Search Results: (1-15 of 620 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009479 | The Nation's Report Card: Long-Term Trend 2008
This report presents the results of NAEP’s long-term trend assessments in reading and mathematics that were administered in the 2007–08 school year to students aged 9, 13, and 17. Because the long-term trend assessments have been administered at different times during NAEP’s 40-year history, it is possible to chart educational progress back to 1971 in reading and 1973 in mathematics. The previous long-term trend assessment occurred in 2004. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Results are described by race/ethnicity, gender, and type of school. Sample test questions are provided for each age level in each subject. Overall, the national trend in reading showed gains in average scores at all three ages since 2004. Average reading scores for 9- and 13-year-olds increased in 2008 compared to 1971, but the reading score for 17-year-olds was not significantly different. The national trend in mathematics showed that both 9- and 13-year-olds had higher average scores in 2008 than in any previous assessment year. For 17-year-olds, there were no significant differences between the average score in 2008 and those in 1973 or 2004. |
4/28/2009 |
| NCES 2009022 | Indicators of School Crime and Safety: 2008
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society. |
4/21/2009 |
| NCES 2009451 | Mathematics 2007: Performance of Public School Students in Puerto Rico: Focus on the Content Areas
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2007 National Assessment of Educational Progress (NAEP) in mathematics. Average question scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average question scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico had lower scores than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation. |
12/10/2008 |
| NCES 2009452 | Informe Puerto Rico 2007
Este informe se enfoca en el rendimiento de estudiantes de cuarto y octavo grado en Puerto Rico en varias áreas de contenido de matemáticas de la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) de matemáticas. Se presentan puntuaciones promedio para todos los estudiantes y para niños y niñas en Puerto Rico para matemáticas en general y para cinco subescalas que representan las áreas de contenido de matemáticas. Para propósitos de comparación, se muestran puntuaciones promedio para estudiantes de escuelas públicas en Estados Unidos (excluyendo a Puerto Rico). En todos los casos, los estudiantes en Puerto Rico tuvieron puntuaciones inferiores a las de Estados Unidos. Para cada área de contenido y para cada grado se presentan numerosos ejemplos de preguntas junto con porcentajes de respuestas para Puerto Rico y Estados Unidos. |
12/10/2008 |
| 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 2009306 | Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey
This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). NCVS is the nation’s primary source of information on crime victimization and the victims of crime in the United States and the SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. This report incorporates findings from student respondents ages 12-18 in grades 6-12 that were interviewed during the 2005 school year. It shows that student victims of crime are more likely to report conditions of an unfavorable school climate, security measures at school, and exhibit fear and avoidance behaviors. Additional topics covered in this report include the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type; and victim and nonvictim reports of the presence of gangs and weapons and the availability of drugs. |
10/21/2008 |
| NCES 2008084 | Status and Trends in the Education of American Indians and Alaska Natives: 2008
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education. It shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased. Despite these gains, progress has been uneven and differences persist between American Indian/Alaska Native students and students of other racial/ethnic groups on key indicators of educational performance. |
9/30/2008 |
| NCES 2008338 | Education and Certification Qualifications of Departmentalized Public High-School Level Teachers of Core Subjects: Evidence from the 2003-04 Schools and Staffing Survey
This report examines the percentage of public school teachers who held an in-field postsecondary major, in-field certification, or both, in a selection of high-school level main assignment fields. Teachers of these subjects were considered to be in-field majors if they held a major that they had earned at the bachelor's degree level or higher in the subject(s) that they taught. |
9/2/2008 |
| NCES 2008174 | Descriptive Summary of 2003-04 Beginning Postsecondary Students: Three Years Later
