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 Pub Number  Title  Date
NCEE 2024003 Did the Striving Readers Comprehensive Literacy Grant Program Reach Its Goals? An Implementation Report
Boosting literacy among school-age children remains a national priority. Nearly one third of students in the United States have not developed the foundational reading skills needed to succeed academically, with students living in poverty, students with disabilities, and English learners especially at risk. Starting in 2010, Congress invested more than $1 billion for state literacy improvement efforts through the Striving Readers Comprehensive Literacy (SRCL) program. SRCL was intended to focus funding on disadvantaged schools, encourage schools to use evidence-based practices, and support schools and teachers in providing comprehensive literacy instruction. This report assesses how well SRCL implementation was aligned with these goals, using information collected from states, districts, and schools in all 11 states awarded three-year grants in 2017.
5/21/2024
REL 2024004 Assessing the Validity and Reliability of the Pennsylvania School Climate Survey for Elementary School Students
The Pennsylvania Department of Education’s (PDE’s) Office for Safe Schools partnered with REL Mid-Atlantic to conduct a study analyzing the validity and reliability from PDE’s school climate survey for elementary school students. This survey, which is available on a voluntary basis to any school in the state, provides a way for schools to track their school climate and identify aspects of school climate that need additional support. The analysis examined the three domains of the PDE school climate survey: (1) social-emotional learning, (2) safe and respectful school climate, and (3) student support and academic engagement. The study found that the items in each of the three domains measured the constructs that they intended to measure and that the three domains were distinct from one another. However, one domain—safe and respectful school climate—fell short of the established threshold for reliability based on the correlations among the items within the domain. As a result, the study team recommended revisions to the safe and respectful school climate domain of the elementary school student survey to improve its internal consistency reliability.
4/15/2024
NCES 2024022 High School Longitudinal Study of 2009 (HSLS:09): A First Look at the 2021 Postsecondary Enrollment, Completion, and Financial Aid Outcomes of Fall 2009 Ninth-Graders
This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Administrative Records Collection (PEAR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PEAR data collection was conducted in 2021, approximately 8 years after high school graduation for most of the cohort. These data provide information on whether fall 2009 ninth-graders enrolled in postsecondary education by June 2021, and allow researchers to examine enrollment characteristics, degree completion, and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education.
4/8/2024
NCES 2024018 High School Longitudinal Study of 2009 (HSLS:09): Postsecondary Education Administrative Records Restricted-use Data File Documentation
Documentation to accompany the High School Longitudinal Study of 2009 (HSLS:09): Postsecondary Education Administrative Records Restricted-use Data File (NCES 2024-019)
4/1/2024
NCES 2024109 Student Reports of Bullying: Results From the 2022 School Crime Supplement to the National Crime Victimization Survey
The tables in this report present data on bullying in grades 6–12 from the 2022 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS). The tables show how bullying victimization varies by student and school characteristics such as sex, race/ethnicity, grade, household income, region, urbanicity, enrollment size, and school poverty. The tables also show how rates of bullying victimization vary by crime-related variables such as the presence of gangs, guns, drugs, alcohol, and hate-related graffiti at school; selected school security measures; student criminal victimization; personal fear of attack or harm; avoidance behaviors; fighting; and the carrying of weapons.
2/29/2024
NCES 2024482 2019–20 National Postsecondary Student Aid Study (NPSAS:20) Data File Documentation
This publication describes the methods and procedures used for the 2019–20 National Postsecondary Student Aid Study (NPSAS:20). It also provides information that will be helpful to analysts in accessing and understanding the restricted-use files containing the NPSAS:20 data. NPSAS:20 includes cross-sectional, nationally representative samples of undergraduate and graduate students enrolled in postsecondary education in the United States. NPSAS:20 also includes state-representative samples of undergraduate students in some states, as well as in public 2 year and in public 4 year institution sectors within some states. The study covers topics pertaining to student enrollment, with a focus on how individuals and families finance postsecondary education.
