Search Results: (1-15 of 21 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2007014 | English Language Proficiency Assessment in the Pacific Region
Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms. |
7/2/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| REL 2007025 | Registering Students from Language Backgrounds Other Than English
This report seeks to alert administrators, school staff, and database managers to variations in the naming systems of other cultures; to help these groups accommodate other cultures and identify students consistently in school databases; and to provide knowledge of other cultures' naming conventions and forms of address to assist in interacting with students and their family members. |
9/5/2007 |
| NCES 2006313 | Characteristics of Schools, Districts, Teachers,
Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored. |
3/23/2006 |
| NCES 2004035 | English Language Learner Students in U.S. Public Schools: 1994 and 2000
This Issue Brief examines growth in the population of English Language Learner (ELL) students in U.S. public schools between the 1994 and 2000 school years. Data are drawn from the Schools and Staffing Surveys (SASS) of 1993-94 and 1999-2000. Nationally, the number of ELL students in public schools increased from approximately two million students in 1993–94 to three million students in 1999–2000. Regionally, over half the national total of U.S. public school ELL students in 1999–2000 were in the West region. The Issue Brief also examined the extent to which ELL students were concentrated in schools in 1999–2000. Nationally in 1999–2000, 62 percent of public school students were in schools with an ELL student population of less than 1 percent of the school population. However, in the West, 19 percent of students were in schools with ELL populations comprising at least 25 percent of the school population; 7 percent of students in the West were in schools comprising over 50 percent ELL students. |
9/8/2004 |
| NCES 2004009 | Language Minorities and Their Educational and Labor Market Indicators--Recent Trends
This report examines trends in the characteristics of the U.S. language minority population from 1979 through 1999. It examines changes in the numbers and proportion of the language minority population compared to the total U.S. population 5 to 24 years old and also discusses changes in the language minority population by language subgroups and English ability. Further, it examines education, income and labor force outcomes for this population during the two-decade period. |
6/28/2004 |
| NCES 2004452 | The Nation’s Report Card: Reading Highlights 2003
This full-color publication in tabloid format presents highlights of the National Assessment of Educational Progress 2003 reading assessment. It describes assessment content and presents assessment results as average scale scores and as percentages of students scoring at or above achievement levels, at grades 4 and 8, for the nation and participating states and jurisdictions. It also presents performance results for selected subgroups of the samples. |
11/13/2003 |
| NCES 2003467 | Including Special-Needs Students in the NAEP 1998 Reading Assessment, Part I, Comparison of Overall Results With and Without Accommodations
This study presents recalculated data from the National Assessment of Educational Progress (NAEP) 1998 reading assessment that includes results from special-needs students (students with disabilities and limited-English-proficient students) who were tested with accommodations, but in order to preserve comparability with NAEP’s trend reporting, were not included in the 1998 report card. The report also examines the relationship, by participating state or other jurisdiction, between reading performance and varying state exclusion rates for special needs students. |
2/11/2003 |
| NCES 2002313 | Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools
This report introduces the 1999-2000 Schools and Staffing Survey (SASS) data through tables of estimates for traditional public, private, public charter, and Bureau of Indian Affairs (BIA) schools, school library media centers, public school districts, and the principals and teachers that work in these schools. This report demonstrates the types of information that can be produced with the SASS data. Data are available by state for public schools and by private school affiliation and NCES typology for private schools. Comparisons of key estimates across the four sectors are possible, as well as comparisons across different types of schools, such as community type, region, school level, and school enrollment, are within each sector. |
5/31/2002 |
| NCES 200111 | Impact of Selected Background Variables on Students' NAEP Math Performance
This publication reports on a research study indicating that language background affects performance on the National Assessment of Educational Progress mathematics assessment. |
10/19/2001 |
| NCES 200113 | The Effects of Accommodations on the Assessment of LEP Students in NAEP
This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. It was found that some accommodations would actually benefit all students, while others are useful in removing barriers to participation of special-needs students. |
10/19/2001 |
| NCES 200106 | Papers from the Early Childhood Longitudinal Studies Program Presented at the 2001 AERA and SRCD Meetings
This working paper contains papers presented at the spring 2001 meetings of the American Educational Research Association and the Society for Research on Child Development. All the papers either use data from the base year of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to answer questions about kindergartners and kindergartens in the U.S. or describe the design and development of the Early Childhood Longitudinal Study, Birth Cohort. |
7/30/2001 |
| NCES 2001309 | Public School Finance Programs of the U.S. and Canada: 1998-99
This publication was undertaken by NCES in partnership with two private entities, the American Education Finance Association (AEFA), which contracted for the information collection, and the National Education Association (NEA), which funded the effort. Descriptions of each state or province funding system was compiled by education finance researchers from the University of Georgia and the University of Ottawa. The publication, is being made available only via the Internet at the NCES web site and on a CD-ROM. There is intense interest among the education finance research community for information describing state systems for financing local school districts. The descriptive information in this publication is designed to be useful to the education finance research community and fiscal policy analysts whose backgrounds and training are very diverse. The authors sought to balance the simplicity of the descriptions to make them understandable to a wide audience and, at the same time, technically correct. Some of the terms and concepts might be new to the reader who is unfamiliar with the arcane art of education state aid formulas. To true finance sophisticates, however, these descriptions may lack the abstruse detail to deploy similar formulas in other venues. It was not possible to include summary information in this publication. NCES hopes that such work may be published in the future. The papers in this publication were requested by the National Center for Education Statistics, U.S. Department of Education. They are intended to promote the exchange of ideas among researchers and policymakers, no official support by the U.S. Department of Education or NCES is intended or should be inferred. |
3/19/2001 |
| NCES 2000473 | Increasing the Participation of Special Needs Students in NAEP: A Report on 1996 NAEP Research Activities
This report presents in-depth analyses of the effects on inclusion rates to increase the participation of special needs students in NAEP. It also contains an analysis of selected technical characteristics of experiences of students with disabilities and LEP students who participated in the NAEP 1996 national assessments in mathematics and science. This study grew out of concerns about the underrepresentation of students with special needs in the National Assessment of Educational Progress (NAEP) assessments. In the 1996 NAEP assessment samples, 10 percent of fourth graders, 9 percent of eighth graders, and 5 percent of twelfth gradrs were identified by their schools as students with disabilities. In the same assessment year, 4 percent of fourth graders and 2 percent of eighth and twelfth graders were identified by their schools as students with limited English proficiency. Schools participating in NAEP have been permitted to exclude individuals they identify as special needs students from the assessment, in accordance with criteria provided by the program at that time. At least half of all special needs students were excluded from NAEP assessments in 1992 and 1994. This exclusion has raised concerns that some special needs students who could be meaningfully assessed are being excluded from NAEP. There is an additional concern that variations across locales in exclusion practices may introduce biases in NAEP results. |
2/15/2000 |
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