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 Pub Number  Title  Date
NCES 2021006 Arts credits earned in high school and postsecondary enrollment: Differences by background characteristics
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. Arts credits earned by high school graduates are examined by background characteristics. The Data Point shows differences in postsecondary enrollment by numbers of arts credits earned in high school.
9/14/2021
NCES 2021009 Digest of Education Statistics, 2019
The 55th 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.
2/25/2021
NFES 2021023 School Courses for the Exchange of Data (SCED) Uses and Benefits
The School Courses for the Exchange of Data (SCED) Uses and Benefits publication was developed to provide a brief overview of SCED, highlight the research application and benefits of SCED to users, and illustrate SCED uses with case studies. SCED is a voluntary, common classification system for prior-to-secondary and secondary school courses. It can be used to compare course information, maintain longitudinal data about student coursework, and efficiently exchange coursetaking records. SCED is a free resource intended for federal, state, and local education agencies.
1/28/2021
NCES 2020010 Public High School Students' Career and Technical Education Coursetaking: 1992 to 2013
This Statistics in Brief examines public high school graduates’ career and technical education (CTE) coursetaking as of 2013, and trends in students’ CTE coursetaking from 1992 to 2013. The report uses data from three NCES longitudinal studies of high school students: the National Education Longitudinal Study of 1988, the Education Longitudinal Study of 2002, and the High School Longitudinal Study of 2009.
11/17/2020
NCES 2020021 High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Public-use Data File
The data file provides data obtained during 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.
8/31/2020
NCES 2020004 High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Data File Documentation
This data file documentation accompanies new data files for 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.
8/31/2020
NCES 2020005 High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Transcript Study and Student Financial Aid Records Restricted-use Data File
The data file provides data obtained during 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.
8/31/2020
NCES 2020037 From Algebra to Zoology: How Well Do Students Report Mathematics and Science Coursetaking?
This study measures the validity of the mathematics and science coursetaking information reported by high school students by comparing it to information obtained from the NAEP High School Transcript Study (HSTS). The HSTS is an administrative data collection of transcripts belonging to high school graduates who took the NAEP twelfth-grade mathematics and science assessments. The HSTS provides NAEP with an opportunity to compare the official coursework recorded on students’ high school transcripts to their self-reported high school coursetaking and identify any differences. Such differences are important to consider when exploring the relationship between student reported coursetaking and other measures of student educational performance, such as NAEP twelfth-grade assessment scores.
4/24/2020
NCES 2020051 U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look
“U.S. Performance on the 2015 TIMSS Advanced Mathematics and Physics Assessments: A Closer Look” expands upon the results described in NCES’ initial "Highlights" report on TIMSS Advanced. This new report provides in-depth analyses that (1) examine the demographics, school characteristics, and coursetaking patterns of the small subset of U.S. 12th-graders taking the TIMSS Advanced assessments; (2) describe the extent to which the topics assessed in the study were covered in the curricula of the advanced mathematics and physics courses taken by U.S students; (3) provide detailed performance data within content domains for student subgroups and overall; and (4) illustrate student performance with example items.

This report uses data from the 2015 Trends in International Mathematics and Science Study Advanced (TIMSS Advanced), an international assessment that measures advanced mathematics and physics achievement in the final year of secondary school. TIMSS Advanced is sponsored by the International Association for the Evaluation of Educational Achievement (IEA) and conducted in the United States by NCES.
12/24/2019
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.
12/24/2019
NCES 2019417 Considerations for Using the School Courses for the Exchange of Data (SCED) Classification System in High School Transcript Studies: Applications for Converting Course Codes from the Classification of Secondary School Courses (CSSC)
The National Center for Education Statistics (NCES) began collecting high school transcripts with the High School and Beyond (HS&B) longitudinal study of students who were in the 10th grade in 1980. NCES has continued to collect transcripts for a secondary-level cohort in each subsequent decade. This report describes the two high school course coding systems used by NCES and the development of a crosswalk that allows data coded with the first system to be translated into the second system. It then provides tables with estimates generated using the two different systems.
9/20/2019
REL 2019007 Math course sequences in grades 6–11 and math achievement in Mississippi
The purpose of this study was to examine how students in Mississippi met their mathematics requirements and the extent to which their mathematics sequence is related to student performance and demographic characteristics such as race and ethnicity. The study used data from the Mississippi Department of Education over a six-year period, beginning in 2011/12 and ending in 2016/17. The sample includes all students enrolled in grade 11 in Mississippi public high schools during the 2016/17 school year who had scores on the ACT Mathematics in grade 11 and recorded coursework in grade 6. Sequence analysis was used to summarize and then cluster the mathematics course-taking experience, or mathematics sequence, of these students in grades 6-11. Classification and regression tree analysis facilitated the identification of associations between mathematics sequence, student demographic characteristics, and college-ready performance on the ACT Mathematics in grade 11. Results indicate that membership in a particular mathematics sequence cluster did not improve the classification accuracy of the decision tree predicting risk status over and above the use of student achievement in grade 5 and student race. That these differences have less association with college-ready performance than student grade 5 mathematics achievement suggests a need to focus on prevention efforts before grade 6. Algebra I is often viewed as the gatekeeper course, but it is also possible that mathematics preparation at the elementary level sets a student on the path to taking Algebra I earlier in their mathematics sequence. While this study did not explore the quality of mathematics curriculum and instruction at the secondary level, the results of this study underscore the importance of mathematics instruction at the elementary level.
8/9/2019
NCES 2019430 Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013
Advanced Placement (AP), International Baccalaureate (IB), and dual-enrollment courses are generally regarded as academically rigorous courses for high school students. These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09).
8/1/2019
NCES 2019046 Development of the 2018 Secondary School Course Taxonomy
This report describes the development of the Secondary School Course Taxonomy (SSCT), to be used with high school transcript coursetaking data that have been coded using the School Courses for the Exchange of Data (SCED). The SSCT aggregates the SCED-coded courses into 20 subject fields that align with how NCES has traditionally reported on career and technical education.
7/23/2019
NCES 2019038 Status and Trends in the Education of Racial and Ethnic Groups 2018
This report profiles current conditions and recent trends in the education of students by racial and ethnic group. It presents a selection of indicators that examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The report summarizes data on topics such as demographics; preprimary, elementary, and secondary participation; student achievement; student behaviors and persistence in education, postsecondary education, and outcomes of education.
2/20/2019
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