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|NCEE 2023002||Federal Support for Attracting, Training, and Retaining Educators: How Districts Receiving Teacher and School Leader Grants Use Their Funds
Ensuring students' equitable access to talented educators remains a national priority. Congress established the Teacher and School Leader (TSL) Incentive competitive grant program in 2015 to help address this goal, providing financial support to selected school districts to improve their systems for hiring, supporting, and retaining educators, particularly in high-need schools. Grantees can use TSL funds flexibly to improve their basic infrastructure for generating and managing data or on strategies that use these data to improve their educator workforce. This report provides the first comprehensive review of the activities 2017 TSL grantee districts prioritized with their TSL funds and how well these activities aligned with key aspects of the program. The report is based on interviews conducted near the end of the initial 3-year grant period for the 24 districts that were part of the 2017 TSL cohort and is part of a broader evaluation of TSL required by Congress.
|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.
|WWC 2023003||Reading Apprenticeship® Intervention Report
This What Works Clearinghouse (WWC) intervention report summarizes the research on the effectiveness of Reading Apprenticeship®, a professional development program that aims to help teachers improve student literacy skills in core academic subjects, including English, mathematics, science, and social studies. Reading Apprenticeship® trains teachers to model reading comprehension strategies and help students practice these strategies. Based on five studies that meet WWC standards, the WWC found moderate evidence that Reading Apprenticeship® positively impacted student science achievement and overall grade point average, compared with students whose teachers did not receive Reading Apprenticeship® professional development. The WWC found uncertain effects on student achievement in life sciences, social studies, literacy, reading comprehension, vocabulary, and mathematics.
|NCES 2022113||Characteristics of 2020–21 Public and Private K–12 School Teachers in the United States: Results From the National Teacher and Principal Survey
This First Look report provides descriptive statistics and basic information from the 2020–21 National Teacher and Principal Survey Public School Teacher and Private School Teacher Data files.
|REL 2023147||The Louisiana Believe and Prepare Educator Preparation Reform: Findings from the Pilot and Early Implementation Years
Believe and Prepare is a teacher preparation reform implemented by the Louisiana Department of Education in collaboration with school systems and teacher preparation programs across the state. It was piloted in the 2014/15 school year and became mandatory in July 2018 for incoming teacher candidates in all 18 institutions of higher education that offer traditional teacher preparation programs. The reform focused on competency-based curricula, extended clinical experiences, and rigorous mentor teacher training. A central requirement of the reform is that teacher candidates must participate in a yearlong residency with a mentor teacher. This replaced the prior shorter-term student teaching requirement, typically six weeks.
To explore the extent to which the reform is contributing to expected improvement in outcomes for early career teachers, this study examined the association between the reform and in-service teacher performance ratings, teacher retention, student test scores, teacher competency, and the likelihood of three placement outcomes (being placed in the school where the teacher completed a residency, filling a teaching position in a shortage area, and being placed in a rural school). Teachers who completed a program that had implemented Believe and Prepare were 2 percentage points more likely than teachers who completed a program that had not implemented it to stay in Louisiana for at least one year and 7 percentage points more likely to stay in the same school district for at least three years. Grade 4–8 students whose teachers completed a preparation program that had implemented Believe and Prepare during the pilot years scored 0.04 standard deviation lower on English language arts tests than students whose teachers completed a program that had not implemented it. Other teacher outcomes such as in-service performance ratings, competency as measured by Praxis II scores, school placement, and job assignment were not statistically different between teachers who completed a program that had implemented Believe and Prepare and teachers who completed other programs.
|NCES 2022080||A Retrospective Look at U.S. Education Statistics
This commemorative guide is intended to provide a better understanding of the history and use of federal education statistics that have been collected and reported by the federal education statistics agency (now the National Center for Education Statistics) since 1868. The “statistical profiles” in this report use updated historical trend data from 120 Years of American Education: A Statistical Portrait to offer an in-depth look at what each statistic measures, how it has been collected over the years, and what the data reveal about the statistic. Statistics covered in the report include enrollment in elementary and secondary schools; high school graduates and graduation rates, and postsecondary student costs and finances. Readers can browse these profiles online and download PDFs of individual profiles.
|NCES 2022718||Documentation for the 2017-18 National Teacher and Principal Survey
The 2017-18 National Teacher and Principal Survey (NTPS) collected data on public and private elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|REL 2023141||Early Progress and Outcomes of a Grow Your Own Grant Program for High School Students and Paraprofessionals in Texas
The Texas Education Agency launched the Grow Your Own (GYO) grant program in 2018 to encourage districts to develop or expand existing high-quality education and training courses for high school students and to support district-employed paraprofessionals (including instructional aides and long-term substitute teachers) to pursue certifications that would allow them to enter full-time teaching roles. This study aimed to help state education leaders in Texas understand the progress of districts in implementing the GYO program and the early outcomes of participants. This study analyzed data from 2015/16 through 2020/21 for districts that received GYO funding in the first two grant cycles and districts in the same geographic locales within the same regions that did not receive GYO funding (comparison districts). The study found that the majority of districts awarded a GYO grant were in rural areas and small towns. GYO districts were more likely to have a smaller enrollment and had a higher average percentage of Hispanic students than comparison districts. The findings suggest that the program appeared to meet the Texas Education Agency’s goal of providing opportunities to students and paraprofessionals in rural and small school settings and students of color to participate in GYO activities. The study also found that the percentage of students completing education and training courses in GYO districts was low (about 10 percent) during the grant years, and the percentage was similar in comparison districts before and after the grant awards. A disproportionate share of students who completed education and training courses in GYO districts were female. Although it is too soon to tell whether the GYO program will, over time, increase the size and diversity of the state’s teacher pool, leaders at the Texas Education Agency can use these early findings to both understand the progress of districts in achieving the GYO grant program aims and help identify aspects of the program that might need further investigation.
|NCES 2022241||Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Employment and Education Experiences of 2015–16 College Graduates
This report describes outcomes of 2015–16 bachelor’s degree earners 4 years after graduation. Outcomes include enrollment and employment status, federal student loan debt and repayment, earnings and other job characteristics, financial well-being, and teaching status.
|NCES 2022251||Baccalaureate and Beyond (B&B:16/20): A First Look at the 2020 Experiences of 2015–16 College Graduates During the COVID-19 Pandemic
This report describes the experiences of 2015–16 bachelor’s degree earners during the coronavirus (COVID-19) pandemic, 4 years after graduation. Findings include professional and personal experiences during the COVID-19 pandemic, federal student loan repayment, employment status and characteristics, changes to work arrangements, and unemployment compensation during the COVID-19 pandemic.
|WWC 2022009||Preparing Young Children for School
This practice guide, developed in conjunction with an expert panel, distills contemporary early childhood and preschool education research into seven easily comprehensible and practical recommendations. The guidance will help to prepare young children to benefit from the learning opportunities they will encounter in school.
|NCES 2022108||Documentation for the 2015-16 National Teacher and Principal Survey
The 2015-16 National Teacher and Principal Survey (NTPS) collected data on public elementary and secondary schools across the nation. The Documentation report provides information about all phases of the NTPS, from survey questionnaire revisions to survey data collection and all phases of data processing.
|NCES 2022026||Qualifications of Public School Mathematics and Computer Science Teachers in 2017‒18
This report examines the education and certification qualifications of public school mathematics/computer science teachers by selected school characteristics during school year 2017–18. Data are reported separately for teachers of high school and middle school grades.
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