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What's New for August 2019

A look at public and private K12 school principals in the U.S. (August 22, 2019)
The 201718 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public and Private School Principal Data Files of NTPS and represents the results of the second collection of NTPS.

Comparisons of 2017 States' Standards Set for Grades 4 and 8 in Reading and Mathematics Using the National Assessment of Educational Progress (August 21, 2019)
The 2017 edition of this report highlights the results of mapping state proficiency standards onto the NAEP scales using state assessment results from the 201617 school year and the 2017 NAEP assessments for public schools.

A Look at Undergraduate Borrowing Rates and Loan Amounts by Student Age: 1995–96 Through 2015–16 (August 20, 2019)
The average cumulative amount borrowed by undergraduates increased for all age groups between 1995–96 and 2015–16. The borrowing rate for undergraduates age 50 or older increased by 45 percentage points over two decades.

REL Central Report Describes Factors Related to Teacher Mobility and Attrition in Colorado, Missouri, and South Dakota (August 19, 2019)
The report describes teacher and school characteristics that are related to the likelihood of teachers moving to different positions or leaving state public school systems.

A Look at Trends in Undergraduate Nonfederal Grant and Scholarship Aid, 2003–04 Through 2015–16 (August 14, 2019)
These tables present the percentage of undergraduates who received nonfederal grant and scholarship aid and the average amounts received, by aid type (need- or merit-based), source (state, institution, or employer), and selected student and institutional characteristics.

We Need Your Feedback on Research Topics: Who Gets Voted Off the Island? (August 13, 2019)
I know that many of you are busy responding to the current crop of RFAs. But I thought I would bring you up to date on some things in the works at IES that may affect future research support. IES needs feedback from the field on these issues relatively quickly if-as we intend-your advice affects how we frame next year's grants.

A look at public and private K12 schools in the U.S. (August 13, 2019)
The 2017–18 National Teacher and Principal Survey (NTPS) is a state and nationally representative sample survey of public and private K–12 schools, principals, and teachers in the 50 states and the District of Columbia. This report presents selected findings from the Public and Private School Data Files of NTPS and represents the results of the second collection of NTPS data.

Math Course Sequences in Grades 6–11 and Math Achievement in Mississippi (August 9, 2019)
REL Southeast examined the extent to which students’ mathematics sequences, prior math achievement, and demographic characteristics relate to college-ready performance in math on the ACT.

Is Collecting School-Level Finance Data Feasible? An Evaluation of Data from the Pilot School-Level Finance Survey (SLFS) (August 7, 2019)
Many states participating in the SLFS are able to report complete personnel and/or nonpersonnel expenditure data for a reasonably high percentage of their schools.

Apply Now: October Training to Use PIAAC Data (August 6, 2019)
The final session of an NCER training grant, Training Researchers to Use PIAAC to Further Multidisciplinary Research, is taking applications for its October training Chicago, IL. Submit your application materials online.

Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders: 2013 (August 1, 2019)
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. These tables use nationally representative survey and transcript data collected in the High School Longitudinal Study of 2009 (HSLS:09).