Search Results: (1-15 of 113 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009024 | National Household Education Surveys Program of 2001-07 Electronic Codebook, Public-Use Data Files, and User's Manuals
Two surveys were fielded in 2007 as part of the National Household Education Surveys Program (NHES): the School Readiness Survey (SR) and the Parent and Family Involvement in Education Survey (PFI). Three surveys were fielded in 2005: the Early Childhood Program Participation (ECPP), the After-School Programs and Activities (ASPA), and the Adult Education (AE) surveys. The 2003 collections were the Parent and Family Involvement (PFI) and the Adult Education for Work-Related Reasons (AEWR) 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 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. Data files and documentation can also be downloaded directly from this website. |
10/27/2008 |
| NCEE 20084034 | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
9/22/2008 |
| NCES 2008051 | Parents’ Reports of the School Readiness of Young Children from the National Household Education Surveys Program of 2007
This descriptive report presents initial findings on the school readiness of young children, as reported by their parents, from the School Readiness Survey (PFI) of the 2007 National Household Education Surveys Program (NHES). It also incorporates basic demographic information about the population of children ages 3 to 6 who have not yet entered kindergarten, their parents'/guardians' characteristics, and the characteristics of the households in which they live. Topics covered include the participation of young children in preschool or other types of center-based care or education arrangements; parental plans for kindergarten enrollment and parents' beliefs about what they think they should do to prepare their children for school; children’s developmental accomplishments and difficulties, including emerging literacy and numeracy skills; family activities with children in and outside of the home; and children’s television-viewing habits. |
8/12/2008 |
| NCER 20082009 | Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative
In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003. This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures. |
7/28/2008 |
| NCSER 20083011 | Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report
The National Center for Special Education Research within the Institute of Education Sciences has released the second major report from the Pre-Elementary Education Longitudinal Study (PEELS) titled "Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report." PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification ( children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. |
6/10/2008 |
| 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 2008032 | The Condition of Education 2008 in Brief
The Condition of Education 2008 in Brief contains a summary of 21 of the 43 indicators in The Condition of Education 2008. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; student achievement from the National Assessment of Educational Progress in reading, mathematics, and writing; status dropout rates; immediate transition to college; teacher turnover; educational attainment; expenditures for elementary and secondary education; undergraduate fields of study; and employment of college students. |
5/29/2008 |
| 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 2008024 | User's Manual for the ECLS-B Longitudinal 9-Month--Preschool Restricted-Use Data File and Electronic Codebook
The User's Manual describes the design, collection, and data processing of the Early Childhood Longitudinal Study, Birth Cohort of 2001 (ECLS-B), with a special focus on the preschool wave data collection. It contains information to help users access and use the data files and electronic codebook. It also documents the Reading Aloud Profile--Together supplemental data file. This manual is only available on the ECLS-B Longitudinal 9-month--Preschool CD ROM. |
12/12/2007 |
| NCES 2008034 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Preschool 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, second and third waves of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). It also contains the Reading Aloud Profile--Together supplemental data file. |
12/12/2007 |
| NCES 2008038 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), 9-Month—2-year Residential ZIP Code Restricted-Use Data File
This file contains residential zip code data for children who participated in the 9-month and 2-year ECLS-B waves. The file can only be used by merging with the restricted-use ECLS-B data files. |
12/3/2007 |
| NCES 2008025 | Preschool: First Findings From the
Third Follow-up of the Early Childhood Longitudinal
Study, Birth Cohort
(ECLS-B)
This is the first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of a nationally representative sample of children born in 2001. The report provides descriptive information about these children when they were about 4 years old. It also includes results from language, literacy, mathematics, and fine motor skills assessments, and information on children's nonparental education and care experiences. For example, the report shows that 65 percent of children between 48 and 57 months of age were proficient in number and shape recognition, a component of the mathematics assessment. Proficiency varied by several child and family characteristics such as socioeconomic status. Forty percent of children from low SES families were proficient compared to 87 percent of children from high SES families. For experiences with nonparental care and education settings, the report shows that approximately 20 percent of the cohort did not regularly attend such settings. The primary nonparental care and education setting was a non-Head Start center for 45 percent of the cohort, a Head Start center for approximately 13 percent of the cohort, a home-based relative setting for 13 percent of the cohort, and a home-based non-relative setting for 8 percent of the cohort. |
10/30/2007 |
| NCES 2007005 | Demographic and School Characteristics of
Students Receiving Special Education in the
Elementary Grades
This Issue Brief provides a detailed description of the proportion of elementary school students receiving special education in kindergarten, first grade, third grade, and fifth grade; the primary disabilities of these students; and the variation in these measures across a range of demographic and school characteristics. Data for this analysis are drawn from the National Center for Education Statistics (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Findings from the analysis indicate that for the cohort of students beginning kindergarten in 1998, specific learning disabilities and speech or language impairments were the most prevalent primary disabilities over the grades studied. The percentage of the student cohort receiving special education grew from 4.1 percent in kindergarten to 11.9 percent of students in fifth grade. The results also indicate that higher percentages of boys than girls and of poor students than nonpoor students received special education. |
7/26/2007 |
| 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 2007032 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) 9-Month Twin Triad Restricted-Use Data File
This CD-ROM contains restricted-use base year (9-month data collection) twin triad data from the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). The twin triad data file contains data from a subsample of twins videotaped with their mothers during a teaching interaction. Triadic interactions are coded using the Parent Infant Coding Scheme (PICS) coding system. The data file is accompanied by a record layout, SAS, SPSS, and Stata syntax files. The twin triad data file, when merged with the larger ECLS-B dataset, can be used to investigate numerous research topics regarding twinship, child development, and maternal behaviors. |
6/21/2007 |
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