Search Results: (1-14 of 14 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 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 |
| 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 |
| 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 |
| NCES 2007178 | Economic Impact of the Nation's Historically Black Colleges and Universities
The purpose of this study was to document the economic role of the nation’s historically black colleges and universities (HBCUs) by estimating the short-term economic impact that each of these institutions has on their local communities. In this study, short-term economic impact was defined as the change in overall economic activity in the institutions’s community that is associated with four important categories of college/university-related expenditures, salaries, other institutional expenditures, and the expenditures of undergraduate and separately, graduate and professional students attending the institution. The IMPLAN (Impact Analysis for Planning) Professional Version 2.0 modeling system was used to build regional models for each of the 101 HBCUs in the 50 states and the District of Columbia and to calculate multipliers for estimating the HBCUs’ impact in terms of output, value-added, labor income, and employment. These multipliers were applied to each institution’s salary, staff, enrollment and expenditure data from the 2001 Integrated Postsecondary Education Data System (IPEDS) and data from the Bureau of Labor Statistics Consumer Expenditure Survey. In 2001, the combined initial spending associated with the nation’s 101 HBCUs totaled $6.6 billion. Public HBCUs accounted for 62 percent of the total amount. The total economic impact of the nation’s HBCUs was $10.2 billion with 35 percent due to the multiplier effect. This amount would rank the collective economic impact of the nation’s HBCUs 232nd on the Forbes Fortune 500 list of the United States’ largest companies (Fortune Magazine, 2006). Additionally, the total employment impact of the 101 HBCUs included 180,142 total (initial and induced) full- and part-time jobs in 2001. The report includes templates that can easily be used to update impact estimates for subsequent years as new IPEDS data become available. |
10/13/2006 |
| 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 2006179 | 2004 National Study of Postsecondary Faculty (NSOPF:04) Methodology Report
This report is designed to give readers an accurate picture of this important study and the data generated by its methodology. The report is organized into 6 chapters, including information about the purpose of the study, the sample design, the data collection instruments, data collection and data processing procedures, an evaluation of data quality, and weighting and variance estimation. Of the 34,330 eligible sample members, 26,110 (76 percent) completed the faculty questionnaire during a field period from January to October of 2004. Seventy-six percent of respondents completed the self-administered web questionnaire, and 24 percent were interviewed by telephone. The average time to complete the survey was 30 minutes. Of the 1,070 eligible institutions, 980 (91 percent) provided faculty lists and 920 (84 percent) completed the institution questionnaire. Evaluations of operations and procedures focused on the institution contacting endeavor, the timeline for data collection from institutions (faculty lists and institution questionnaires) and faculty (CATI and self-administered interviews), tracing and locating procedures, refusal conversion efforts, the effectiveness of incentives, and the length of the faculty interview. Item nonresponse was below 15 percent for 87 of the 90 items in the institution questionnaire and for 141 out of the 162 items in the faculty questionnaire. |
5/18/2006 |
| NCES 2006005 | Digest of Education Statistics, 2004
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. |
10/12/2005 |
| 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 2002154 | 1999 National Study of Postsecondary Faculty (NSOPF:99) Methodology Report
This report is designed to give readers an accurate picture of this important study and the data generated by its methodology. The report is organized into 8 chapters, including information about the purpose of the study, the data collection instruments, the sample design, data collection and data processing procedures, questionnaire item nonresponse, and an assessment of discrepancies in faculty counts. |
6/12/2002 |
| 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 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 98288 | CD-ROM: 1993 National Study of Postsecondary Faculty: Public Use Faculty and Institution Files
The faculty universe for NSOPF-93 was expanded to include all those who were designated as faculty, whether or not their responsibilities included instruction, and other (non-faculty) personnel with instructional responsibilities. Under this definition, researchers and administrators and other institutional staff who hold faculty positions, but who do not teach, were included in the sample. Instructional staff without faculty status were also included. In summary, the eligible universe was defined to include: full- and part-time personnel whose regular assignment included instruction; full and part-time individuals with faculty status whose regular assignment did not include instruction; permanent and temporary personnel with any instructional duties, including adjunct, acting, or visiting status; and faculty and instructional personnel on sabbatical leave. |
2/10/1998 |
| NCES 98287 | User's Manual Public-Use Faculty and Institution Data
This manual was prepared with the goal of providing analysts with the information necessary to use and to interpret the public-use NSOPF-93 data. Each chapter in this manual can be read as stand-alone document. Chapter 1 provides background to the study, information on questionnaire development, sampling, and data collection procedures. Chapter 2 provides analysts desiring a practical discussion about how to use the data files. |
12/11/1997 |
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