Search Results: (16-30 of 86 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 2007165 | Part-Time Undergraduates in Postsecondary Education: 2003–04
This report uses data from the 2003–04 National Postsecondary Student Aid Study (NPSAS:2004) to profile part-time undergraduates enrolled in U.S. postsecondary institutions in 2003–04. About 49 percent of undergraduates were enrolled exclusively full time in the 2003–04 academic year, 35 percent were enrolled exclusively part time, and 16 percent had mixed enrollment intensity. Part-time undergraduates, especially exclusively part-time students, were at a distinct disadvantage relative to those who were enrolled full time: they came from minority and low-income family backgrounds; they were not as well-prepared for college as their full-time peers; they were highly concentrated in 2-year colleges and nondegree/certificate programs; and many of them worked full time while enrolled and were not enrolled continuously. Using longitudinal data from the 1996/01 Beginning Postsecondary Students Longitudinal Study (BPS:96/01), the report also found that part-time enrollment was negatively associated with persistence and degree completion six years after beginning postsecondary education even after controlling for a wide range of factors related to these outcomes. This was the case even for the group of students with characteristics that fit the typical profile of a full-time student (i.e., age 23 or younger, financially dependent on parents, graduated from high school with a regular diploma, and received financial help from parents to pay for postsecondary education). Regardless of whether they resembled full-time students, part-time students (especially exclusively part-time students) lagged behind their full-time peers in terms of their postsecondary outcomes even after controlling for a variety of related factors. |
6/27/2007 |
| NCES 2007066 | The Condition of Education in Brief 2007
The Condition of Education 2007 in Brief contains a summary of 20 of the 48 indicators in The Condition of Education 2007. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
5/31/2007 |
| NCES 2007162 | The Path Through Graduate School: A Longitudinal Examination 10 Years After Bachelor’s Degree
The report uses longitudinal data from the 1992–93 Baccalaureate and Beyond Study (B&B:93/03) to examine the characteristics related to graduate degree enrollment, persistence, and completion among 1992–93 bachelor’s degree recipients. About 40 percent of 1992–93 bachelor’s degree recipients had enrolled in a graduate degree program by 2003. On average, most students waited between 2 and 3 years to enroll for the first time in a graduate degree program, and among those who enrolled between 1993 and 2003, some 62 percent had earned at least one graduate degree by 2003. Master’s degree students took an average of 3 years to complete their degree, first-professional students took about 4 years, and doctoral students took more than 5 years. After controlling for a wide range of relevant variables, several enrollment characteristics retained a significant relationship with graduate degree persistence and completion. Rates of persistence and completion were higher among students who entered graduate school immediately after earning a bachelor’s degree, who attended full time and enrolled continuously, and who enrolled in multiple graduate degree programs. |
3/6/2007 |
| NCES 2007316 | Academic Pathways, Preparation, and Performance: A Descriptive Overview of the Transcripts from the High School Graduating Class of 2003-04
This report uses transcript data from the Education Longitudinal Study of 2002 (ELS:2002) to provide nationally representative information about the level of academic preparation the high school graduating class of 2003-04 had when leaving high school. The report supplies a brief examination of the coursetaking patterns of 2003-04 graduates, with a focus on their participation in mathematics, science, and Advanced Placement/International Baccalaureate courses. Additionally, the report links these coursetaking patterns with test achievement in mathematics, grade point average, and expectations for future educational attainment. Major findings in the report are that: the high school graduating class of 2003-04 earned an average of 25.8 course credits (measured in Carnegie units), 19.0 in academic subjects. Overall, about 30 percent of the class earned at least a credit in Advanced Placement or International Baccalaureate courses. Among the graduates, 5 percent got no further than basic math or pre-algebra courses, 45 percent completed at least algebra I or II, 36 percent completed at least one trigonometry, statistics, or precalculus course, and 14 percent calculus, as their highest level mathematics in high school. Ninety one percent of graduates who completed an academic curriculum and 46 percent of students who completed an occupational curriculum demonstrated mastery at proficiency level 3 on the ELS:2002 12th grade mathematics assessment, which is simple problem-solving, requiring low-level mathematical concepts. |
11/22/2006 |
| NCES 2007159 | Where Are They Now? A Description of 1992-93 Bachelor's Degree Recipients 10 Years Later
Using data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:93/03), this report provides an overview of the status of 1992–93 college graduates 10 years after graduation. The report presents highlights of these college graduates’ lives in 2003 in five areas—education after the bachelor’s degree, labor force participation, opinions about their undergraduate education, family status, and civic participation. In addition to presenting a basic profile of graduates’ lives in 2003, the report is also intended as a broad introduction to the kinds of data available in B&B:93/03. A table compendium with five sections corresponding to the five areas above provides additional detail about how graduate characteristics are associated with the highlighted outcomes as well as related experiences in each area. The estimates in this report represent about 1.2 million bachelor’s degree completers from 1992–93. |
