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 Pub Number  Title  Date
REL 2019011 The postsecondary education and employment pathways of Minnesota public high school graduates: Investigating opportunity gaps
In Minnesota, as in many other states, not all students have access to the types of educational experiences in high school that are likely to lead to high-paying jobs. If Minnesota policymakers and practitioners are to be well positioned to reduce achievement gaps that lead to different career and college outcomes, they must have reliable data on the postsecondary pathways Minnesota public high school graduates take, as well as information about differences in pathways and outcomes for different groups of students. Members of the Midwest Career Readiness Research Alliance collaborated with Regional Educational Laboratory Midwest to conduct a study that describes the postsecondary pathways of Minnesota public high school graduates, including the pathways graduates take within one year of high school graduation and their degree attainment and employment outcomes six years later. The study also examined differences in initial pathways, degree attainment, and employment outcomes for students with different characteristics. Using data from the Minnesota Statewide Longitudinal Education Data System, the study examined the initial postsecondary pathways of Minnesota public high school students who graduated from high school between 2008 and 2015. The study also examined the college certificate and degree attainment and employment outcomes of Minnesota public high school students who graduated from high school between 2008 and 2010. The study describes differences in initial postsecondary pathways, college certificate and degree attainment, and employment for students from different groups. The study found that within one year of high school graduation, nearly all Minnesota public high school graduates were enrolled in college or employed. There were differences in initial postsecondary pathway by student characteristics but not by rurality. Graduates who had disabilities, graduates who had limited English proficiency, Hispanic graduates, and American Indian/Alaska Native graduates were the most likely to be neither employed nor enrolled in college within one year of high school graduation. Six years after high school graduation, 48 percent of graduates had not earned a college certificate or degree. Thirty-seven percent of graduates had earned a bachelor’s degree or higher, 11 percent of graduates had earned an associate’s degree, and 4 percent of graduates had earned a college certificate. In addition, six years after high school graduation, 71 percent of graduates were employed, and their median annual earnings were $22,717. Finally, there were differences in college certificate and degree attainment, employment, and earnings by student characteristics. These differences remained when comparing graduates who participated in the same initial postsecondary pathway.
9/9/2019
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.
9/6/2019
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.
9/6/2019
NCES 2019075 Private School Universe Survey (PSS): Public-Use Data for School Year 2017-18
Public-Use data for the 2017-18 Private School Universe Survey in three formats: SAS, SPSS, and text. Includes file documentation and a copy of the questionnaire.
9/5/2019
NCES 2019074 Private School Universe Survey (PSS): Public-Use Data File User’s Manual for School Year 2017–18
User's Manual for the 2017-18 PSS public-use data file, including code book.
9/4/2019
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.
8/28/2019
NCES 2019113 U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide
The U.S. PIRLS and ePIRLS 2016 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016, along with information designed to facilitate access to the U.S. PIRLS and ePIRLS 2016 data.
8/27/2019
NCES 2019114 Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. Public-Use Data Files
This datafile contains the U.S. PIRLS and ePIRLS 2016 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA.

A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113).
8/27/2019
NCES 2019115 Progress in International Reading Literacy Study (PIRLS) and ePIRLS 2016: U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. PIRLS and ePIRLS 2016 datafiles to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. PIRLS and ePIRLS 2016 public-use datafile is included.

A User Guide to the data is included in the U.S. PIRLS and ePIRLS 2016 Technical Report and User’s Guide, which is available online separately (publication number 2019113).
8/27/2019
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.
8/26/2019
NCES 2019141 Characteristics of Public and Private Elementary and Secondary School Principals in the United States: Results From the 2017–18 National Teacher and Principal Survey First Look
This First Look report provides descriptive statistics and basic information from the 2017–18 National Teacher and Principal Survey Public School Principal and Private School Principal Data files.
8/22/2019
NCES 2019040 Mapping State Proficiency Standards onto the NAEP Scales: Results From the 2017 NAEP Reading and Mathematics Assessments
The National Center for Education Statistics (NCES) has periodically published reports using results from the National Assessment of Educational Progress (NAEP) to compare the proficiency standards that states set for their students. Since standards vary across states, the results of the various state assessments cannot be used to directly compare students’ progress. However, by placing a state standard onto the NAEP scale, a common metric for all states, a NAEP equivalent score is produced, which can be compared across states. The last mapping study report released by NCES (NCES 2018-159) compared state proficiency standards for school year 2014-15. The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 2016–17 school year and the 2017 NAEP assessments for public schools.
8/21/2019
NCES 2019437 Changes in Undergraduate Program Completers’ Borrowing Rates and Loan Amounts by Age: 1995–96 Through 2015–16
This Data Point examines the percentage of undergraduate students who had ever borrowed for postsecondary education and compares borrowing rates and loan amounts among five age groups from 1995–96 through 2015–16.
8/20/2019
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.
8/19/2019
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.
8/14/2019
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