Search Results: (16-30 of 63 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2006033 | ECLS-K Fifth Grade Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring fifth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/27/2006 |
| NCES 2006034 | ECLS-K Fifth Grade Public-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a public-use child-level data file, and survey and ECB documentation for the spring fifth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/27/2006 |
| NCES 2006038 | Fifth Grade: Findings from the Fifth-Grade Follow-Up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
This report highlights children’s gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children’s sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement, for example, poverty status and mother's highest level of education. Children living in poverty in all rounds of data collection scored lower in both reading and mathematics, on average, than students who moved into and out of poverty during the same period. Children whose mothers had not completed high school scored lower than children whose mothers had a bachelor's or higher degree. Boys were more likely than girls to score in the highest third of the distribution of mathematics achievement scores. It is the fifth in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. |
3/24/2006 |
| NCES 200501 | 2000 NAEP -- 1999 TIMSS Linking Report
The report describes the methodology used in an attempt to link the 2000 NAEP assessments in mathematics and science to the 1999 TIMSS assessments in those subjects. The report explains why the linking effort met only limited success. |
8/8/2005 |
| NCES 2005005 | Highlights From the Trends in International Mathematics and Science Study: TIMSS 2003
This report presents results for countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. In 2003, TIMSS was conducted at grades four and eight. The report focuses on results for the United States, and includes student achievement in mathematics and science of student subpopulations in the U.S. |
12/14/2004 |
| NCES 2005003 | International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective
This report provides key findings from the 2003 Program for International Student Assessment (PISA). The report focuses on the performance of U.S. 15-year-olds in the two major areas assessed in 2003, mathematics literacy and problem solving, compared to their peers in 38 other countries. Information about achievement in reading literacy and science literacy is also provided, along with some discussion of changes in performance since 2000. |
12/6/2004 |
| NCES 2004089 | ECLS-K Longitudinal Kindergarten-Third Grade Public-Use Data File and Electronic Code Book
This CD-ROM contains kindergarten, first and third grade public-use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The CD-ROM contains an electronic code book (ECB), data files, and survey and ECB documentation for the first five waves of the ECLS-K. This data file and ECB will be most useful for researchers interested in changes in children's experiences and achievement across school years. Researchers interested in conducting cross-sectional or within grade analyses should use the separate base year (kindergarten), first grade, and third grade data files and ECBs. |
9/14/2004 |
| NCES 2004001 | User's Manual for the ECLS-K Third Grade Public-Use Data Files and Electronic Code Book
The ECLS-K third grade public-use data are available on CD-ROM. The User's Manual is reproduced on the CD and includes a description of the design and instrumentation of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and information to help users access and use the data files and electronic codebook. |
7/7/2004 |
| NCES 2004002 | ECLS-K Third Grade Public-Use Data File and Electronic Code Book
This CD-ROM contains an electronic code book (ECB), a public-use child-level data file, and survey and ECB documentation for the spring third grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
7/7/2004 |
| NCES 2004006 | Program for International Student Assessment (PISA) 2000 Data File
This CD-ROM contains PISA 2000 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
7/6/2004 |
| NCES 2003002 | ECLS-K Third Grade Restricted-Use Child File
This CD-ROM contains an electronic code book (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring third grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
6/4/2004 |
| NCES 2003075 | Third International Mathematics and Science Study (TIMSS) 1999 U.S. National Restricted-Use Data and User's Guide
This CD-ROM contains the U.S. TIMSS 1999 data, including data that was collected only in the United States and are not included on the international database available from the IEA, and a Data User's Guide. Specifically, the additional data relate to the professional development activities of teachers, the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. In addition, the CD contains the rescaled U.S. TIMSS 1995 data for those wishing to conduct analyses between the 1995 and 1999 datasets. The data included on the CD are restricted use and can be accessed only by those who have obtained a restricted-use license through NCES. |
10/2/2003 |
| NCES 2003453 | The Nation's Report Card: Science 2000
This report presents the results of the 2000 assessment in science from the National Assessment of Educational Progress for the nation and for the participating states and jurisdictions. Comparisons are made to performance in the previous national assessment in 1996 at grades 4, 8, and 12. Comparison data are given both within and across participating jurisdictions for 2000 at grade 4, and for 1996 and 2000 at grade 8. Student performance is reported in terms of average scale scores on the NAEP science scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, the report presents percentile distributions and demographic subgroup results, including results by gender, race/ethnicity, region of the country, type of school location, school type, and student eligibility for free/reduced-price school lunch. One chapter focuses on a second set of results that includes the performance of special-needs students who were permitted accommodations in the test administration, both in the national and state samples. The report presents information on contexts for learning science, including the use of computers for instruction and student coursework. The report also includes sample test questions and examples of student responses. |
2/14/2003 |
| NCES 2002487 | NAEP Year-at-a-Glance 2001
A brochure about NAEP operations in 2001. Information includes major events, publications released in 2001, tallies of students tested and test items scored in geography and US history. Implications of the No Child Left Behind Act of 2001 on NAEP participation are also included. |
7/30/2002 |
| NCES 2002025 | The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in 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 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates. |
5/31/2002 |
Publications & Products