Search Results: (16-30 of 49 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2001205 | Paving the Way to Postsecondary Education: K-12 Intervention Programs for Underrepresented Youth
This report describes K-12 intervention programs designed to increase rates of college-going for groups historically underrepresented in postsecondary education and identifies the data and information necessary for evaluating these programs. |
9/19/2001 |
| NCES 2001197 | Community College Transfer Rates to 4-year Institutions Using Alternative Definitions of Transfer
This report examines and compares community college transfer rates using various definitions of transfers. |
7/19/2001 |
| NCES 2001024 | Monetary Incentives for Low-Stakes Tests
This Research and Development report documents the findings of an experiment to examine the impact of monetary incentives on student effort and performance. The study arose from a concern that the poor performance of U.S. 12th grade students on low-stakes assessments may be partially explained as motivational. It used an experimental design with 12th graders taking TIMSS assessment items to test the assumption that a sufficient monetary incentive would increase student effort and therefore improve student performance. |
4/19/2001 |
| NCES 2001309 | Public School Finance Programs of the U.S. and Canada: 1998-99
This publication was undertaken by NCES in partnership with two private entities, the American Education Finance Association (AEFA), which contracted for the information collection, and the National Education Association (NEA), which funded the effort. Descriptions of each state or province funding system was compiled by education finance researchers from the University of Georgia and the University of Ottawa. The publication, is being made available only via the Internet at the NCES web site and on a CD-ROM. There is intense interest among the education finance research community for information describing state systems for financing local school districts. The descriptive information in this publication is designed to be useful to the education finance research community and fiscal policy analysts whose backgrounds and training are very diverse. The authors sought to balance the simplicity of the descriptions to make them understandable to a wide audience and, at the same time, technically correct. Some of the terms and concepts might be new to the reader who is unfamiliar with the arcane art of education state aid formulas. To true finance sophisticates, however, these descriptions may lack the abstruse detail to deploy similar formulas in other venues. It was not possible to include summary information in this publication. NCES hopes that such work may be published in the future. The papers in this publication were requested by the National Center for Education Statistics, U.S. Department of Education. They are intended to promote the exchange of ideas among researchers and policymakers, no official support by the U.S. Department of Education or NCES is intended or should be inferred. |
3/19/2001 |
| NCES 2001323 | A Primer for Making Cost Adjustments in Education
This publication was undertaken so that educators, the public, and policymakers might better understand both geographic and inflation adjustments, and how they might be applied to elementary/secondary education. The authors seek to inform these audiences of the differences in expenditures and costs, as well as how both geographic and inflation education cost adjustments can be used to assist in differentiating nominal and real costs. The authors are particularly concerned with approaches, techniques, and adjustments that may either not be appropriate for measuring costs in education, or that are inappropriately applied. In addition, they attempt to show that there is a real virtue to keeping cost adjustment indices as simple and understandable as possible. Cost adjustments for different geographic locations and for inflation are widely accepted and applied outside of elementary and secondary education. Virtually everyone has heard of the Consumer Price Index (CPI), published by the U.S. Department of Labor, Bureau of Labor Statistics, as an inflation index. In addition, the public is also aware of cost-of-living differences between major metropolitan areas, and its effect on attracting workers with additional compensation. Many educators, however, have not yet chosen to implement either geographic or inflation education cost adjustments. Because there may not be a single best cost adjustment, it is important to share the approaches that have been utilized, examining the strengths and weaknesses of each. Because this work presents the view of the authors, and is intended to promote the exchange of ideas among researchers and policymakers, no official support by the U.S. Department of Education or NCES is intended or should be inferred. |
1/29/2001 |
| NCES 2000043 | College Quality and the Earnings of Recent College Graduates
This report examines the association between factors such as selectivity and other institutional characteristics, and the earnings of recent college graduates 5 years after graduation. To address these issues, data from the 1980 High School and Beyond (HS&B) study were combined with information about courses, grades, credits, and credentials contained in the Post Secondary Education Transcript Study (PETS) as well as additional data from the Integrated Postecondary Education Data System (IPEDS) on institutional characteristics and from the College Board's Annual Survey of Colleges. |
9/29/2000 |
| NCES 2000196 | The NPEC Sourcebook on Assessment, Volume 2: Selected Institutions Utilizing Assessment Results
The NPEC Sourcebook on Assessment, Volume 2 presents a series of case studies at postsecondary institutions that highlight the successful use of assessment data for external policy-related decision making purposes. |
