Search Results: (16-30 of 36 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2005025 | Digest of Education Statistics, 2003
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. |
12/30/2004 |
| NCES 2004076 | The Condition of Education in Brief 2004
The Condition of Education 2004 in Brief, contains a summary of 19 of the 38 indicators in The Condition of Education 2004. The topics covered include: trends in full- and half-day kindergarten enrollments, the concentration of enrollment by race/ethnicity and poverty, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading, writing, and mathematics, the percentage of youth neither enrolled or working, event dropout rates, degrees earned by women, trends in science and mathematics coursetaking, out-of-field teaching by school poverty, parental choice of schools, remedial coursetaking in postsecondary education, distance education in postsecondary education, expenditures per student in elementary and secondary education, and the financial aid awarded to students by postsecondary institutions. |
6/1/2004 |
| NCES 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary 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 contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2004 |
| NCES 2003159 | CD-ROM: Beginning Postsecondary Students Longitudinal Study Second Follow-up Data Analysis System (DAS) BPS:96/01
The DAS CD contains the most recent postsecondary longitudinal data release, BPS:96/01, as well as all other released DASs current as of 12/02. These data sets are for public use and do not allow a user direct access to the data, but do allow them to design and run basic analyses specific to their needs. |
3/13/2003 |
| NCES 2003163 | Beginning Postsecondary Students - BPS:96/01 Data Analysis System
This Data Analysis System (DAS) provides public access to the Beginning Postsecondary Students (BPS:96/01)base year through second follow-up data via the web. |
1/17/2003 |
| NCES 2002171 | Beginning Postsecondary Students Longitudinal Study:1996-2001 (BPS:1996/2001) Methodology Report
This report describes the methods and procedures used for the Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001). These students, who started their postsecondary education during the 1995-96 academic year, were first interviewed in 1996 as part of the National Postsecondary Student Aid Study (NPSAS:96). A follow-up interview was conducted in 1998, during the third academic year since entry. This second and final follow-up used telephone and field interviewing to collect data from first-time beginning students in 4-year, 2-year, and less-than-2-year public, private, nonprofit, and private, for-profit institutions. Interviews focused on degree attainment, undergraduate experiences, additional education and training, transition into employment, current job, demographics, family formation, civic participation, and disability status. |
7/25/2002 |
| NCES 2002169 | Persistence and Attainment of Beginning Students with Pell Grants
This report describes Pell Grant recipients who began postsecondary education in 1995-96 and compares their postsecondary outcomes 3 years later with low- and middle-income students who did not receive a Pell Grant. In examining outcomes, high school academic preparation and factors that place students at risk of not finishing postsecondary education were taken into consideration. Despite the finding that Pell Grant recipients were less prepared academically and had more risk factors, the analysis could not detect a difference in the rate of persistence between Pell Grant recipients and their nonrecipient counterparts, either among those enrolled in all 4-year institutions or all less-than-4-year institutions. |
5/7/2002 |
| NCES 2002130 | Digest of Education Statistics, 2001
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. |
3/1/2002 |
| NCES 200104 | Beginning Postsecondary Students Longitudinal Study:1996-2001 (BPS:1996/2001) Field Test Methodology Report
This report describes the methods and procedures used for the field test of the Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001). These students, who started their postsecondary education during the 1994-1995 academic year, were first interviewed in 1995 as part of the National Postsecondary Student Aid Study 1996 (NPSAS:96) field test. A follow-up interview with the BPS cohort was conducted in 1997. The BPS:1996/2001 study is the second follow-up of this cohort. BPS:1996/2001 was conducted in the sixth academic year since the start of their postsecondary education. Topics included in the interview were: enrollment history, undergraduate experiences, postbaccalaureate education, post-enrollment work experiences, and background information. |
6/6/2001 |
| NCES 2001034 | Digest of Education Statistics, 2000
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. |
1/26/2001 |
| NCES 2000601 | Entry and Persistence of Women and Minorities in College Science and Engineering Education
This study examines the gaps related to gender and race-ethnicity in entry, persistence, and attainment of postsecondary science and engineering education. The overall goal of the study was to try to determine the relative importance of variables in sustaining the gender and race-ethnicity gaps in Science and Engineering education. |
8/17/2000 |
| NCES 2000154 | Descriptive Summary of 1995–96 Beginning Postsecondary Students: Three Years Later, With an Essay on Students Who Started at Less-Than-4-Year Institutions.
This report examines the persistence and degree attainment after three years for students who began postsecondary education in 1995–96. The essay focuses on students in less-than-4-year institutions, comparing those who started at public institutions with those who started at private, for-profit institutions. The analysis examines degree programs, goals, and enrollment patterns for the two sectors. One of the main questions addressed is why students who begin at less-than-4-year public institutions have lower rates of attainment than those who begin at private, for-profit institutions. |
3/7/2000 |
| NCES 2000157 | Beginning Postsecondary Students Longitudinal Study First Follow-up 1996-98 (BPS:96/98) Methodology Report
This report describes the methods and procedures used for the Beginning Postsecondary Students Longitudinal Study First Follow-up 1996-98 (BPS:96/98). These students, who started their postsecondary education during the 1995-1996 academic year, were first interviewed in 1996 as part of the National Postsecondary Student Aid Study 1996 (NPSAS:96). The BPS:96/98 study is the first follow-up of this cohort and includes important changes from the previous BPS surveys (conducted in 1992 and 1994). The instrument was considerably refined to reduce respondent burden while still collecting key information such as postsecondary enrollment, work experiences, and demographics. It was the first BPS study to include a field interviewing component. Furthermore, it was designed to allow comparative analyses with the first BPS cohort. |
3/7/2000 |
| NCES 2000169 | Low-Income Students: Who They Are and How They Pay for Their Education.
This report examines the characteristics of low-income undergraduates and how they pay for college. It begins with a profile of low-income students, comparing them with their not-low-income counterparts. Then, focusing on low-income students who attend full time, full year, it examines their financial need, describes the contribution of financial aid, and presents what is known about how they close the gap between what they have to pay and the amount of aid they receive. Finally, the report compares three-year persistence among low-income and not-low-income undergraduates. |
3/7/2000 |
| NCES 2000153 | Mapping the Road to College: First-Generation Students’ Math Track, Planning Strategies, and Context of Support
This publication compares first-generation students (i.e., those whose parents have no more than a high school education) with their peers whose parents attended college. It focuses on mathematics course taking—the effectiveness of taking algebra in 8th grade and advanced math courses in high school in getting to college—and planning strategies students used to prepare for college. The report also examines the involvement of students’ parents, teachers, and other “institutional agents” capable of helping them prepare for college. |
1/19/2000 |
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