Search Results: (16-30 of 166 records)
Pub Number | Title | ![]() |
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NCES 2008309 | 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB. |
10/31/2007 |
NCES 2005372 | Handbooks Online - Version 5.0
Handbooks Online - Version 5.0 is a searchable web tool that provides access to the NCES Data Handbooks for elementary, secondary, and early childhood education. These Handbooks offer guidance on consistency in data definitions and in maintaining data so that they can be accurately aggregated and analyzed. The updated database includes data elements for students, staff, and education institutions; added data elements for food service; and a link to the current NCES Accounting Handbook. |
10/15/2007 |
NCER 20072004 | Organizing Instruction and Study to Improve Student Learning
This NCER Practice Guide is the third in a series of IES guides in education. This guide reflects an expert panel's consensus on some of the most important principles to emerge from research on learning and memory. The guide draws on the best available evidence and expertise to provide teachers with specific strategies for organizing instruction and students' studying of material to facilitate learning and remembering, and for helping students use what they have learned in new situations. The guide includes a set of concrete actions relating to the use of instructional and study time that are applicable to subjects that demand a great deal of content learning, including social studies, science, and mathematics. Along with seven recommendations for teachers, the panel also indicates the quality of evidence that supports each recommendation. |
9/28/2007 |
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 2007326 | Schools and Staffing Survey
Trifold pamphlet describing the Schools and Staffing Survey. Designed for sending out with questionnaires for the 2007-08 Schools and Staffing Survey data collection. Printed copies are not available through EDPUBS. |
8/8/2007 |
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 2007040 | Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences. |
7/25/2007 |
NCES 2007354REV | Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2005-06
This report presents national and state-level data about the number of regular, special education, vocational, alternative, and charter schools; average school size; and the numbers of schools in city, suburban, town, and rural locations. |
7/17/2007 |
REL 2007002 | An Analysis of Utah's K-3 Reading Improvement Program
More districts and charter schools in Utah reported implementing key elements of the state literacy framework and meeting their own goals in Year 2 of the Reading Improvement Program. |
7/2/2007 |
NCES 2007365 | Data File: Common Core of Data Public Elementary/Secondary School Universe Survey: School year 2005-06
This file includes data on 102,454 public schools, including directory information; numbers of students by grade, race/ethnicity, and gender; number of teacher FTE; latitude and longitude; locale code; and magnet, Title 1, and charter school status. |
6/19/2007 |
NCES 2007035 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002
Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002 Abstract This file contains data from a fall 2002 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2002.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2002 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2002.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2002, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated later in October and completed in December. The final response rate was 92 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
NCES 2007034 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2003
This file contains data from a fall 2003 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2003.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2003 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2003.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2003, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2003 and completed in February 2004. The final response rate was 91 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
NCES 2007305 | Changes in Instructional Hours in Four Subjects by Public School Teachers of Grades 1 Through 4
This Statistics in Brief uses data from five administrations of the Schools and Staffing Survey (SASS) to examine the distribution of weekly instructional hours by regular, full-time first- through fourth-grade teachers of self-contained classrooms in four subjects: English/reading/language arts; arithmetic/mathematics; social studies/history; and, science. Results show that combined teacher instructional time in the four subjects has increased between 1987-88 and 2003-04. However, examining each subject shows that this increase is largely due to an overall increase in the amount of instruction in English and mathematics. In the two most recent administrations, 1999-2000 and 2003-04, weekly teacher instructional hours in English increased while instructional time in mathematics, social studies, and science decreased. Despite the fluctuations in hours of instruction, total instructional time in the four subjects as a percentage of the student school week did not change significantly between 1987-88 and 2003-04; it was about 67 percent of the school week in each year. |
6/4/2007 |
NCES 2007062 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2005
This file contains data from a fall 2005 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2005.” This study was the most recent in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2005 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2005.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2005, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in November 2005 and completed in March 2006. The final response rate was 86 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, technologies and procedures used to prevent student access to inappropriate material on the Internet, and the availability of hand-held and laptop computers for students and teachers. Respondents also provided information on teacher professional development on how to integrate the use of the Internet into the curriculum, and on the use of the Internet to provide opportunities and information for teaching and learning. |
4/4/2007 |
NCES 2007313 | 2003-04 Schools and Staffing Survey (SASS) CD-ROM: Restricted-Use Data with Electronic Codebook
This CD-ROM contains the restricted-use data files for the 2003-04 SASS. There is an electronic codebook for ease of searching for variables. In addition, it is possible to download some or all of the data into SAS, SPSS, STATA, or ASCII formats. The complete survey documentation report is also included in this CD. |
3/8/2007 |