGE) program. These data are needed to address a variety of spatially-oriented tasks and research questions. They provide information needed to construct NCES school-based surveys; they provide indicators needed to help determine program eligibility; and they provide the foundation for determining geographic associations with other types of entities. The geocode files in the CCD include the unique school and agency identifiers assigned by CCD, and this shared ID can be used to integrate the geocodes with the CCD directory files.
5/1/2018
NCES 2017035 Education Demographic and Geographic Estimates Program (EDGE): Composite School District Boundaries File Documentation
The NCES Composite School District Boundaries combine the boundaries of three of the U.S. Census Bureau’s Topologically Integrated Geographic Encoding and Referencing (TIGER) school district layers (Elementary, Secondary, and Unified) into a single file. This simplifies the task of linking school district boundaries with other types of school district data by eliminating the need to join data to multiple boundary files. It also simplifies district-level mapping by providing wall-to-wall school district geographic coverage for all U.S. territory in a single file. This school district boundary file was developed from geographic shapefiles created by the U.S. Census Bureau and made available for download by the U.S. Department of Education’s National Center for Education Statistics (NCES) through its Education Demographic and Geographic Estimates (EDGE) program.
8/1/2017
NCES 2016012 Education Demographic and Geographic Estimates Program (EDGE): Locale Boundaries User’s Manual
The National Center for Education Statistics (NCES) Education Demographic and Geographic Estimates (EDGE) program develops geographic data to help policymakers, program administrators, and the public understand relationships between educational institutions and the communities they serve. One of the commonly used geographic data items is the NCES locale classification, a general geographic indicator that categorizes U.S. territory into four types of areas: City, Suburban, Town, and Rural. Each type of area contains three subtypes. NCES uses the locale indicators to support research, analysis, and sample design. It provides a locale code for each institution in its administrative data collections--Common Core of Data (CCD), Integrated Postsecondary Education Data System (IPEDS), and the Private School Survey (PSS)--and includes locale assignments as indicators in most NCES school-based sample surveys. Although NCES includes a locale assignment as a data item in most of its activities, the geographic boundaries used to create the assignments were first developed and published as a data product in 2015. The purpose of the NCES locale file is to provide annually updated locale boundaries in a spatial data format that can be used to support supplemental research and analysis. The NCES locale file allows data users to create locale indicators for additional institutions or locations, and enables a closer examination of physical features and social conditions that may affect education in each type of locale.
12/1/2015
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