Using data from the 2004/06 Beginning Postsecondary Students Longitudinal Study (BPS:04/06), this report provides a description of the characteristics and enrollment patterns of a nationally representative sample of students who began postsecondary education for the first time during the 2003-04 academic year. The report describes the background, academic preparation, and experience of these beginning students over 3 academic years, from July 2003 to June 2006, and provides information about their rates of persistence, program completion, transfer, and attrition. The focus is on differences among students beginning at either 4-year, 2-year, or less-than-2-year institutions. Some highlights: Most of the first-time students who began at 4-year institutions in 2003-04 were age 19 or younger (85 percent) compared to 54 percent of students who began at 2-year institutions and 32 percent who began at less-than-2-year institutions. Among those under age 24 who began at a 4-year institution, nearly all (94 percent) had taken algebra II or higher mathematics courses in high school, and about one-fourth had taken calculus. Of students who began at a 4-year institution, about one-half had a high school GPA of 3.5 or higher, and about one-fourth had earned credit for courses taken at a college while still in high school. Eighteen percent of the students who began at a 4-year institution in 2003-04 transferred from the institution where they had started. |
7/30/2008 |
| NCES 2008035 | Career and Technical Education in the United States: 1990–2005
This report is the fourth in a series of volumes published periodically by NCES to describe the condition of vocational education (now called “career and technical education” or CTE) in the United States. Based on data from 11 NCES surveys, the report describes CTE providers, offerings, participants, faculty, and associated outcomes, focusing on secondary, postsecondary, and adult education. Findings indicate that against a backdrop of increasing academic coursetaking in high school, no measurable changes were detected between 1990 and 2005 in the number of CTE credits earned by public high school graduates. At the postsecondary level, the number of credential-seeking undergraduates majoring in career fields increased by about one-half million students, although they made up a smaller portion of undergraduates in 2004 compared with 1990. At both the secondary and postsecondary education levels, student participation increased in health care and computer science and decreased in business between 1990 and the mid-2000s. |
7/22/2008 |
| NCES 2008008 | Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2002–03 and 2004–05
This report details findings from "Technology-Based Distance Education Courses for Public Elementary and Secondary School Students: 2004-05," a survey that was designed to provide policymakers, researchers, and educators with information about technology-based distance education courses in public elementary and secondary schools nationwide. This report also compares these findings with baseline data collected in 2002-03, and provides longitudinal analysis of change in the districts that responded to both the 2002-03 and 2004-05 surveys. For these two surveys, distance education courses were defined as credit-granting courses offered via audio, video, or Internet or other computer technologies to elementary and secondary school students enrolled in the district, in which the teacher and students were in different locations. Findings indicate that 37 percent of public school districts and 10 percent of all public schools nationwide had students enrolled in technology-based distance education courses during 2004-05. During 2002-03, 36 percent of districts and 9 percent of schools had students enrolled in technology-based distance education courses. About a quarter (26 percent) of school districts that existed in both 2002-03 and 2004-05 had students enrolled in technology-based distance education in both school years, 11 percent did not have students in this type of education in 2002-03 but had such enrollments in 2004-05, and an equal percentage of districts (11 percent) had students enrolled in technology-based distance education in 2002-03 but not in 2004-05. The number of enrollments in technology-based distance education courses increased from an estimated 317,070 enrollments in 2002-03 to 506,950 in 2004-05. The number of enrollments varied considerably among districts, although the majority of districts (57 percent) reported between one and 20 technology-based distance education enrollments in 2004-05. Distance education was more commonly offered by high schools than by schools at any other level, with 61 percent of technology-based distance education enrollments at the high school level. Seventy-one percent of districts with students enrolled in technology-based distance education courses in 2004-05 planned to expand their distance education courses in the future. |
6/27/2008 |
| NCES 2008339 | Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2005-06
This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2005-06 school year. The data include such characteristics as the numbers of students and teachers, number of high school completers and the averaged freshman graduation rate, and revenues and expenditures. Findings include: In 2005-06, these 100 largest districts enrolled 23 percent of all public school students, and employed 22 percent of all public school teachers. The districts produced 20 percent of all high school completers (both diploma and other completion credential recipients) in 2004-05. Across the districts, the averaged freshman graduation rate was 69.5 percent. Three states -- California, Florida, and Texas -- accounted for almost half of the 100 largest public school districts. Current per-pupil expenditures in fiscal year 2003 ranged from a low of $5,104 in the Puerto Rico School District to a high of $18,878 in the District of Columbia Public School District. |
