Search Results: (1-15 of 162 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009301 | Documentation to the NCES Common Core of Data Local Education Agency Universe Survey: School Year 2006–07 Version 1a
The 2006-07 Nonfiscal CCD Local Education Agency Universe Survey files provide a listing of all agencies providing free public elementary and secondary education in the United States and its jurisdictions, along with basic descriptive statistical information on each agency listed. |
10/29/2008 |
| NCES 2009302 | Documentation to the NCES Common Core of Data Public Elementary/ Secondary School Universe Survey: School Year 2006–07 Version 1a
The 2006-07 Common Core of Data (CCD) nonfiscal school survey data files provide a listing of all schools providing free public elementary and secondary education, along with basic descriptive statistical information on each school listed. The data were submitted to NCES by state education agencies (SEAs) in the 50 states, the District of Columbia, Puerto Rico, the four outlying areas (American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and the U.S. Virgin Islands), the Department of Defense (DoD) dependents schools (overseas and domestic), and the Bureau of Indian Education (BIE). |
10/29/2008 |
| NCES 2009304 | Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2006-07 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. |
10/28/2008 |
| NCES 2008805 | Handbooks Online - Version 6.0
Handbooks Online - Version 6.0 is a searchable web tool that provides access to the NCES Data Handbooks for elementary, secondary, and early childhood education. These Handbooks offer guidance on consistency in data definitions and in maintaining data so that they can be accurately aggregated and analyzed. The online Handbook database provides the Nonfiscal Handbooks in a searchable web tool. This database includes data elements for students, staff, classrooms, and education institutions. |
10/1/2008 |
| NCES 2008353REV | Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. |
9/19/2008 |
| NCES 2008008 | Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 and 2004–05
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations. Findings indicate that 37 percent of public school districts and 10 percent of all public schools nationwide had students enrolled in technology-based distance education courses during 2004-05. During 2002-03, 36 percent of districts and 9 percent of schools had students enrolled in technology-based distance education courses. About a quarter (26 percent) of school districts that existed in both 2002-03 and 2004-05 had students enrolled in technology-based distance education in both school years, 11 percent did not have students in this type of education in 2002-03 but had such enrollments in 2004-05, and an equal percentage of districts (11 percent) had students enrolled in technology-based distance education in 2002-03 but not in 2004-05. The number of enrollments in technology-based distance education courses increased from an estimated 317,070 enrollments in 2002-03 to 506,950 in 2004-05. The number of enrollments varied considerably among districts, although the majority of districts (57 percent) reported between one and 20 technology-based distance education enrollments in 2004-05. Distance education was more commonly offered by high schools than by schools at any other level, with 61 percent of technology-based distance education enrollments at the high school level. Seventy-one percent of districts with students enrolled in technology-based distance education courses in 2004-05 planned to expand their distance education courses in the future. |
6/27/2008 |
| NCES 2008339 | Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2005-06
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2005-06 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Findings include: In 2005-06, these 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers. The districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2004-05. Across the districts, the averaged freshman graduation rate was 69.5 percent. Three states -- California, Florida, and Texas -- accounted for almost half of the 100 largest public school districts. Current per-pupil expenditures in fiscal year 2003 ranged from a low of $5,104 in the Puerto Rico School District to a high of $18,878 in the District of Columbia Public School District. |
6/26/2008 |
| NCES 2008335 | Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2004-05
This annual report provides basic information from the Common Core of Data about the nation’s largest public school districts in the 2004-05 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Several findings were: These 100 largest districts enrolled 23 percent of all public school students, and employed 20 percent of all public school teachers, in 2004-05. The 100 largest districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2003-04. Across these districts, the averaged freshman graduation rate was 70.2 percent. Four states -- California, Florida, Texas, and New York -- accounted for more than half of the 100 largest public school districts. Current per-pupil expenditures in fiscal year 2003 ranged from a low of $4,351 in the Puerto Rico School District to a high of $17,337 in Boston, Massachusetts. |
4/1/2008 |
| NCES 2008011 | Public-Use Data Files and Documentation: Public School Principals’ Perceptions of Their School Facilities: Fall 2005
This file contains data from a 2005 fast-response survey titled "Public School Principals' Perceptions of Their School Facilities: Fall 2005." The study provides information about principals’ satisfaction with various environmental factors in their schools, and the extent to which they perceive those factors as interfering with the ability of the school to deliver instruction. Environmental factors included lighting, temperature control, air quality, and structural conditions. The study also provides information on the extent of the match between the enrollment and the capacity of the school buildings. NCES released the results of the survey in the publication Public School Principals Report on Their School Facilities: Fall 2005. Questionnaires and cover letters for the study were mailed to the principal of each sampled school in mid-September 2005. The letter introduced the study, and requested that the questionnaire be completed only by the principal of the school listed on the label. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in early October and completed in late January 2006. The final response rate was 90 percent. Principals were asked about their satisfaction with various environmental factors in classrooms located in permanent buildings and in portable (temporary) buildings (if applicable) in their school, and the extent to which they perceived those environmental factors as interfering with the ability of the school to deliver instruction in those classrooms. They were also asked about the ways in which their school used portable (temporary) buildings and the reasons for using them, and the availability of dedicated room or facilities for particular subjects (science labs, art rooms, music rooms, and gymnasium) and the extent to which these facilities were perceived to support instruction. Principals were also asked about the enrollment and design capacity of their schools, and approaches for coping with overcrowding (if applicable). |
3/27/2008 |
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/25/2008 |
| NCES 2008309 | 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB. |
10/31/2007 |
| NCES 2007379 | A Brief Profile of America's Public Schools
This brochure is for potential respondents to the 2007-08 SASS. Data from the 2003-04 SASS are presented on public schools, principals, teachers, school districts, and school library media centers. |
10/31/2007 |
| NCES 2005372 | Handbooks Online - Version 5.0
Handbooks Online - Version 5.0 is a searchable web tool that provides access to the NCES Data Handbooks for elementary, secondary, and early childhood education. These Handbooks offer guidance on consistency in data definitions and in maintaining data so that they can be accurately aggregated and analyzed. The updated database includes data elements for students, staff, and education institutions; added data elements for food service; and a link to the current NCES Accounting Handbook. |
10/15/2007 |
| NCER 20072004 | Organizing Instruction and Study to Improve Student Learning
This NCER Practice Guide is the third in a series of IES guides in education. This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study time that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation. |
9/28/2007 |
| NCES 2007397 | Data Files: NCES Comparable Wage Index
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University. This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2005. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. |
9/4/2007 |
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