From the National Center for Education Statistics (NCES)
Numbers and Rates of Public High School Dropouts: School Year 2004-05
This report, released December 6, presents findings on the numbers and rates of public school students who dropped out of school in school years 2002-03, 2003-04, and 2004-05, using data from the Common Core of Data (CCD) State-Level Public Use Data File on Public School Dropouts for these years. The report includes high school dropout rates by state, region, school district size, and several student characteristics.
Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context
This report, released December 4, summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions.
Indicators of School Crime and Safety: 2007
A joint effort by the Bureau of Justice Statistics and the National Center for Education Statistics, this annual report, released December 2, examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
The Reading Literacy of U.S. Fourth-Grade Students in an International Context: Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS):
This report, released November 28, summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001.
The Nation's Report Card:
The National Assessment of Educational Progress (NAEP) released a number of reports this fall, including The Nation's Report Card: 2007 Trial Urban District Assessment in Mathematics , The Nation's Report Card: 2007 Trial Urban District Assessment in Reading, The Nation's Report Card: Reading 2007
, and The Nation's Report Card: Mathematics 2007
Preschool: First Findings From the Third Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
This report, released October 30, is the first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in 2001. The report provides descriptive information about these children when they were about 4 years old. It also includes results from language, literacy, mathematics, and fine motor skills assessments, and information on children's nonparental education and care experiences.
Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings From the School Survey on Crime and Safety: 2005-06
This report, released September 25, uses data from the 2005-06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. SSOCS is the primary source of school-level data on crime and safety for NCES.
Status and Trends in the Education of Racial and Ethnic Minorities
This report, released September 12, profiles current conditions and recent trends in the education of minority students and presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine patterns of preprimary, elementary, and secondary school enrollment; student achievement and persistence; student behaviors that can affect their education; participation in postsecondary education; and outcomes of education.