Search Results: (1-15 of 485 records)
|NCES 2019164||U.S. Results from the 2018 International Computer and Information Literacy Study (ICILS) Web Report
This web report provides comparative information about the computer and information literacy of 8th-grade students in the United States and 13 other education systems that participated in the International Computer and Information Literacy Study (ICILS) 2018. ICILS is a computer-based international assessment, sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by the National Center for Education Statistics (NCES). It measures 8th-grade students’ skill and experience in using information communications technologies (ICT) as well as teacher use of ICT in school. ICILS data are based on an assessment of student ICT capabilities using a computer as well as student and teacher responses to survey questions on computer access, use, and self-efficacy.
|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 2020005||Associations between the qualifications of middle school Algebra I teachers and student math achievement
This report describes the associations between middle school teacher qualifications and student achievement in Algebra I. The authors used data provided by the Missouri Department of Elementary and Secondary Education. Results suggest that the teacher qualification most strongly associated with middle school student achievement in Algebra I was performance on mathematics certification exams, followed by years of experience teaching mathematics. Teacher performance on mathematics certification exams and years of experience teaching mathematics were also strongly associated with achievement in Algebra I for under-represented and disadvantaged student subgroups.
|NCEE 20194007||Teacher Preparation Experiences and Early Teaching Effectiveness
This report examines the frequency of particular teacher preparation experiences and explores their relationships to beginning teachers' effectiveness in improving student test scores once they get to the classroom. The report found both differences in how teachers prepare for their certification in the field and that certain experiences are related to improving test scores in the classroom. The findings provide a detailed look into current teacher preparation practices and identify potential avenues for improving them.
|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.
|REL 2019009||Past and projected trends in teacher demand and supply in Michigan
State and district leaders in Michigan have described a need for better and more comprehensive information on the existence and extent of teacher shortages within the state of Michigan in recent years and projected into the near future. Michigan has experienced challenges matching the active supply of teachers to the demand for the kinds of teachers that districts need. This study aims to provide a systematic understanding of teacher supply, demand, and shortages in Michigan. This study used data from the 2013/14 to 2017/18 school years to examine trends in teacher supply and demand in Michigan, and make projections for the next five years. Data used include personnel, certification, and substitute permit data from the Michigan Department of Education as well as publicly available data from the MI School Data portal and the federal Title II website. Methods used include descriptive statistics and regression analysis to project teacher supply and demand. The study found that total student enrollment in Michigan public schools declined by 2.8 percent between 2013/14 and 2017/18, while the enrollment of English learner students increased by 27.1 percent over the five-year period. The size of the teacher workforce, as measured by teacher full-time equivalents, decreased by 2.1 percent between 2013/14 and 2017/18. The number of newly certified, active teachers decreased by 23.4 percent between 2013/14 and 2017/18. Although the overall active supply of teachers in Michigan public schools is projected to meet the demand over the next five years, shortages are expected in a few subject areas (for example, business education and career and technical education) and regions (for example, the Northwest and Upper Peninsula). Study findings suggest leverage points in teacher retention and certification to address potential teacher shortages. Moreover, efforts to increase the supply of qualified teachers should be focused on those subject areas, regions, and locales where shortages are projected.
|REL 2019008||Factors related to teacher mobility and attrition in Colorado, Missouri, and South Dakota
This report describes teacher and school characteristics related to teacher movement within and out of public school systems in Colorado, Missouri, and South Dakota. Stakeholders in each of these states expressed interest in better understanding teacher mobility and attrition and related factors. The authors used administrative data provided by state education agencies to examine the characteristics related to the likelihood that teachers would move to different schools or leave state public school systems from 2015/16 to 2016/17. Results suggest that the likelihood of teachers either moving or leaving was most strongly related to age, years of experience in their schools or districts, special education teaching assignments, average salaries, school demographics and performance, and school state accountability designation. Information about factors that contribute to moving and leaving may help decision-makers improve the policy and practices aimed at attracting and keeping teachers.
