Search Results: (1-15 of 4636 records)
|NCES 2020055||Students in Subbaccalaureate Health Sciences Programs: 2015–2016
This Data Point examines the enrollment and demographic characteristics of students enrolled in subbaccalaureate (certificate and associate’s degree) health sciences programs. The report uses data from the 2015–16 National Postsecondary Student Aid Study (NPSAS:16).
|NCES 2020034||Health and STEM Career Expectations and Science Literacy Achievement of U.S. 15-Year-Old Students
This report uses U.S. data from the Program for International Student Assessment (PISA), a nationally representative study of 15-year-old students. This brief details the percentage, and reports the average score, of students who foresee either a career in health fields or in science, technology, engineering, and math (STEM) fields. The report analyzes career expectations and science achievement by gender, race/ethnicity, immigration status, and a measure of socioeconomic status.
|NCES 2020024||Projections of Education Statistics to 2028
Projections of Education Statistics to 2028 is the 47th 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 2028. 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 2028. The methodology section describes models and assumptions used to develop national- and state-level projections.
|NCES 2020027||Policies Outlining the Role of Sworn Law Enforcement Officers in Public Schools
The National Center for Education Statistics collects data on crime, violence, and safety in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This Data Point report uses data from the 2017–18 SSOCS to examine the formal policies schools have in place to outline officers’ roles and responsibilities and whether these policies are aligned with the activities that sworn law enforcement officers participate in while at school.
|NCES 2020048||Teachers’ Use of Technology for School and Homework Assignments: 2018–19
This report provides statistics about the use of technology for homework assignments in grades 3–12. Data were provided by public school teachers about their homework practices and about their understanding of information technology available to their students outside of school.
|WWC 2020006||Intervention Report: Full Option Science System
This What Works Clearinghouse (WWC) intervention report summarizes the research on Full Option Science System (FOSS), a curriculum including content in the physical, earth, and life sciences that is designed to improve student science achievement in kindergarten through Grade 8. No eligible studies of FOSS met WWC design standards, so the WWC is unable to draw any conclusions at this time about the effectiveness of this program.
|NCES 2020144||The Condition of Education 2020
The Condition of Education 2020 is a congressionally mandated annual report summarizing the latest data from NCES and other sources on education in the United States. This report is designed to help policymakers and the public monitor educational progress.
|REL 2020019||Assessing the Alignment between West Virginia’s High School Career and Technical Education Programs and the Labor Market
To help students leave high school on a path toward success in the labor market, education policymakers and practitioners often focus on improving career and technical education (CTE) opportunities in high school. Understanding the alignment between high school CTE programs and the labor market is an important step in this process. To support CTE improvement efforts, this study quantitatively assessed the alignment between West Virginia’s high school CTE programs and the labor market, with a focus on alignment to regional high-demand occupations that require moderate occupational preparation. These “high-demand study occupations” are the 20 occupations in each region of West Virginia with the largest number of long-term projected employment openings from 2014 to 2024 that require more than a high school diploma (for example, a license or work-related experience) but less than a bachelor’s degree. The study found that 70 percent of West Virginia’s long-term projected employment openings typically require some occupational preparation beyond a high school diploma but less than a bachelor’s degree. Further, 93 percent of the regional long-term projected employment openings in high-demand study occupations were served by at least one aligned CTE program in the same region. However, students in only 53 percent of the state’s CTE programs were in a program that aligned to at least one high-demand study occupation within their region. West Virginia stakeholders can use the findings to improve their CTE system’s alignment and better prepare students for a postsecondary career. This study also serves as an example for policymakers and practitioners in other states who are interested in quantifying their CTE system’s alignment in order to make data-informed decisions.
|NCES 2020072||Highlights of the 2018 Program for International Student Assessment (PISA) Financial Literacy Assessment
This web-based report presents the 2018 results of the PISA financial literacy assessment. The United States, along with 19 other economies, participated in this optional assessment. The United States has now administered financial literacy in PISA in three successive cycles: 2012, 2015, and 2018.
This web report focuses on the results of the 2018 PISA financial literacy assessment from a U.S. perspective, providing average and trend scores for U.S. students by a number of demographic variables, including gender, race/ethnicity, and poverty status.
This web report can be accessed directly by going to https://nces.ed.gov/surveys/pisa/pisa2018 and selecting "Financial Literacy."
|REL 2020025||Self-Study Guide for Evidence-Based Practices in Adult Literacy Education
The purpose of this self-study guide is to help adult literacy education providers collect, organize, and analyze evidence that they can use to improve program performance. It was designed to help educators consider which types of evidence to collect and which components of adult education instruction may be important for evaluating implementation. Sources of evidence for this review include records and data such as lesson plans, rosters, and student results confirming that processes are in place to monitor teacher and student success. The components important to evaluation of implementation were determined based on a thorough review of the literature on adult education. The guide was developed in partnership with the Regional Educational Laboratory Southeast's Florida Career Readiness Research Alliance. It was pilot tested with Florida adult literacy educators through the support of the Institute for the Professional Development of Adult Educators.
|NCES 2020086||School Nurses in U.S. Public Schools
This Data Point describes the presence of school nurses in public schools for the 2007-08, 2011-12, and 2015-16 school years, and by selected school characteristics for the 2015-16 school year.
|NCES 2020019||Postsecondary Occupational Education Among Students Who Took Career and Technical Education in High School
This Data Point examines the postsecondary enrollment rates of students who took career and technical education (CTE) in high school and their pursuit of further study in related CTE fields.
|NCES 2020201||Public School Principals’ Top Three Most Important Education Goals, by Charter Status and School Level
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by charter status (traditional public or public charter), and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in supplementary tables.
|NCES 2020202||A Look at Principals’ Most Important Goals by Community Type and School Level
This data point report investigates the relationship between various education goals, chosen as important by public school principals, by different community types and school levels. The most frequently selected goals are discussed in this report, and data on all 10 goals are available in the supplementary tables.
|NCES 2020501||Courses Taken, Credits Earned, and Time to Degree: A First Look at the Postsecondary Transcripts of 2011–12 Beginning Postsecondary Students
Drawing on data collected through the Postsecondary Education Transcript Study (PETS) for the 2011–12 cohort of the Beginning Postsecondary Students Longitudinal Study, this First Look report examines 6-year coursetaking experiences, postsecondary attainment, and time to degree of U.S. undergraduates who began their postsecondary education for the first time in the 2011–12 academic year.