What's New for October 2006
Where Are They Now? A Description of 1992-93 Bachelor's Degree Recipients 10 Years Later (October 31, 2006)
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report provides an overview of the status of 1992–93 college graduates 10 years after graduation. The report presents highlights of these college graduates’ lives in 2003 in five areas—education after the bachelor’s degree, labor force participation, opinions about their undergraduate education, family status, and civic participation. In addition to presenting a basic profile of graduates’ lives in 2003, the report is also intended as a broad introduction to the kinds of data available in B&B:93/03. A table compendium with five sections corresponding to the five areas above provides additional detail about how graduate characteristics are associated with the highlighted outcomes as well as related experiences in each area. The estimates in this report represent about 1.2 million bachelor’s degree completers from 1992–93.
What Works Clearinghouse Issues New Reports on English Language Learning and Elementary School Mathematics (October 27, 2006)
The What Works Clearinghouse has released two new intervention reports highlighting available research on English Language Learning and Elementary School Mathematics.
The PISA (Program for International Student Assesment) 2003 U.S. datafiles now available. (October 27, 2006)
The PISA 2003 U.S. datafile is now available for downloading. The datafile includes variables unique to the U.S. context, such as race/ethnicity, that are not available in the international dataset. Data for the performance of 15-year-olds on an internationally created assessment in mathematics, science, and reading literacies for 49 countries is also included along with background information on the students and schools. As with other NCES datafiles, a user's guide and an electronic codebook with macros and control files for SPSS and SAS are posted on the website.
What Works Clearinghouse Releases New Report on English Language Learning (October 24, 2006)
The Vocabulary Improvement Program for English Language Learners and Their Classmates (VIP) is a vocabulary development curriculum for English language learners and native English speakers (grades 4-6). The 15-week program includes 30-45 minute whole class and small group activities, which aim to increase students' understanding of target vocabulary words included in a weekly reading assignment.
2003–04 National Postsecondary Student Aid Study (NPSAS:04): Undergraduate Financial Aid Estimates for 12 States: 2003–04 (October 24, 2006)
This report presents selected findings about the price of attendance and the types and amounts of financial aid received by in-state undergraduates enrolled in public 2-year, public 4-year, and private not-for-profit 4-year institutions during the 2003–04 academic year in 12 selected states. It is based on the undergraduate data in the 2003–04 National Postsecondary Student Aid Study (NPSAS:04), a nationally representative survey of postsecondary students. In addition to providing national estimates, the NPSAS:04 survey was designed to provide representative samples of undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in 12 states: California, Connecticut, Delaware, Georgia, Indiana, Illinois, Minnesota, Nebraska, New York, Oregon, Texas, and Tennessee. Prior NPSAS studies have not been representative at the state level. For the in-state undergraduates in each of these 12 selected states, the tables in this E.D. TAB show the average tuition and fees and total price of attendance, the percentages of undergraduates receiving various types of financial aid and the average amounts received, the average net price of attendance after financial aid, average financial need and remaining need after financial aid, cumulative student loan amounts, earnings from work while enrolled, and other aspects of financing an undergraduate education. Tables of comparable national totals limited to in-state undergraduates in public 2-year, public 4-year, and private not-for-profit 4-year institutions in the 50 states, DC, and Puerto Rico are also provided to allow for comparisons of undergraduate financing patterns in each of the 12 selected states and the entire nation.
New Customized NAEP State and National Comparisons Feature on the Web (October 20, 2006)
Now you can create tables that compare states based on their average NAEP scale scores for selected groups of public school students (gender, race/ethnicity for three groups, eligibility for free or reduced-price school lunches, or high and low percentiles).
You set the scope for the state comparisons of interest. You must first select grade, subject, and student group of interest, then choose either single-year or cross-year mode, and then select the state of interest. You can compare the scores in one year, or examine the change in performance between two assessment years.
IES Names Urban Education Research Task Force (October 18, 2006)
IES today announced formation of an Urban Education Research Task Force, charged with advising IES on a broad range of issues pertaining to the nation’s largest public school districts. The 15-member panel, comprising leading educators and researchers, "will provide the Institute with guidance on critical directions for research to improve education in the nation’s urban districts," said Grover J. “Russ” Whitehurst, IES director.
Whitehurst said he expected the task force to make recommendations on areas of research and data collections that are not covered through existing programs. Additionally, the panel will help IES leaders think about the design of large, cross-district research projects, and it will serve to identify and support greater collaboration between the research community and urban educators.
Michael Casserly, executive director of the Council of the Great City Schools, a coalition of the nation’s largest urban districts, was named chairman of the task force. Other members are:
Dr. Katherine Blasik, Associate Superintendent, Broward County Schools, Ft. Lauderdale, FL; Dr. Geoffrey Borman, Associate Prof., Univ. of Wisconsin-Madison; Dr. Carl Cohn, Superintendent, San Diego Unified School District; Dr. Ronald Ferguson, Lecturer in Public Policy, Malcolm Weiner Center for Social Policy, Kennedy School of Government, Harvard Univ.; Dr. Pascal D. Forgione, Jr., Superintendent, Austin Independent School District; Dr. Russell Gersten, Exec. Director, Instructional Research Group; Dr. Dan Goldhaber, Research Associate Prof., Univ. of Washington; Dr. Beverly L. Hall, Superintendent, Atlanta Public Schools; Dr. David Heistad, Exec. Director, Research Evaluation, Minneapolis Public Schools; Dr. Caroline Hoxby, Professor, Harvard Univ.; Dr. Valerie E. Lee, Prof. of Ed., Univ. of Michigan; Mr. Peter McWalters, Commissioner of Ed., Rhode Island Dept. of Ed; Dr. Jason C. Snipes, Director of Research, Council of the Great City Schools; Dr. Joseph Torgesen, W. Russell and Eugenia Morcom Professor, Florida St. Univ.
