Search Results: (1-15 of 83 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 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 2008016 | Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions. |
12/4/2007 |
| NCES 2008017 | The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)
This report summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001. The results show that the average reading comprehension score of U.S. fourth-grade students in 2006 was higher than the average score of students in 22 of the 44 other countries and educational jurisdictions that participated in the PIRLS assessment. Ten countries and educational jurisdictions had average scores higher than the scores of U.S. students; average scores of students in the remaining 12 countries and educational jurisdictions were not significantly different from the scores of U.S. students. The performance of U.S. students on PIRLS in 2006 did not measurably differ from their performance in 2001. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. fourth-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2006 in the United States and in the other participating jurisdictions. |
11/28/2007 |
| NCES 2007006 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2006
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty indicators are organized in five sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. |
8/14/2007 |
| 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 2007049 | Problem Solving in the PISA and TIMSS 2003 Assessments
In 2003, the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS) included a special focus on problem-solving. This report reviews the problem-solving aspects of each study in order to compare and contrast the nature of problem solving in each assessment. The report’s authors develop and use a definition for problem solving to identify items in the two assessments that address students’ problem-solving capabilities. Items that were identified as problem-solving items in the TIMSS and PISA mathematics, science, and Cross-Disciplinary problem-solving assessments were analyzed in terms of six types of item characteristics: (1) content coverage; (2) cognitive processes; (3) problem-solving attributes; (4) item formats; (5) computational aspects; and (6) translation of representations. |
12/26/2006 |
| NCES 2007044 | Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis. |
11/1/2006 |
| NCES 2006058 | Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to 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. This datafile is intended to be used in conjunction with the international datafile available from the IEA. |
10/2/2006 |
| 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 2006073 | Findings from the Condition of Education 2006: U.S. Student and Adult Performance on International Assessments of Educational Achievement
This report contains a special analysis that is republished from the Condition of Education 2006 in a booklet form. This analysis presents key findings of recent international assessments that examine the performance of U.S. students in reading, mathematics, science, and the literacy of adults compared with the performance of their peers in other countries. |
6/1/2006 |
| NCES 2006029 | Comparing Mathematics Content in the National Assessment of Educational Progress (NAEP), Trends in International Mathematics and Science Study (TIMSS), and Program for International Student Assessment (PISA) 2003 Assessments
This report describes a study that was undertaken to compare the content of three mathematics assessments conducted in 2003: the National Assessment of Educational Progress (NAEP) fourth- and eighth-grade assessments; the Trends in International Mathematics and Science Study (TIMSS), which also assessed mathematics at the fourth- and eighth-grade levels; and the Program for International Student Assessment (PISA), which assessed the mathematical literacy of 15-year-old students. Its aim is to provide information that will be useful for interpreting and comparing the results from the three assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the three assessments on various dimensions. |
5/23/2006 |
| NCES 2006014 | Variation in the Relationship Between Nonschool Factors and Student Achievement on International Assessments
This Statistics in Brief uses NCES data to describe differences in nonschool factors that are related to student achievement. The data are from the Program for International Student Assessment (PISA) 2003, an international assessment of 15-year olds in reading literacy, mathematics literacy, and science literacy. The report focuses on data from 20 countries that are considered to be the most developed (based on the World Bank High Income Group). The report investigates six nonschool factors that are related to student achievement: highest level of education attained by either of the students’ parents; the highest occupational status of either of the students’ parents; the number of books that students have access to in the home; whether students speak the native language of the country at home; students’ immigrant status; and students’ family structure. The PISA data indicate that the observed variation in the distribution of student characteristics across countries does not place the United States at a disadvantage in international assessments compared with other highly developed countries; students with high levels of socioeconomic status had an educational advantage over their low SES counterparts across all 20 countries, even after considering the differences in the percentage of students who are immigrants, from less-advantaged homes, non-native language speakers, and other factors. |
4/11/2006 |
| NCES 2006026 | Comparing Science Content in the National Assessment of Educational Progress (NAEP) 2000 and Trends in International Mathematics and Science Study (TIMSS) 2003 Assessments
This report describes a study that was undertaken to compare the content of two fourth- and eighth-grade assessments in science: the National Assessment of Educational Progress (NAEP) and the Trends in International Mathematics and Science Study (TIMSS). The report provides information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions. |
4/6/2006 |
| NCES 2006017 | Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. The report is accompanied by a CD-ROM of video clips illustrating key factors examined in the study. |
4/4/2006 |
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