6/26/2008 |
| NCES 2008458 | National Indian Education Study – Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8
This report presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. AI/AN students represent about 1 percent of the student population in the United States. Approximately 10,000 AI/AN students in 1,700 schools at grade 4 and 11,000 AI/AN students from 1,800 schools at grade 8 participated in the study. Surveys were completed by students, their teachers, and their school administrators.The three major areas of findings that are described in this report include characteristics of AI/AN students, characteristics of their teachers and schools, and the integration of native language and culture in their homes and schools. Higher percentages of AI/AN students attended schools located in the South Central and Mountain regions of the country than other regions. Compared to their non-AI/AN peers, higher percentages of AI/AN students reported levels of family resources that indicated low socioeconomic status, such as eligibility for free school lunch.Approximately 7 percent of AI/AN students attended Bureau of Indian Education (BIE) schools, and approximately 89 percent attended public schools. Although the majority of all AI/AN students were taught by non-AI/AN teachers, higher percentages of students in BIE schools than in public schools had AI/AN teachers. Exposure to their native language at home was reported by a higher percentage of AI/AN students who attended schools in which at least 25 percent of the students were AI/AN (“high density” schools) than students attending low density schools. Higher percentages of students attending high density schools than low density schools received instruction on topics related to their native cultures. |
6/25/2008 |
| NCES 2008320 | Trends Among High School Seniors, 1972-2004
Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992, and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, and socioeconomic status (SES). Key findings of the report include the following: The proportion of Black seniors who were in the highest SES quartile doubled from 1972 to 1992 (from 5 percent to 10 percent), and increased overall from 5 percent in 1972 to 14 percent in 2004. The percentage of seniors enrolling in calculus during their senior year grew from 6 percent to 13 percent between 1982 and 2004. The percentage of seniors taking no mathematics courses during their senior year declined from 57 percent to 34 percent over this time period. Seniors increased their senior-year enrollment in advanced science courses (chemistry II, physics II, and advanced biology) from 12 percent in 1982 to 25 percent in 2004. In each class of seniors, most of those who planned further schooling intended to attend four-year postsecondary schools, with the proportion of students planning to attend four-year schools rising from 34 percent in 1972 to 61 percent in 2004. In all years, higher percentages of Asian high school seniors, and lower percentages of Hispanic seniors (except in 1992), compared to other racial/ethnic groups, planned attendance at four-year institutions No difference was observed between 1972 and 2004 between the percentage of seniors expecting a bachelor’s degree as their highest level of education. Instead, growth between these two time points was greatest in expectations for a graduate or professional degree: 13 percent of seniors expected to attain this level of education as their highest in 1972, compared to 38 percent of seniors in 2004. In 1972, males expected to earn a graduate degree as their highest educational level in greater proportions than did females (16 percent versus 9 percent); however, in 2004, females expected to earn a graduate degree more often than males (45 percent versus 32 percent). Seniors increasingly expected to work in professional occupations (growing from 45 percent of seniors in 1972 to 63 percent of seniors in 2004 expecting to work in a professional field). |
6/24/2008 |
| NCES 2008457 | National Indian Education Study 2007 Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments
The 2007 National Indian Education Study (NIES) was conducted by the National Center for Education Statistics on behalf of the U.S. Department of Education, Office of Indian Education. This report presents the results for Part I of the study focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the 2007 reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first NIES conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results.Overall, the average reading scores for AI/AN fourth- and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools.Overall, the average mathematics scores for AI/AN fourth- and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. There was, however, an increase in the percentage of AI/AN fourth-graders performing at or above the Proficient level from 21 percent in 2005 to 25 percent in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools. |
5/14/2008 |
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