Search Results: (1-15 of 488 records)
|NCES 2020003||High School Longitudinal Study of 2009 (HSLS:09): A First Look at the Postsecondary Transcripts and Student Financial Aid Records of Fall 2009 Ninth-Graders
This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Collection (PETS-SR). 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 PETS-SR data collection was conducted between spring 2017 and fall 2018, approximately 4 years after high school graduation for most of the cohort. These data allow researchers to examine postsecondary coursetaking experiences and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education after high school.
|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.
|REL 2020006||Adoption of, enrollment in, and teacher workload for the Expository Reading and Writing Curriculum in California high schools
The Expository Reading and Writing Curriculum (ERWC) is a college preparatory English language arts course designed to enhance the abilities of students through rhetorical analyses of compelling issues and interesting texts. In order to inform the organizations that support the infrastructure of the ERWC as they seek to make the ERWC more widely available across the state, this study was designed to explore the characteristics of schools that have adopted the ERWC, the characteristics of students enrolled in the course, and the teacher workloads for the course. The study was also intended to inform a wider audience of policymakers and educators who are interested in strengthening postsecondary readiness by expanding opportunities for high school students to take courses similar to the ERWC. This study used two data sources: 1) data collected by the Center for the Advancement of Reading and Writing at the California State University Chancellor’s Office, which includes all the schools that have adopted the ERWC, and 2) data from the California Department of Education, which includes data on all courses taught at California public schools and the demographic characteristics of the students enrolled in each course.
|REL 2020010||A review of instruments for measuring social and emotional learning skills among secondary school students
This purpose of this resource is to support state and local education agencies in identifying reliable and valid instruments that measure collaboration, perseverance, and self-regulated learning among secondary school students. This resource, developed by the Regional Education Laboratory Northeast & Islands in collaboration with its Social and Emotional Learning Alliance, presents social and emotional learning instruments and the reliability and validity information available for those instruments. Specifically, this resource indicates whether psychometric information was available for reliability and seven components of validity—content, substantive, structural, external, generalizability, consequential, and fairness. To identify and review instruments, researchers conducted a literature search, determined the eligibility of instruments, reviewed the reliability and validity information available for eligible instruments; and determined whether the reliability and validity information provided met conventionally accepted criteria. In total, 17 instruments were eligible for inclusion in the resource. Eligible instruments included six measures of collaboration, four measures of perseverance, four measures of self-regulated learning, and three measures of both perseverance and self-regulated learning. With 12 instruments developed for use in research and 5 instruments developed for formative instruction, practitioners should use caution when using any measure for summative use that has not been developed and validated for that specific purpose. With schools and districts ramping up their efforts to measure social and emotional learning for formative and summative use, practitioners would benefit from the development of additional measures for these specific purposes. Among the 17 instruments eligible for inclusion in this resource, 16 instruments have information on reliability and at least one component of validity. The component of validity most commonly available for eligible instruments was content validity whereas only three instruments had information on fairness and no instruments had information on substantive validity. Practitioners should use caution when using instruments that lack information on substantive validity or fairness, since these measures may not be appropriate for all students that are evaluated.
|NCEE 20194008||Evaluation of Support for Using Student Data to Inform Teachers' Instruction
Most districts help teachers use data to improve student learning, often supporting this effort with federal funds. But many teachers feel unprepared to use student data to inform their instruction — referred to as data-driven instruction (DDI) — and there is little evidence of whether it improves student achievement. This report assesses an intensive approach to supporting teachers' use of student data to tailor their instruction. The report found that this specific approach to DDI did not improve students' achievement, perhaps because the approach did not change teachers' reported use of data or classroom practices.
|NCES 2019487||Trends in Pell Grant Receipt and the Characteristics of Pell Grant Recipients: Selected Years, 2003–04 to 2015–16
These tables present data from four administrations of the National Postsecondary Student Aid Study (2003–04, 2007–08, 2011–12, and 2015–16) on the percentage of undergraduates who received a Pell Grant and the average amount they received. Data are also presented on the average percentage ratios of Pell Grant amount, grant aid, and total aid to the total price of attendance among Pell Grant recipients, and the percentages of Pell Grant recipients who took out student loans or received state or institutional grants, and the average amounts received from these sources. These data are presented by selected student and enrollment characteristics, such as age, sex, race/ethnicity, dependency status, family income, attendance status, class level, degree program, employment status, parents’ education, and by control and level of institution attended.
