Search Results: (16-30 of 113 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007047 | Observations of Mother-Twin Interactions at 9 Months: User's Manual for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) 9-month Twin Triad Restricted-Use Data File
This User's Manual for the Twin Triad Data File describes the design, instrumentation, coding methodology, and special issues pertaining to the twin triad data file from the Early Childhood Longitudinal Study, Birth Cohort base year (9-month) data collection. Also included is information to help users access and use the twin triad data file in conjunction with the main ECLS-B restricted-use data files. |
6/21/2007 |
| NCEE 20074007 | National Evaluation of Early Reading First: Final Report to Congress
The No Child Left Behind Act (NCLB) of 2001 created the Early Reading First (ERF) program to provide funding to preschools, particularly those that serve children from low-income families, to support the development of children's language and literacy skills. NCLB mandated that the Department conduct an independent evaluation of the ERF program to assess the impact of the program on both children's literacy skills as well as the instructional content and practices in preschool classrooms. Using a quasi-experimental design, the study found that the program had a positive impact on children's print and letter knowledge, but not on phonological awareness or oral language. The program had positive impacts on aspects of the classroom environment and teacher practices that are intended to support the development of language and literacy skills. |
6/4/2007 |
| 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 2007066 | The Condition of Education in Brief 2007
The Condition of Education 2007 in Brief contains a summary of 20 of the 48 indicators in The Condition of Education 2007. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
5/31/2007 |
| NCES 2007043 | Timing and Duration of Student Participation in Special Education in the Primary Grades
This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. About 12 percent of students receive special education in at least one of the grades: kindergarten, first, and third grade, including 16 percent of boys, 8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special education in early grades, first receive special education in kindergarten. Half of those who begin special education in kindergarten are no longer receiving special education by third grade. In addition to students’ gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K). |
3/21/2007 |
| 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 2006043 | Age 2: Findings From the 2-Year-Old Follow-up of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)
This E.D. TAB is the first report produced using data from the second round of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in the year 2001. The report provides descriptive information about these children when they were about 2 years old. It presents information on selected child and family characteristics, on children’s mental and physical skills, on children's attachment relationships with their primary caregivers, on their first experiences in child care, and on their fathers. The report profiles data for this population of children both overall and for various subgroups (i.e., males and females, children from different racial/ethnic groups, poor and nonpoor children, and children living in different types of families). |
8/29/2006 |
| NCES 2006044 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-2-Year Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the first and second waves of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). NOTE: This file contains all cases that have participated in the ECLS-B, i.e., cases that participated in both the 9-month and 2-year collections, as well as cases that participated at 9 months but were nonrespondents at 2 years. This longitudinal file replaces the previously released 9-month cross-sectional restricted-use file. Users who are interested only in the 9-month data should use the 9-month data on this longitudinal file. |
8/29/2006 |
| 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 2006078 | National Household Education Surveys Program of 2001-05 Electronic Codebook and Public-Use Data Files
Three surveys were fielded in 2005 as part of the National Household Education Surveys Program (NHES). These were the Early Childhood Program Participation (ECPP), the After-School Programs and Activities (ASPA), and the Adult Education (AE) surveys. Three surveys were also fielded in 2001 as part of NHES. These were earlier versions of the 2005 collections and include the Adult Education and Lifelong Learning Survey (AELL), the Before- and After-School Programs and Activities Survey (ASPA) and the Early Childhood Program Participation Survey (ECPP). The 2003 collections were the Parent and Family Involvement (PFI) and the Adult Education for Work-Related Reasons (AEWR) surveys. The data, data documentation, and software to help search through and convert the data from these surveys into SPSS, SAS, or STATA files are available on CD, and the data files and documentation can also be downloaded directly from this website. |
6/7/2006 |
| NCES 2006072 | The Condition of Education in Brief 2006
The Condition of Education 2006 in Brief contains a summary of 19 of the 50 indicators in The Condition of Education 2006. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
6/1/2006 |
| NCEE 20053002 | Third National Even Start Evaluation: Follow-Up Findings From the Experimental Design Study
The third national Even Start evaluation included two complementary studies: (1) the Even Start Performance Information Reporting System (ESPIRS) provided annual data on the universe of Even Start projects from 1997–1998 through 2000–2001, and (2) the Experimental Design Study (EDS) was an experimental study of Even Start's effectiveness in 18 projects, reflecting the way that projects were implemented during 1999–2000 and 2000–2001. The major set of evaluation findings are contained in the recently-released report by St.Pierre, Ricciuti, Tao, Creps, Swartz, Lee, Parsad & Rimdzius (2003). The analysis for that report relied on a comparison of pretest data collected at the beginning of the school year with posttest data collected at the end of the same school year from Even Start and control group families who participated in the EDS. The present document updates the findings from the St.Pierre, Ricciuti, Tao, et al (2003) report by comparing pretest data with follow-up data collected about nine months after the posttest. The findings presented in this document are consistent with and lead to the same conclusions as findings contained in the earlier report. |
6/1/2006 |
| 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 |
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