Search Results: (1-15 of 40 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 20084012 | National Assessment of Title I: Final Report
This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II presents a report on follow-up findings from Closing the Reading Gap, an evaluation of the impact of supplemental remedial reading programs on achievement of 3rd and 5th grade students. As part of NCLB, the Congress mandated a National Assessment of Title I (Section 1501) to evaluate the implementation and impact of the program. This mandate also required the establishment of an Independent Review Panel (IRP) to advise the Secretary on methodological and other issues that arise in carrying out the National Assessment and the studies that contribute to this assessment. In addition, the law specifically requires a longitudinal study of Title I schools to examine the implementation and impact of the Title I program. Results from that study are included in Volume I. |
11/15/2007 |
| 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 |
| NFES 2007801 | Forum Guide to Core Finance Data Elements
This document provides an overview of key finance data terms. It also covers the 2 NCES public school finance surveys: the state-level National Public Education Financial Survey and the School District Finance Survey (or F-33). Differences and similarities between the two surveys are described. Chapter 3 contains definitions for key finance data elements. Chapter 4 contains a listing and defininitons of key finance indicators and economic adjustment indexes. |
7/17/2007 |
| NFES 2007808 | Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality. |
7/11/2007 |
| NCES 2005150 | Baccalaureate and Beyond Longitudinal Study 1993/2003 Data Analysis System (DAS) On-line
The DAS contains data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:1993/2003). This study is the third follow-up of a national sample of students who completed bachelor degrees in academic year 1992-1993 and were first surveyed as part of the National Postsecondary Student Aid Study. This DAS allows users to conduct analyses on data gathered in this study while on-line via the web. |
9/20/2006 |
| NCES 2006865 | Documentation for the NCES Comparable Wage Index Files
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 and William J. Fowler, Jr. at NCES. Dr. Taylor’s research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development “A Comparable Wage Approach to Geographic Cost Adjustment” (NCES 2006-321). 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 - 2004. 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. NCES has sponsored the development of other geographic adjustment indexes in the past; the latest was for the 1993-94 school year. |
6/15/2006 |
| NCEE 20035001 | Random Assignment in Program Evaluation and Intervention Research: Questions and Answers
Random Assignment in Program Evaluation and Intervention Research: Questions and Answers What is the purpose of education program evaluation? The basic purpose of program evaluation research is to test (1) whether education programs help the students they are designed to serve and (2) whether new ideas for education programs still under development are worthy of extension to a wider selection of schools and settings. The term "program" refers to a specific set of education practices or interventions that are thought to have an impact on a given set of education outcomes. |
5/6/2006 |
| NCEE EB2003 | Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide
This Guide seeks to provide educational practitioners with user-friendly tools to distinguish practices supported by rigorous evidence from those that are not. |
5/6/2006 |
| NCES 2006321 | A Comparable Wage Approach to Geographic Cost Adjustment
In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers—including teachers—demand higher wages in areas with a higher cost of living (e.g., San Diego) or a lack of amenities (e.g., Detroit, which has a particularly high crime rate) (Federal Bureau of Investigation 2003). This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). Combining the Census with the Occupational Employment Statistics (OES) makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. The CWI methodology offers many advantages over the previous NCES geographic cost adjustment methodologies, including relative simplicity, timeliness, and intrastate variations in labor costs that are undeniably outside of school district control. However, the CWI is not designed to detect cost variations within labor markets. Thus, all the school districts in the Washington, DC metro area would have the same CWI cost index. Furthermore, as with other geographic cost indices, the CWI methodology does not address possible differences in the level of wages between college graduates outside the education sector and education sector employees. Nor does the report explore the use of these geographic cost adjustments as inflation adjustments (deflators.) These could be areas for fruitful new research on cost adjustments by NCES. |
5/4/2006 |
| NCES 2006320 | CCD Data File: Longitudinal School District Fiscal-Nonfiscal Detail File, Fiscal Years 1990 to 2002
This database contains two updated and more detailed longitudinal data files for researchers seeking to analyze fiscal and nonfiscal district data for each year from 1989–90 to 2001–2002, for the universe of regular public elementary and secondary school districts. The additional fiscal detail includes the composition of federal and state revenues, and expenditures for all categories of support services and salaries and benefits for instruction. The database is available in two forms. The primary longitudinal Fiscal-Nonfiscal Detail (FNFD) file in the database contains a separate record for each regular school district that was open some years in through 2001. The other longitudinal file, the Unified Fiscal-Nonfiscal Detail file (UFNFD), combines data from separate elementary districts with the secondary districts they feed, so that each record contains data for a Unified K–12 “pseudo-district.” (“Elementary” districts typically covered the grades K-8, while “secondary” districts typically covered the grades 9-12.) The database is designed for research use in testing hypotheses about longitudinal trends in school districts over this period. To facilitate analysis, all missing data have been replaced by statistical imputations, and clearly erroneous responses have been edited and replaced by plausible values. |
4/18/2006 |
| NCES 2006037 | Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Fifth Grade Methodology Report
This methodology report provides technical information about the development, design, and conduct of the fifth grade data collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K). Detailed information on the development of the instruments, sample design, data collection methods, data preparation and editing, response rates, and weighting and variance estimation is included. |
12/16/2005 |
| NCES 2005018 | Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K): Third Grade
Methodology Report
This methodology report provides technical information about the development, design, and conduct of the third grade data collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K). Detailed information on the development of the instruments, sample design, data collection methods, data preparation and editing, response rates, and weighting and variance estimation is included. |
8/4/2005 |
| NCES 2005865 | Developments in School Finance: 2004
This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts. |
7/25/2005 |
| NFES 2005802 | Forum Guide to Education Indicators
The Forum Guide to Education Indicators provides encyclopedia-type entries for 44 commonly used education indicators. Each indicator entry contains a definition, recommended uses, usage caveats and cautions, related policy questions, data element components, a formula, commonly reported subgroups, and display suggestions. The document will help readers better understand how to appropriately develop, apply, and interpret commonly used education indicators. |
7/22/2005 |
| NCES 2005484 | NAEP 1999 Long-Term Trend Technical Analysis Report: Three Decades of Student Performance
This technical report describes the design and implementation of the National Assessment of Educational Progress (NAEP) 1999 Long-Term Trend (LTT) Assessment. The NAEP LTT assessments, first administered in 1969, are intended to measure student progress over time. Consequently, the assessments use questions and procedures that are similar as possible across years and are maintained separately from the main and state NAEP assessments. Information on sample design, scoring, item analyses, IRT scaling, plausible value generation, and scale construction are provided for the reading, mathematics, and science assessments. |
5/13/2005 |
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