Search Results: (1-15 of 238 records)
|REL 2020017||What Tools Have States Developed or Adapted to Assess Schools’ Implementation of a Multi-Tiered System of Supports/Response to Intervention Framework?
Educators in Tennessee use Response to Instruction and Intervention (RTI2), a multi-tiered system of support (MTSS), to help address problems early for students at risk for poor learning outcomes. Tennessee Department of Education officials sought to support schools and districts implementing RTI2 with a tool that educators can use to align their RTI2 implementation with the state’s expected practices and determine next steps for improving implementation. To support the development of a research-informed tool, Regional Educational Laboratory Appalachia staff reviewed the websites and relevant documents of all 50 states and the District of Columbia as well as interviewed state education officials from eight states to examine how others have adapted or developed similar tools and supported their use. The study focused on 31 tools that 21 states developed or adapted to measure MTSS/response to intervention (RTI) implementation. Methods included assessing tools for key MTSS/RTI practices that are informed by the research literature and coding qualitative data to identify themes. Findings showed that although most tools assessed broad MTSS/RTI practices, such as whether schools administer assessments for students in need of intervention, fewer tools measured more specific practices such as whether schools are expected to administer universal screenings twice a year. Report findings can serve as a useful resource for state education officials interested in selecting or adapting a tool to measure and improve MTSS/RTI implementation, which can ultimately provide educators with data to inform their instruction and enhance learning outcomes for students at risk.
|NCES 2020006||Start Time for U.S. Public High Schools
This Data Point report describes the average start time for public high schools in the United States during the 2017-18 school year by school characteristics and state.
|NCES 2020011||Shortened School Weeks in U.S. Public Schools
This Data Point examines the characteristics of schools where students attend classes fewer than 5 days per week.
|NCES 2020009||Digest of Education Statistics, 2018
The 54th 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 2019062||2017-18 School Survey on Crime and Safety (SSOCS) Restricted-Use Data Files and User's Manual (NCES 2019-062)
The School Survey on Crime and Safety (SSOCS) collects detailed information on crime-related topics from the perspective of schools, including the frequency of school crime and violence, disciplinary actions, the presence and activities of school security staff, and school practices related to the prevention and reduction of crime.
The restricted-use data for the 2017-18 School Survey on Crime and Safety (SSOCS) are available in SAS and ASCII formats. The 2017-18 SSOCS Restricted-Use Data File User's Manual is also available.
|NCES 2020040||Students' Perceptions of Bullying
This report investigates the relationship between these components and the various personal characteristics that students believed to be related to the bullying they experienced. It further examines the relationship between bullying components and the negative effects of bullying on students’ feelings about themselves, their schoolwork, and their relationships with family and friends.
|NCES 2020041||Student Perceptions of School Discipline and the Presence of Gangs or Guns at School
This report investigates the relationship between students’ perceptions of school discipline and their own behavior as well as the relationship between students’ perception of school discipline and unfavorable school conditions. As the findings presented below show reportable differences and not causal interactions, readers should be aware that additional factors may be involved in explaining discrepancies between students’ views of school discipline.
|NCES 2020042||Electronic Bullying: Online and by Text
This report investigates the relationship between those students who were bullied online or by text and their demographic characteristics. It also examines students’ reports of the overall negative effects of being bullied online or by text, as well as avoidance behaviors, impacts on attendance, and whether victims notified an adult of the bullying.
|NCES 2019140||Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School and Private School Data files.
|NCES 2019305||The Feasibility of Collecting School-Level Finance Data: An Evaluation of Data from the School-Level Finance Survey (SLFS) School Year 2014–15
This Research and Development (R&D) report presents information about the ability of states to report school-level finance data on expenditures by function from the School-Level Finance Survey (SLFS).
|NCES 2019054||Student Reports of Bullying: Results From the 2017 School Crime Supplement to the National Crime Victimization Survey
These Web Tables use data from the 2017 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the relationship between bullying victimization and other variables of interest such as the reported presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; select security measures; student criminal victimization; and personal fear, avoidance behaviors, fighting, and weapon-carrying at school.
|NCES 2019047||Indicators of School Crime and Safety: 2018
A joint effort by the National Center for Education Statistics and the Bureau of Justice Statistics, this annual report examines crime occurring in schools and colleges. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources—the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety, the Schools and Staffing Survey, EDFacts, and the Campus Safety and Security Survey. The report covers topics such as victimization, bullying, school conditions, fights, weapons, the presence of security staff at school, availability and student use of drugs and alcohol, student perceptions of personal safety at school, and criminal incidents at postsecondary institutions.
|NCES 2018070||Digest of Education Statistics, 2017
The 53rd 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 2019053||Cyberbullying and Cell Phone Policy in U.S. Primary and Secondary Schools
This report describes principals’ reports of the frequency with which cyberbullying occurred among U.S. students in 2010 and 2016. Additionally, this report examines schools with more frequent reports of cyberbullying and compares groups of schools with varying racial/ethnic compositions and rules prohibiting cell phone use during school hours.
|NCES 2018098||Measuring School Climate Using the 2015 School Crime Supplement: Technical Report
This report uses data from the 2015 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to develop school climate measures and identify differences in scores for various student demographics including students experiencing or not experiencing criminal victimization and bullying.