|NCES 2019241||Baccalaureate and Beyond (B&B:16/17): A First Look at the Employment and Educational Experiences of College Graduates, 1 Year Later
This report describes outcomes of 2015–16 bachelor’s degree recipients 1 year after graduation. Outcomes include time to degree, amount borrowed for undergraduate education, postbaccalaureate enrollment, employment status, earnings and job characteristics, and steps taken toward a career in teaching. These findings are based on data from the first follow-up of the Baccalaureate and Beyond Longitudinal Study (B&B:16/17), a nationally representative longitudinal sample survey of students who completed the requirements for a bachelor's degree during the 2015–16 academic year.
|REL 2019004||Technology use in instruction and teacher perceptions of school support for technology use in Iowa high schools
A growing national consensus shows the need for educational systems to prepare students to succeed in working environments and society of the 21st century. Recognizing this need, Iowa school districts have invested in technology to assist in addressing the expectations of the Iowa Core Standards related to 21st century skills. The rural districts served by the Central Rivers Area Education Agency (Central Rivers AEA) and three high schools formed the Iowa Learning and Technology Networked Improvement Community (Iowa NIC) to promote effective use of these technology resources. To inform these improvement efforts, the Iowa NIC requested that REL Midwest conduct a descriptive research study to describe the extent to which teachers are using technology to support the development of 21st century skills and describe teacher perceptions and school supports related to technology integration. The study team obtained teacher survey data and school data from Central Rivers AEA. The study examined proportion of teachers emphasizing each of the four 21st century skills (that is, collaboration, communication, creativity, and critical thinking). In addition, the study performed tests to determine which groups of teachers (for example, by subject area taught) differed in their responses for a given topic area. The proportions of teachers asking students to use technology to support the development of 21st century skills differed across the four skills, as well as across subject areas taught and teacher experience. Specifically, half or nearly half of the teachers emphasized the use of technology for collaboration or critical thinking at least monthly. By contrast, less than a fourth of the teachers emphasized the use of technology for communication or creativity at least monthly.
|NCES 2019132||U.S. Highlighted Results From the 2018 Teaching and Learning International Survey (TALIS) of Teachers and Principals in Lower Secondary Schools (Grades 7–9).
This web report provides key comparative information about teachers and principals in the United States and 48 other education systems that participated in the Teaching and Learning International Survey (TALIS) 2018. TALIS is sponsored by the Organization for Economic Cooperation and Development (OECD) and focuses on teachers and principals at the lower secondary school level (grades 7, 8, and 9 in the United States). TALIS 2018 data are based on teachers’ and principals’ responses to survey questions, and the highlights in the web report cover their backgrounds, work environments, professional development, and beliefs and attitudes about teaching.
|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.
|REL 2019001||Teacher retention, mobility, and attrition in Colorado, Missouri, Nebraska, and South Dakota
This report describes rural and nonrural teacher movement within and out of public school systems in Colorado, Missouri, Nebraska, and South Dakota. All four states have high proportions of rural districts and schools. The authors used administrative data provided by state education agencies to examine the percentages of teachers who stayed in the same school, moved to a different school or district, or left a teaching position. Results suggest that the proportions of stayers, movers, and leavers in these states were similar to national statistics and varied substantially across districts within states.
|NCES 2019001||Projections of Education Statistics to 2027
Projections of Education Statistics to 2027 is the 46th in a series of publications initiated in 1964. This publication provides national-level data on enrollment, teachers, high school graduates, and expenditures at the elementary and secondary level, and enrollment and degrees at the postsecondary level for the past 15 years and projections to the year 2027. For the 50 states and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2027. The methodology section describes models and assumptions used to develop national- and state-level projections.
|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 2019052||Documentation to the 2016-17 Common Core of Data (CCD) Universe Files (2019-052)
These data files provide new data for the universe of public elementary and secondary schools and agencies in the United States in school year 2016–17.