10/31/2006 |
| NCES 2007019 | Economic Outcomes of High School Completers and Noncompleters 8 Years Later
This Issue Brief uses data from the National Education Longitudinal Study of 1988 (NELS:88) to compare the economic outcomes of high school completers at three different points in time with the outcomes of individuals who did not complete high school. Differences by sex and the type of credential earned are also examined. The findings suggest that individuals who completed high school within 6 years generally had more favorable economic outcomes than their counterparts who completed high school later or not at all. However, differences in economic outcomes were most prominent between males and females even after controlling for the timing and type of high school credential earned. |
10/12/2006 |
| NCES 2005150 | Baccalaureate and Beyond Longitudinal Study 1993/2003 Data Analysis System (DAS) On-line
The DAS contains data from the 2003 Baccalaureate and Beyond Longitudinal Study (B&B:1993/2003). This study is the third follow-up of a national sample of students who completed bachelor degrees in academic year 1992-1993 and were first surveyed as part of the National Postsecondary Student Aid Study. This DAS allows users to conduct analyses on data gathered in this study while on-line via the web. |
9/20/2006 |
| 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 2006184 | Profile of Undergraduates in U.S. Postsecondary Education Institutions: 2003-04, With a Special Analysis of Community College Students
This report is the fifth in a series of reports that accompany the release of the data from the National Postsecondary Student Aid Study (NPSAS). This report includes an analysis of community college students, examining the relationship between a measure of students’ degree commitment and their likelihood of maintaining their enrollment over the 1-year period under study. The study developed a taxonomy called the Community College Track, which classifies students’ degree commitment (more, less, or not committed) based on their reported intentions of completing a program of study (transfer, associates degree, certificate, or no degree) and their attendance status (at least half time or not) within their program of study. Overall, some 49 percent of community college students were classified as “more committed,” 39 percent as “less committed” and 12 percent as “not committed.” The two largest groups were students classified as “more committed” in transfer programs (29 percent) and “less committed” in general associate’s degree programs (17 percent). The results indicate that students who demonstrate a relatively strong commitment to completing a program of study (i.e., they explicitly report that either transfer or degree completion are reasons for attending and they attend classes at least half time) are very likely to maintain their enrollment for one year. Some 83 percent of the “more committed” students did so, compared with 70 percent of “less committed” and 58 percent of those designated as “not committed.” |
6/21/2006 |
| NCES 2006072 | The Condition of Education in Brief 2006
The Condition of Education 2006 in Brief contains a summary of 19 of the 50 indicators in The Condition of Education 2006. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
6/1/2006 |
| NCES 200601 | 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06) Field Test Methodology Report
This report describes the methodology and findings for the field test of the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06). These students, who started their postsecondary education during the 2002-03 academic year, were first interviewed as part of the 2004 National Postsecondary Student Aid Study (NPSAS:04) field test. BPS:04/06 is the first follow-up of this cohort. The BPS:04/06 field test was used to plan, implement, and evaluate methodological procedures, instruments, and systems proposed for use in the full-scale study scheduled for the 2005-06 school year. The report provides the sampling design and methodologies used in the field test. It also describes data collection outcomes, including response rates, interview burden, and results of incentive and prompting experiments. In addition, the report provides details on the evaluation of data quality for reliability of responses, item nonresponse, and question delivery and data entry error. Recommendations for the full-scale study are provided for the sampling design, locating and tracing procedures, interviewer training, data collection, and instrumentation. |
5/17/2006 |
| NCES 2006328 | The Adult Lives of At-Risk Students: The Roles of Attainment and Engagement in High School
Previous analysis of NELS:88 data found that students who are at-risk of school failure, but who are engaged and participate in school, achieve educational success. The 1993 study was a cross-sectional examination of the differences among successful versus unsuccessful students at-risk of school failure, particularly with respect to participation and engagement in school. The current study is a longitudinal investigation of the power of participating in high school and later educational outcomes. High school noncompleters, with the highest level of academic risk, stood out in each case. In postsecondary education programs, noncompleters earned the fewest credits; the mean number of credits earned by noncompleters who entered a postsecondary program was 17.0, compared to 49.4 credits for marginal completers and 87.8 credits for successful completers. High school noncompleters were less likely to be employed in 2000 (77 percent) than were successful completers (88 percent) or marginal completers (86 percent). |
4/13/2006 |
| NCES 2006330 | Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year to First Follow-up Data Files and Electronic Codebook System
This ELS CD includes the restricted-use base-year and first follow-up data and the electronic codebook. The data documentation is also on the CD. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
12/16/2005 |
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