Search Results: (1-15 of 16 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 2007397 | Data Files: NCES Comparable Wage Index
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University. This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2005. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. |
9/4/2007 |
| 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 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 2006865 | Documentation for the NCES Comparable Wage Index Files
The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. The CWI was developed by Dr. Lori L. Taylor at the Bush School of Government and Public Service, Texas A&M University and William J. Fowler, Jr. at NCES. Dr. Taylor’s research was supported by a contract with the National Center for Education Statistics. The complete description of the research is provided in the NCES Research and Development “A Comparable Wage Approach to Geographic Cost Adjustment” (NCES 2006-321). This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. The school district file provides a CWI for each local education agency (LEA) in the NCES Common Core of Data (CCD) database. For each LEA there is a series of indexes for the years 1997 - 2004. The file can be merged with school district finance data, and this merged file can be used to produce finance data adjusted for geographic cost differences. This file also includes four agency typology variables. The additional files allow for similar geographic cost adjustments for larger geographic areas. NCES has sponsored the development of other geographic adjustment indexes in the past; the latest was for the 1993-94 school year. |
6/15/2006 |
| NCES 2006321 | A Comparable Wage Approach to Geographic Cost Adjustment
In this report, NCES extends the analysis of comparable wages to the labor market level using a Comparable Wage Index (CWI). The basic premise of a CWI is that all types of workers—including teachers—demand higher wages in areas with a higher cost of living (e.g., San Diego) or a lack of amenities (e.g., Detroit, which has a particularly high crime rate) (Federal Bureau of Investigation 2003). This report develops a CWI by combining baseline estimates from the 2000 U.S. census with annual data from the Bureau of Labor Statistics (BLS). Combining the Census with the Occupational Employment Statistics (OES) makes it possible to have yearly CWI estimates for states and local labor markets for each year after 1997. OES data are available each May and permit the construction of an up-to-date, annual CWI. The CWI methodology offers many advantages over the previous NCES geographic cost adjustment methodologies, including relative simplicity, timeliness, and intrastate variations in labor costs that are undeniably outside of school district control. However, the CWI is not designed to detect cost variations within labor markets. Thus, all the school districts in the Washington, DC metro area would have the same CWI cost index. Furthermore, as with other geographic cost indices, the CWI methodology does not address possible differences in the level of wages between college graduates outside the education sector and education sector employees. Nor does the report explore the use of these geographic cost adjustments as inflation adjustments (deflators.) These could be areas for fruitful new research on cost adjustments by NCES. |
5/4/2006 |
| 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 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 2001378 | Selected Papers in School Finance, 2000-01
The education finance community faces a wide variety of measurement issues. These commissioned papers address understanding how teacher compensation has changed over time; conceptual and methodological approaches for making inflation and geographic cost adjustments in education; tools of the trade for assessing the financial condition of public school districts; and an attempt to devise a synthesis of two divergent approaches to school-level financial reporting. |
8/30/2001 |
| 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 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 2000031 | Digest of Education Statistics, 1999
The Digest 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. |
3/28/2000 |
| NCES 1999036 | Digest of Education Statistics, 1998
The Digest is an annual compendium whose primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The Digest includes more than 400 tables from many sources, both government and private, and draws especially on the results of surveys and activities caried out by NCES. The publication contains information on a variety of subjects in the field of education including educational attainment, federal funds for education, and numbers of schools, colleges, teachers and students. |
5/4/1999 |
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