Search Results: (1-15 of 99 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 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 |
| 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 |
| NCES 2007017 | Digest of Education Statistics, 2006
The 42nd 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. |
7/26/2007 |
| NCES 2007040 | Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences. |
7/25/2007 |
| NCES 2007354REV | Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2005-06
This report presents national and state-level data about the number of regular, special education, vocational, alternative, and charter schools; average school size; and the numbers of schools in city, suburban, town, and rural locations. |
7/17/2007 |
| NCES 2007035 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002
Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002 Abstract This file contains data from a fall 2002 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2002.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2002 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2002.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2002, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated later in October and completed in December. The final response rate was 92 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
| NCES 2007034 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2003
This file contains data from a fall 2003 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2003.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2003 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2003.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2003, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. 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 October 2003 and completed in February 2004. The final response rate was 91 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
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