Search Results: (1-15 of 55 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008031 | The Condition of Education 2008
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/29/2008 |
| NCES 2008315 | Characteristics of Private Schools in the United States: Results from the 2005-2006 Private School Universe Survey
This report on the 2005-2006 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics. |
4/1/2008 |
| 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 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 |
| REL 2007002 | An Analysis of Utah's K-3 Reading Improvement Program
More districts and charter schools in Utah reported implementing key elements of the state literacy framework and meeting their own goals in Year 2 of the Reading Improvement Program. |
7/2/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2007 print edition includes 48 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/31/2007 |
| NCES 2001029E | Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Base Year Public-Use ECB Errata
This errata identifies errors in the Early Childhood Longitudinal Study, Kindergarten Cohort Base Year Public-Use Child data files (child.dat). The document describes corrections to a very few cases pertaining to poverty, urbanicity, nonrespondent status, academic rating scale scores, imputed income flag, parent ID number, and labeling. These corrections have been made to all subsequent ECLS-K data files. |
11/1/2006 |
| NCES 2007031 | Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Child Disability Composite Errata and ECB Functionality Errata for Data Products Released 2000 through 2006
This errata sheet pertains to two errors that affect the following ECLS-K Data Files and ECBs: Base Year Restricted (NCES 2000-097) and Public-Use ECB (NCES 2001-029rev); First Grade Restricted (NCES 2002-127) and Public-Use ECB (NCES 2002-134);Third Grade Restricted (NCES 2003-002) and Public-Use ECB (NCES 2004-002); ECLS-K Longitudinal Kindergarten-First Grade Public-Use ECB (NCES 2002-148); ECLS-K Longitudinal Kindergarten-Third Grade Public-Use ECB (NCES 2004-089); and ECLS-K Longitudinal Kindergarten-Fifth Grade Public-Use Data ECB (NCES 2006-035). The first error relates to errors that occur when using the ECLS-K ECBs; the second error relates to errors in the computation of the child disability composite (P1DISABL, P4DISABL, and P5DISABL). |
10/31/2006 |
| NCES 2006030 | Digest of Education Statistics, 2005
The 41st 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. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent. |
8/10/2006 |
| NCES 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 2006064 | The Early Reading and Mathematics Achievement of Children Who Repeated Kindergarten or Who Began School a Year Late
This Statistics in Brief examines the association between kindergarten enrollment status (e.g., repeating kindergarten or delaying entry into kindergarten) and children’s first grade reading and mathematics achievement. Based on the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), the statistics in brief reports that in the fall of 1998 5 percent of all children in kindergarten were repeating kindergarten and 6 percent were attending kindergarten for the first time even though they were age-eligible to do so a year earlier (i.e., delayed entry). In terms of children’s first grade performance by kindergarten enrollment status, at the end of first grade, children who repeated kindergarten have lower reading and mathematics knowledge and skills than those who started on time. At the end of first grade, children whose kindergarten entry was delayed, in general, demonstrate slightly higher reading knowledge and skills than those who started on time. In mathematics at the end of first grade, children whose kindergarten entry was delayed kindergarten are behind their classmates who began kindergarten on time. |
5/12/2006 |
| NCES 2006031 | Teacher Qualifications, Instructional Practices, and Reading and Mathematics Gains of Kindergartners
This Research and Development (R&D) report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to explore relationships between kindergarten teachers' reports of their qualifications and instructional practices and direct assessments of children's reading and mathematics achievement during the kindergarten year. Using hierarchical linear modeling (HLM), the study estimated the degree to which specific aspects of teacher training-the teaching credential and coursework in pedagogy-and teaching experience were associated with student achievement. In addition, the study identified teacher-reported instructional practices associated with student achievement gains and examined the qualifications of teachers and aspects of teacher training that were related to the use of these practices. Spending more time on subject and working within a full-day kindergarten structure were found to be associated with relatively large gains in achievement. Also, certain teacher background variables—particularly the self-reported amount of coursework in methods of teaching reading and mathematics—were positively related to the teacher-reported frequency of various instructional practices that in turn were associated with higher achievement. |
3/28/2006 |
| NCES 2006319 | Characteristics of Private Schools in the United States: Results From the 2003-2004 Private School Universe Survey
This report on the 2003-2004 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics such as school size, school level, religious orientation, association membership, geographic region, community type, and program emphasis. The number of teachers and students are reported by the same categories and the number of students is reported by grade level. In the fall of 2003, there were 28,384 private schools in the United States, enrolling 5,122,772 students, and employing 425,238 FTE teachers. Private school students represented approximately 10 percent of the total elementary and secondary enrollment in the United States in 2003-2004. |
3/16/2006 |
| 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 2006005 | Digest of Education Statistics, 2004
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
10/12/2005 |
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