Search Results: (1-15 of 40 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 2009489 | 2007 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2007 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2007 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
2/13/2009 |
| NCES 2008485 | National Indian Education Study 2009
The National Center for Education Statistics conducts the National Indian Education Study (NIES) on behalf of the Office of Indian Education, U.S. Department of Education. This two-page brochure describes the National Indian Education Study (NIES). The NIES describes the performance of American Indian and Alaska native students in mathematics and reading assessed by the National Assessment of Educational Progress, and the students' exposure to their culture and traditions. This brochure provides information for selected schools and for field staff involved in data collection in 2009. The NIES was also conducted in 2005 and 2007. |
12/30/2008 |
| 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 |
| REL 2008059 | Examining American Indian Perspectives in the Central Region on Parent Involvement in Children's Education
This study examines American Indian parents' perceptions of parent involvement in their children's education and factors that may encourage or discourage involvement. |
9/2/2008 |
| 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 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 2008024 | User's Manual for the ECLS-B Longitudinal 9-Month--Preschool Restricted-Use Data File and Electronic Codebook
The User's Manual describes the design, collection, and data processing of the Early Childhood Longitudinal Study, Birth Cohort of 2001 (ECLS-B), with a special focus on the preschool wave data collection. It contains information to help users access and use the data files and electronic codebook. It also documents the Reading Aloud Profile--Together supplemental data file. This manual is only available on the ECLS-B Longitudinal 9-month--Preschool CD ROM. |
12/12/2007 |
| NCES 2008034 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) Longitudinal 9-Month-Preschool Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use data file, and survey and ECB documentation for the first, second and third waves of data collection for the Early Childhood Longitudinal Study, Birth Cohort (ECLS–B). It also contains the Reading Aloud Profile--Together supplemental data file. |
12/12/2007 |
| NCES 2008038 | Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), 9-Month—2-year Residential ZIP Code Restricted-Use Data File
This file contains residential zip code data for children who participated in the 9-month and 2-year ECLS-B waves. The file can only be used by merging with the restricted-use ECLS-B data files. |
12/3/2007 |
| NCES 2008156 | Characteristics of Minority-Serving Institutions and Minority Undergraduates Enrolled in These Institutions
Minority-serving institutions (MSIs) are colleges and universities serving a large percentage of minority students. This study identifies six different subgroups of MSIs and analyzes them from the perspective of the institution and the student. First, using the 2004 Fall Enrollment Survey, a census survey component of the Integrated Postsecondary Education Data System (IPEDS), the study compares all subgroups of MSIs to one another and to non-MSIs. Second, from the perspective of the students, data from the 2003-04 National Postsecondary Student Aid Study (NPSAS:04) is used to examine how minority students differ, in demographic and enrollment characteristics, by the type of institution. Major findings are as follows: MSIs totaled 1,254 in 2004, accounting for just under one-third of all degree-granting Title IV institutions; they enrolled nearly sixty percent of the 4.7 million minority undergraduates. Hispanic-serving institutions and Black-serving (non-HBCUs) accounted for 27 percent and 16 percent, respectively of MSIs followed by Asian-serving (8 percent), HBCUs (5 percent), and American Indian-serving institutions (1 percent). The majority of students in Hispanic- and Black-serving MSIs were enrolled in public 2-year institutions. Four-year MSIs (except for Asian-serving) had a higher percentage of institutions with open admissions policy and institutions with at least half low-income enrollment compared with non-MSIs. |
11/27/2007 |
| NCES 2007039 | Status and Trends in the Education of Racial and Ethnic Minorities
This report profiles current conditions and recent trends in the education of minority students. It presents a selection of indicators that illustrate the educational achievement and attainment of Hispanic, Black, American Indian/Alaska Native, Asian, and Native Hawaiian or Other Pacific Islander students compared with each other and with White students. In addition, it uses data from the 2005 American Community Survey to detail specific educational differences among Hispanic ancestry subgroups (such as Mexican, Puerto Rican, or Cuban) and Asian ancestry subgroups (such as Asian Indian, Chinese, or Filipino). This report presents 28 indicators that provide demographic information and examine (1) patterns of preprimary, elementary, and secondary school enrollment; (2) student achievement and persistence; (3) student behaviors that can affect their education; (4) participation in postsecondary education; and (5) outcomes of education. |
9/12/2007 |
| NCES 2007491 | 2005 National Indian Education Study, Parts I and II Restricted-Use Data Files
This CD-ROM contains data and documentation files for the 2005 National Indian Education Study (NIES) for use in the analysis of data by secondary researchers. NIES Part I data files include the performance data from the samples of American Indian/Alaska Native (AI/AN) students at grades 4 and 8 who participated in the National Assessment of Educational Progress (NAEP) 2005 mathematics or reading assessments. The NIES Part II data files include the survey responses of sampled AI/AN students in grades 4 and 8, their teachers, and their school principals. Different samples responded to each part of the study, therefore, Part I performance results and Part II survey results cannot be analyzed together. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the study design and its implications for analysis. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
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 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 |
Publications & Products