|NFES 2019163||Forum Guide to Planning for, Collecting, and Managing Data About Students Displaced by a Crisis
The Forum Guide to Planning for, Collecting, and Managing Data About Students Displaced by a Crisis provides timely and useful best practice information for collecting and managing data about students who have temporarily or permanently enrolled in another educational setting because of a crisis. This guide updates the information included in the 2010 publication Crisis Data Management: A Forum Guide to Collecting and Managing Data about Displaced Students; highlights best practices that education agencies can adopt before, during, and after a crisis; and features case studies and real-world examples from agencies that have either experienced a crisis or received students who were displaced by a crisis.
|NCES 2019485||Trends in Graduate Student Financing: Selected Years, 2003–04 to 2015–16
These tables present data from four administrations of the National Postsecondary Student Aid Study (2003–04, 2007–08, 2011–12, and 2015–16) showing trends in how graduate students financed their education. Data include the demographic attributes and academic characteristics of graduate students and the average price of attendance for the programs in which they were enrolled. The tables provide detail about the proportion of students who received financial aid and the average amounts of various types of aid received, including grants and scholarships, loans, assistantships, and employer aid. The data show trends in the ratio of loans to total aid amount, maximum federal borrowing, and the cumulative indebtedness of graduate students. The data are presented by various demographic and enrollment characteristics, including degree program.
|NFES 2019160||Forum Guide to Personalized Learning Data
The Forum Guide to Personalized Learning Data is designed to assist education agencies as they consider whether and how to use personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet goals; and to support relationships, resources, and systems needed for the effective use of data in personalized learning. Personalized learning is still a developing prospect in many locations. therefore, the concepts and examples provided are intended to help facilitate idea sharing and discussion.
|NCES 2019489REV||Trends in Ratio of Pell Grant to Total Price of Attendance and Federal Loan Receipt
This Data Point examines trends in the total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who receive federal student loans in academic years 2003–04, 2007–08, 2011–12, and 2015–16. This report draws on data from the National Postsecondary Student Aid Study.
|NCES 2019486||Trends in Undergraduate Nonfederal Grant and Scholarship Aid by Demographic and Enrollment Characteristics: Selected Years, 2003–04 to 2015–16
These tables present data from four administrations of the National Postsecondary Student Aid Study (2003–04, 2007–08, 2011–12, and 2015–16) on nonfederal grant aid and scholarship aid awarded to undergraduate students. Nonfederal grant and scholarship aid is financial aid awarded by states, institutions, employers, and private organizations. Grants and scholarships, unlike loans, do not need to be repaid and are traditionally awarded on the basis of financial need, merit (e.g., academic or athletic), or a combination of need and merit. Estimates in these tables include the percentage of undergraduates who received nonfederal aid and the average amounts they received, by aid type (need- or merit-based), source (state, institution, or employer), and selected student and institutional characteristics.
|REL 2019003||Student and school characteristics associated with academic performance and English language proficiency among English learner students in grades 3–8 in the Cleveland Metropolitan School District
Cleveland Metropolitan School District (CMSD) has witnessed an increase in the number of English learner students in grades K–12 over recent years, with students coming from more diverse backgrounds in race/ethnicity, countries of origin, and native language. This requires more support from the district to meet diverse needs in terms of languages, cultures, and educational supports. The Cleveland Partnership for English Learner Success—a partnership among CMSD's Multilingual Multicultural Education office, the research office and researchers from Regional Educational Laboratory Midwest—has prioritized identifying English learner student and school characteristics associated with student achievement and language proficiency. This will provide a step toward improving district and school supports for English learner students. Student and school data from 2011/12 through 2016/17 were obtained from the district administrative records. The study examined means and percentages of student and school characteristics and student achievement of English learner students in grades 3–8 from school years 2011/12 through 2016/17. The study team examined these characteristics for English learner students in grades 3–8 each year separately, enabling the team to identify stable patterns while helping to uncover changes over time.
|NCEE 20194006||Evaluation of the DC Opportunity Scholarship Program: Impacts After Three Years
The DC Opportunity Scholarship Program (OSP), established in 2004, is the only federally-funded private school voucher program for low-income parents in the United States. This report examines impacts on achievement and other outcomes three years after eligible students were selected or not selected to receive scholarships using a lottery process in 2012, 2013, and 2014. The report found that the OSP had no effect on either math or reading achievement. The OSP did have positive effects on students' – but not parents' – satisfaction with their schools and perceptions of school safety.
|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 2018163||College Majors and Careers: Job Relatedness and Compensation of 1992–93 and 2007–08 Bachelor’s Degree Recipients 4 Years After Graduation
This Statistics in Brief examines the distribution of college majors between the classes of 1992–93 and 2007–08. The brief also explores how the relatedness of 2007–08 bachelor's degree recipients' jobs to their college major differ from that of 1992–93 bachelor's degree recipients, four years after receiving their bachelor's degrees.