Ex Officio Members:
Dr. Edward Kame'enui, Commissioner, NCSER, IES, DoED; Dr. Lynn Okagaki, Commissioner, NCER, IES, DoED; Dr. Grover Whitehurst, Director, IES, DoED
Full Version of the Digest of Education Statistics, 2005 (October 18, 2006)
The 2005 edition of the Digest of Education Statistics is the 41st in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977–78, 1983–84, and 1985–86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the Digest, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the Digest contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices.
ECLS-B Database Training Seminar - Using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Database for Research and Policy Discussion (October 17, 2006)
The National Center for Education Statistics (NCES), Institute of Education Sciences, U.S. Department of Education, will sponsor a 3-day advanced studies seminar on the use of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) database. ECLS-B is designed to support research on a wide range of topics pertaining to young children’s cognitive, social, emotional, and physical development across multiple contexts (e.g., home, nonparental care, and school entry). This seminar is open to advanced graduate students and faculty members from colleges and universities nationwide and to researchers, education practitioners, and policy analysts from federal, state, and local education and human services agencies and professional associations.
The ECLS-B training seminar will be conducted from January 10-12, 2007 in Washington, DC. Support for travel and lodging will be provided to accepted applicants. The application deadline for the seminar is November 27, 2006.
Dr. Anne Ricciuti Appointed Acting Deputy Director for Science (October 17, 2006)
Dr Anne Ricciuti has been appointed acting deputy director for science of the Institute of Education Sciences. Anne received her Ph.D. in developmental psychology from the University of Virginia in 1992. She worked on education projects at Abt Associates before joining the standards and review staff within the office of the deputy director for science in 2004.
New Intervention Reports Released by the What Works Clearinghouse (October 13, 2006)
The What Works Clearinghouse has released three new intervention reports highlighting available research on Character Education, Early Childhood Education, and Middle School Mathematics.
Economic Impact of the Nation's Historically Black Colleges and Universities (October 13, 2006)
The purpose of this study was to document the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In this study, short-term economic impact was defined as the change in overall economic activity in the institutions’s community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system was used to build regional models for each of the 101 HBCUs in the 50 states and the District of Columbia and to calculate multipliers for estimating the HBCUs’ impact in terms of output, value-added, labor income, and employment. These multipliers were applied to each institution’s salary, staff, enrollment and expenditure data from the 2001 Integrated Postsecondary Education Data System (IPEDS) and data from the Bureau of Labor Statistics Consumer Expenditure Survey. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62 percent of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion with 35 percent due to the multiplier effect. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companie
Economic Outcomes of High School Completers and Noncompleters 8 Years Later (October 12, 2006)
This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned.
News Flash Subscription Service Now Available! (October 12, 2006)
News Flash is an e-mail-based alert service designed to help anyone with an interest in IES content posted to its website including news from its four Centers and programs within Centers such as the Regional Educational Laboratory Program. Learn about new publications, ongoing research, funding opportunities, web tools, and other information. It is a "custom" service that lets you select your own areas of interest. All notices received through this service contain a link to the appropriate location on the IES website. Sign up for your area of interests now.
National Indian Education Study: Part II: The Educational Experiences of Fourth- and Eighth-Grade American Indian and Alaska Native Students (October 10, 2006)
This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities. Students, teachers, and school principals all participated in the survey, which constituted Part II of the National Indian Education Study (NIES). Part I of NIES collected information on the academic performance of AI/AN students, as measured by the National Assessment of Educational Progress (NAEP). The report describes important aspects of the educational experiences of AI/AN students in grades 4 and 8. . Findings are presented in four broad areas: characteristics of AI/AN students, their schools, their teachers, and their curriculum. Although the central focus of the report is AI/AN students, information is also provided about non-AI/AN students, where available. The report also provides comparisons between AI/AN students at high density and low density schools. High density schools are defined by the Office of Indian Education as schools in which at least 25 percent of the students are American Indian or Alaska Native. All other schools are classified as low density. The Technical Notes section provides information about sampling, interpreting statistical significance, and other technical features. The Data Appendix provides tables that support the findings provided in the report.
Now Available! NCSER Projects and Programs Booklet (October 9, 2006)
This booklet describes research grants and contracts that represent NCSER's current investments. These investments will evaluate the effectiveness of programs, intervention, strategies, and assessment tools to determine what works in addressing the needs of infants and children with disabilities.
RFA Deadline for Submission for NCER Sponsored Competitions (October 4, 2006)
RFAs are due November 16, 2006 for the following NCER sponsored competitions. A.Reading and Writing; B.Interventions for Struggling Adolescent and Adult Readers and Writers; C.Mathematics and Science Education; D.Teacher Quality - Reading and Writing; E.Teacher Quality - Mathematics and Science Education; F.Cognition and Student Learning; G.High School Reform; and, H. Postsecondary Education.
United States High School Sophomores: A Twenty-Two Year Comparison, 1980-2002 (October 3, 2006)
Using questionnaire and test data collected in 1980, 1992, and 2002, this report presents time series data on three cohorts of high school sophomores. The report presents information on the changing context of cohort demographics, family characteristics, school characteristics, and school experiences, after school activities, and future plans and expectations. Tested achievement is also presented with results in math from 1980 to 1990 and 2002, and results in reading from 1990 to 2002.
Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide (October 2, 2006)
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA.
Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching (October 2, 2006)
Highlights from the TIMSS 1999 Video Study of eighth-grade science teaching can now be viewed as an HTML document, including viewable video clips from each of the five participating countries.