Search Results: (16-30 of 176 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCSER 20083007 | Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments
This report was released by the National Center for Special Education Research (NCSER) on January 23, 2008. Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. This report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). It also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. |
1/23/2008 |
| WWC 20074011 | Effective Literacy and English Language Instruction for English Learners in the Elementary Grades
The target audience for this guide is a broad spectrum of school practitioners such as administrators, curriculum specialists, coaches, staff development specialists and teachers who face the challenge of providing effective literacy instruction for English language learners in the elementary grades. The guide also aims to reach district-level administrators who develop practice and policy options for their schools. |
12/15/2007 |
| NPEC 2008850 | Deciding on Postsecondary Education
The report examined the data and the information that potential students use and need in making decisions about postsecondary education. Special emphasis was given to underserved students (non-traditional aged, minority, and students of low- and moderate- socioeconomic status) participating in the college search and decision making process. Qualitative data were gathered and analyzed from 11 focus groups with 90 participants in eight states. Secondary data were collected via a review of over 80 sources in the research literature. The literature review indicated that parents, guidance counselors, mainstream media, college brochures, and institutions are primary sources for information about college. For each group of focus group participants, cost, major/program of study, and convenience/location were major determinants in the college search, application, and matriculation processes. Online web-based resources are quickly gaining prominence among current and recent high school graduates who participated in the focus groups. Findings from this research suggest the need for comprehensible information, additional resources, and improved assistance for prospective college students and their families. |
12/11/2007 |
| NCES 2008021 | Indicators of School Crime and Safety: 2007
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society. |
12/2/2007 |
| NCES 2008309 | 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB. |
10/31/2007 |
| REL 2007038 | Using Strategy Instruction to Help Struggling High Schoolers Understand What They Read
The evidence indicates that peer-assisted learning can have a substantively important positive effect on struggling high school students' reading comprehension. But reservations remain about attributing improved comprehension to peer-assisted learning because the students were not randomly assigned to the intervention in the one study that met evidence standards. |
10/29/2007 |
| 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 |
| NCES 2007039 | Status and Trends in the Education of Racial and Ethnic Minorities
This report profiles current conditions and recent trends in the education of minority students. It presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education. |
9/12/2007 |
| 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 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 2007040 | Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences. |
7/25/2007 |
| REL 2007018 | The Students with Disabilities Subgroup and Adequate Yearly Progress in Mid-Atlantic Region Schools
The percentages of students with disabilities were similar for all five Mid-Atlantic jurisdictions, at about 14 percent of students, but the percentages of schools reporting for this subgroup varied from 15 percent for Pennsylvania to 96 percent for Maryland. In four states more schools missed their adequate yearly progress targets solely because of the performance of this subgroup than because of the performance of any other subgroup. |
7/19/2007 |
| WWC TRESM07 | Elementary School Math Topic Report
The What Works Clearinghouse (WWC) looked at elementary school math curricula designed to promote math knowledge and skills among elementary school students (average ages 5 to 10 years). Because there is some variation in how elementary school is organized across school districts, this review defined elementary school as a school with any of the grades, K through 5. Curricula included in this review are replicable, materials-based instructional programs that cover one or more of the following content areas: numbers, arithmetic, geometry, pre-algebra, measurement, graphing, and logical reasoning. This review considered only core, comprehensive math curricula. Core math curricula are defined as instructional programs that extend over the course of one semester or more, are central to students' regular school instruction, and are based on any combination of text materials, manipulatives, computer software, videotapes, and other materials. This review focuses on student achievement in mathematics as the key outcome. |
7/16/2007 |
| REL 2007007 | Access to Supplemental Educational Services in the Central Region States
At just 11 percent of eligible students, participation rates in supplemental educational services-available in schools that fail to make adequate progress for three years running-are low and may not improve until provision problems are resolved and programs demonstrate effectiveness. Answers to five research questions provide a status report. |
7/12/2007 |
| NFES 2007808 | Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality. |
7/11/2007 |
Publications & Products