9/12/2000 |
| 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 2000303 | School-Level Correlates of Academic Achievement
This study linked three sources of data (1) 1993 Schools and Staffing Survey (SASS), (2) student achievement data from state assessements (3) 1994 State NAEP Reading and 1992, 1996 State NAEP Mathematics. A composite set of 18 variables including school size, class size, cohesion of faculty, teacher qualifications, and teacher perceptions of school climate. These school characteristics were linked to state assessment scores and various aggregate relationships were analyzed based upon different between-school within state structural equation models (SEM). |
8/8/2000 |
| NCES 2000451 | Estimation Skills, Mathematics-in-Context, and Advanced Skills in Mathematics
This report presents information from three special studies conducted as part of the National Assessment of Educational Progress (NAEP) 1996 mathematics assessment. It is intended primarily for mathematics educators and others concerned with mathematics education, such as curriculum specialists, teachers, and university faculty in schools of education. The three studies reported here were designed to provide greater detail on how students perform on particular types of mathematics questions. They include: the Estimation Study; the Study of Mathematics-in-Context, which is referred to as the Theme Study; and the Study of Students Taking Advanced Courses in Mathematics, which is referred to as the Advanced Study. The Theme Study and the Advanced Study were administered for the first time in 1996. The Estimation Study, on the other hand, had been administered twice before, in 1990 and 1992. |
3/8/2000 |
| NCES 1999455 | Student Work and Teacher Practices in Science
This is a report written primarily for science teachers. It focuses on samples of questions and student responses taken from the National Assessment of Educational Progress (NAEP) science assessment that was administered in 1996 to students in grades 4, 8, and 12. Each student who participated in the assessment was required to do a hands-on task; and, slightly more than 60 percent of the questions were open-ended and thus required students to construct their own responses. The report is divided into four parts: The first part (chapter 1), provides an overview of the assessment; the second part (chapters 2, 3, and 4), presents examples of questions and students’ responses; the third part (chapters 5 and 6) contains information collected from students, teachers, and school administrators about classroom practices, student motivation, and parental involvement in learning; finally, the fourth part contains appendices offering a fuller description of the procedures used for the NAEP 1996 science assessment (appendix A), scoring guides for questions discussed in chapters 2, 3, and 4 (appendix B), and standard errors for the statistics presented (appendix C). |
3/8/2000 |
| NCES 2000473 | Increasing the Participation of Special Needs Students in NAEP: A Report on 1996 NAEP Research Activities
This report presents in-depth analyses of the effects on inclusion rates to increase the participation of special needs students in NAEP. It also contains an analysis of selected technical characteristics of experiences of students with disabilities and LEP students who participated in the NAEP 1996 national assessments in mathematics and science. This study grew out of concerns about the underrepresentation of students with special needs in the National Assessment of Educational Progress (NAEP) assessments. In the 1996 NAEP assessment samples, 10 percent of fourth graders, 9 percent of eighth graders, and 5 percent of twelfth gradrs were identified by their schools as students with disabilities. In the same assessment year, 4 percent of fourth graders and 2 percent of eighth and twelfth graders were identified by their schools as students with limited English proficiency. Schools participating in NAEP have been permitted to exclude individuals they identify as special needs students from the assessment, in accordance with criteria provided by the program at that time. At least half of all special needs students were excluded from NAEP assessments in 1992 and 1994. This exclusion has raised concerns that some special needs students who could be meaningfully assessed are being excluded from NAEP. There is an additional concern that variations across locales in exclusion practices may introduce biases in NAEP results. |
2/15/2000 |
| NCES 1999026 | Predicting the Need for Newly Hired Teachers in the United States to 2008-09
This report examines the need for addititional teachers by using information from several Schools and Staffing Surveys. This report finds that approximately 2 million additional teachers will be needed by 2008-09. Some of these additional teachers will be needed to replace teachers leaving the profession and others will be needed as enrollments continue to increase. |
8/18/1999 |
| NCES 1999334 | Selected Papers in School Finance, 1997-99
These commissioned papers address advances in measuring inflation and adjusting for it; the emergence of a new focus upon spending at the school level; new, private sources of funding for public education; and a review of the state of the art of assessing educational productivity. |
7/23/1999 |
| NCES 98533 | 1994 NAEP U.S. History Group Assessment
In 1994, NAEP administered U.S. history group projects to a limited number of students. The purpose of this study was to investigate the feasibility of groups assessment, and to gain practical experience in the design, development, administration, and scoring of such assessments. The report first describes the development and conduct of the study. It then discusses practical lessons learned, and makes recommendations regarding the future assessments of groups. |
6/4/1999 |
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