Search Results: (1-15 of 146 records)
|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.
|NCES 2023009||Digest of Education Statistics, 2021
The 57th 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 2023003||2020-21 National Teacher and Principal Survey (NTPS) Restricted-Use Data Files
This DVD contains the 2020-21. National Teacher and Principal Survey (NTPS) restricted-use data files. The 6 files (Public School Principal, Public School, and Public School Teacher, Private School Principal, Private School, Private School Teacher) are provided in multiple formats. The DVD also contains a 4-volume User's Manual.
|NCES 2022076||Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2019-20
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the third time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 2019–20; As of May 19th, 2021.
|NCES 2022025||Teachers of Hispanic or Latino Origin: Background and School Settings in 2017‒18
This Data Point examines the background and school settings of teachers of Hispanic or Latino origin in public and private schools in the United States in school year 2017–18, by selected school and teacher characteristics.
|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 2022024||Black or African American Teachers: Background and School Settings in 2017-18
This Data Point examines the background and school settings of Black or African-American teachers in public and private schools in the Unites States in school year 2017–18, by selected school and teacher characteristics.
|WWC 2022005||Social Belonging Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on Social Belonging interventions that support postsecondary success. Social Belonging interventions for college students aim to reduce the impacts of negative stereotypes that may burden students in underrepresented groups and affect their persistence in college. Examples of such groups are racial or ethnic minority groups, women in engineering, and first-generation college students. There are different variations of Social Belonging interventions, but they all have in common a goal of influencing students' sense that they could be successful within a college setting. Based on the research, the WWC found that Social Belonging interventions have mixed effects on academic achievement and progressing in college, and have no discernible effects on college enrollment.
|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.
|REL 2021088||Alaska Native Students as English Learner Students: Examining Patterns in Identification, Classification, Service Provision, and Reclassification
This report examines the population of Alaska Native students who are classified as English learner (EL) students and how EL policies function for these students, focusing on EL identification, classification, service provision, and reclassification as fluent English proficient. Alaska is one of several states where Indigenous students make up a large segment of the EL population. Drawing on Alaska state data from 2011/12 to 2018/19, this study found that roughly a quarter of Alaska Native kindergarten students statewide were classified as EL students. Alaska Native EL students are a diverse group. The Alaska Native EL students in the study spoke 24 different home languages and had varied demographic and education characteristics. Compared with non–Alaska Native EL kindergarten students, Alaska Native EL students had lower English proficiency levels and higher rates of economic disadvantage in a cash-based economy (defined in box 1). The percentage of kindergarten students who were Alaska Native EL students was highest in schools that were rural, schools that had higher rates of economic disadvantage, and schools that employed fewer English as a second language teachers. In interviews, four district leaders shared that identification, classification, service provision, and reclassification practices were the same for Alaska Native EL students as for other Alaska EL students. These interviewees shared that limited financial and human resources compromised the quality and availability of EL supports. However, a review of 26 district EL Plans of Service revealed that less than a third of districts described policies and services directed specifically toward Alaska Native EL students, including heritage language programs, community outreach, and collaboration between Alaska Native education programs and EL programs. Statewide, EL reclassification rates were low for all EL students but especially low among Alaska Native EL students. By the end of grade 7, only 11 percent of Alaska Native EL students had been reclassified compared with 30 percent of non–Alaska Native EL students. This report identifies implications for Alaska, and for other states serving Indigenous EL students, for ensuring that EL education policy, funding, and service provision support Alaska Native and other Indigenous EL students equitably and with excellence.
|NCES 2021037||Public high school 4-year adjusted cohort graduation rate (ACGR), by race/ethnicity and selected demographic characteristics for the United States, the 50 states, and the District of Columbia: School Year 2018-19
The Public High School 4-year Adjusted Cohort Graduation Rate (ACGR) Table provides data at the national and state level for the fifty states and the District of Columbia to meet reporting requirements of the Every Student Succeeds Act (ESSA). The table displays an overall national rate, a state rate, national and state rates for racial/ethnic groups and other demographics. State data are included for the second time for "Homeless enrolled" and "Foster care." The table represents EDFacts File Specification 150 (Data Group 695), School year 2018–19; As of July 24, 2020.
|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.
|REL 2021061||Changes in Exclusionary and Nonexclusionary Discipline in Grades K-5 Following State Policy Reform in Oregon
Oregon has enacted policy reforms to reduce exclusionary discipline and increase racial equity in school discipline practices. One such reform passed in 2015 limits the use of exclusionary discipline (i.e., removing students from classroom instruction through suspension and expulsion) for students in grades K-5 for infractions that do not pose a direct threat to the safety of others. This study examined school discipline practices in a voluntary sample of 401 Oregon elementary schools to determine whether the 2015 policy reform was associated with shifts in how exclusionary discipline and nonexclusionary discipline was applied among racial and ethnic student groups. Nonexclusionary discipline does not remove students from classroom instruction and may include teacher conferences, parent/guardian contact, detention, and other consequences. Descriptive findings indicate that there was an increase in the total number of exclusionary and nonexclusionary discipline actions after the 2015 policy reform compared to the pre-policy years. Black students, in particular, experienced the largest increase in exclusionary discipline after the 2015 policy reform than before the reform, and were two to three times more likely to experience exclusionary discipline than all other students across study years. For most racial and ethnic student groups, office discipline referrals for minor, disruptive, and/or aggressive behavioral infractions that were not a school safety concern became less likely to result in exclusionary discipline, and therefore more likely to result in nonexclusionary discipline than before the reform. However, for Black students the opposite was true. Office discipline referrals issued to Black students after the 2015 policy reform became more likely to result in exclusionary discipline for all office discipline referrals and referrals issued for disruptive behaviors. The study findings provide information that will help state policymakers better understand the changes in exclusionary and nonexclusionary discipline practices before and after the 2015 policy reform and identify areas for improving racial equity in school discipline actions.
|REL 2021047||Participation in a Professional Development Program on Culturally Responsive Practices in Wisconsin
State and school district leaders in Wisconsin are interested in improving educational outcomes among Black students across the state. Implementing culturally responsive practices aims to improve the academic achievement and behavioral outcomes of minority students. Through continued support from the Wisconsin Department of Public Instruction, a professional development training program for culturally responsive practices, Building Culturally Responsive Systems, has been one of the primary models to inform culturally responsive practices. The Wisconsin Department of Public Instruction and education stakeholders in Wisconsin have asked for more comprehensive information about schools’ participation in this program. Using data from the 2012/13–2018/19 school years, this study examined the program’s uptake and reach across the state and its relationship to school outcomes. The study used data on Wisconsin school characteristics from the Wisconsin Department of Public Instruction and the U.S. Department of Education’s Common Core of Data. Also, the study used data on attendance at the professional development training program for culturally responsive practices and data on implementation of culturally responsive practices from the Wisconsin Response to Intervention Center. The study team calculated descriptive statistics to examine the number and percentage of schools that participated in the program and to compare school characteristics between schools that participated in the program and schools that did not participate. The study team examined the relationship between participation in the program and school outcomes. The study found that 4 percent of schools in Wisconsin sent teachers and administrators to participate in the professional development program for culturally responsive practices. Among the schools that participated in the program, only 17.2 percent reported implementing culturally responsive practices in reading instruction. Schools that participated in the program had larger school enrollment, were more likely to be eligible for Title I funds, were more often from cities and suburbs, and had similar percentages of Black students than schools that did not participate in the program.
|NCES 2020103||Race and Ethnicity of Public School Teachers and Their Students
This Data Point examines the race and ethnicity of public school teachers in the United States by the race and ethnicity of the student bodies they teach.
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