Search Results: (1-15 of 95 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009055 | User's Guide for the Program for International Student Assessment (PISA) 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of the comparison of PISA and NAEP in mathematics and science assessments and a nonresponse bias analysis of PISA 2006 data. |
4/24/2009 |
| NCES 2009057 | Program for International Student Assessment (PISA) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009011 | Program for International Student Assessment(PISA) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009010 | Restricted-Use Data Supplement to the User's Guide for the Program for International Student Assessment (PISA): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 restricted-use data for the United States is a supplement to the PISA 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
4/24/2009 |
| NCES 2009050 | User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of a comparison of PIRLS and NAEP reading assessments and a nonresponse bias analysis of PIRLS 2006 data. |
3/30/2009 |
| NCES 2009061 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/30/2009 |
| NCES 2009051 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/25/2009 |
| NCES 2009058 | Restricted-Use Data Supplement to the User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 restricted-use data for the United States is a supplement to the PIRLS 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
3/25/2009 |
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
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-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| NCES 2009020 | Digest of Education Statistics, 2008
The 44th 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. |
3/18/2009 |
| NCES 2009001 | Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth administration of this international comparison since the 1995 initial administration. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both. The focus of the report is on the performance of U.S. students relative to their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. For a number of participating countries, changes in achievement can be documented over the last 12 years, from 1995 to 2007. This report also describes additional details about the achievement within the United States such as trends in the achievement of students by sex, race/ethnicity, and enrollment in schools with different levels of poverty. In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale. |
12/9/2008 |
| NCES 2008031 | The Condition of Education 2008
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/29/2008 |
| NCES 2007048 | Program for International Student Assessment (PISA) 2003: U.S. Public-Use Data Files, Electronic Codebook, and User's Guide
This CD-ROM contains PISA 2003 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/23/2008 |
| 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 2008016 | Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions. |
12/4/2007 |
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