11/15/2023
NCES 2024483 2019–20 National Postsecondary Student Aid Study (NPSAS:20) Restricted-Use Data File
The 2019–20 National Postsecondary Student Aid Study (NPSAS:20) restricted use data file contains data on nationally representative samples of undergraduate and graduate students enrolled in postsecondary institutions in the 50 states, the District of Columbia, and Puerto Rico. NPSAS:20 also includes data on state-representative samples of undergraduate students in some states, as well as in public 2-year and in public 4-year institution sectors within some states. NPSAS covers topics pertaining to student enrollment, with a focus on how individuals and families finance postsecondary education. Data are publicly available for analysis in DataLab: https://nces.ed.gov/datalab/index.aspx.
11/15/2023
NCEE 2023006 Investigating the Scope and Implementation of Return to Title IV Funds
Students who receive federal student loan or grant aid and subsequently withdraw may be subject to a "Return of Title IV Funds" (R2T4) calculation, which can require the student or college to pay back unused aid funds to the government. Despite the potential influence of the policy on students, colleges, and the integrity of federal student aid programs, little is known about the policy's scope. Offices within the Department of Education, including Federal Student Aid and the Institute of Education Sciences, collaborated with the Office of Evaluation Sciences at the U.S. General Services Administration to better understand R2T4. The overarching goal of this evaluation is to build foundational, descriptive evidence that documents the scope of R2T4 in terms of students and colleges affected by the policy as well as associated aid amounts due and returned.
9/12/2023
NFES 2023050 Forum Guide to Discipline Data
The Forum Guide to Discipline Data is designed to help education agencies collect, manage, report, and use discipline data. The guide discusses the importance of discipline data and how these data have changed over time, provides key considerations for data management and staff training, and identifies data reporting and use best practices. It is intended for education agency staff involved in collecting and using discipline data to improve student outcomes; promote positive, productive, and safe learning environments; and ensure equity in education. This audience includes staff responsible for reporting accurate and timely data to the federal government.
9/1/2023
NCES 2023015 Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF), Read Me
This ReadMe provides guidance and documentation for users of the Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) Assessment Item Level File (ILF)(NCES 2023-014) made available to researchers under a restricted use only license. Other supporting documentation includes MGLS_Math_and_Reading_Items_User_Guide.xlsx, MGLS_MS1_Math_Item_Images.pdf, MGLS_MS2_Math_Item_Images.pdf, MGLS_MS1_MS2_Reading_Sample_Item_Type_Images.pdf, MGLS_MS1_MS2_EF_HeartsFlowers_Instructions.pptx, and MGLS_MS2_EF_Spatial_2-back_Instructions.pptx
8/16/2023
NCES 2023014 MGLS 2017 Assessment Item Level Files (ILF)
The Middle Grades Longitudinal Study of 2017-18 (MGLS:2017) measured student achievement in mathematics and reading along with executive function. The MGLS:2017 ILF contains the item level data from these direct measures that can be used in psychometric research for replicating or enhancing the scoring found in the MGLS:2017 RUF or in creating new scores. The Middle Grades Longitudinal Study of 2017–18 (MGLS:2017) Assessment Item Level File (ILF) contains two .csv files representing the two rounds of data collection: the MGLS:2017 Main Study (MS) Base Year (MS1) and the Main Study Follow-up (MS2) files.
8/16/2023
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 2023097 High School Counselor Meetings about College, College Attendance, and Parental Education
This Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Students answered surveys between 2009 and 2016. This Data Point investigates whether high school students met with counselors about college and if meetings varied by parental education. It also describes whether students attended college and if attendance varied by whether students met with a counselor about college.
8/15/2023
NFES 2023087 Forum Guide to Understanding the School Courses for the Exchange of Data (SCED) Classification System
The Forum Guide to Understanding the School Courses for the Exchange of Data (SCED) Classification System offers a comprehensive overview of the voluntary, common SCED classification system. SCED was developed to meet the need among local, state, and federal agencies for widely understood, standardized prior-to-secondary and secondary school course codes. The guide provides information on the development process, code structure, and element descriptions. Additionally, it offers best practices for SCED implementation and use. A companion publication, SCED Uses and Benefits, highlights user benefits and features case studies to illustrate SCED use.
8/2/2023
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
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