Search Results: (1-15 of 30 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 2009045 | Public Use Data Files and Documentation (PEQIS 14): Dual Enrollment Programs and Courses for High School Students (NCES 2009-045)
This file contains data from a quick-response survey titled "Dual Enrollment Programs and Courses for High School Students." The survey was conducted by the National Center for Education Statistics, Institute of Education Sciences, using the Postsecondary Education Quick Information System (PEQIS). The study provides information on the topic of dual enrollment of high school students at postsecondary institutions. Dual enrollment, also known as “dual credit,” “concurrent enrollment,” and “joint enrollment,” refers to the participation in college-level courses and the earning of college credits by high school students. Dual enrollment is viewed as providing high school students benefits such as greater access to a wider range of rigorous academic and technical courses, savings in time and money on a college degree, promoting efficiency of learning, and enhancing admission to and retention in college. NCES released the results of the survey in the publication Dual Enrollment of High School Students at Postsecondary Institutions: 2002–03 (NCES 2005-008). In February 2004, questionnaires and cover letters for the study were mailed to the PEQIS survey coordinators at the approximately 1,600 Title IV degree-granting postsecondary institutions in the 50 states and the District of Columbia that compose the PEQIS panel. Coordinators were informed that the survey was designed to be completed by the person(s) at the institution most knowledgeable about the institution's dual enrollment programs and courses. Respondents were given the option of completing the survey online or on paper. Telephone follow-up for survey nonresponse and data clarification was initiated in mid-March 2004, and data collection was completed in June 2004. The overall response rates were 91 percent unweighted and 92 percent weighted. The survey asked respondents to report on the prevalence of college course-taking by high school students at their institutions during the 2002–03 12-month academic year, both within and outside of dual enrollment programs. Among institutions with dual enrollment programs, additional information was obtained on the characteristics of programs, including course location and type of instructors, program and course curriculum, academic eligibility requirements, and funding. Institutions with dual enrollment programs were also asked whether they had programs specifically geared toward high school students at risk of education failure; if they answered yes, they were asked a series of questions about the features of such special programs. |
2/10/2009 |
| NCES 2009031 | Public-Use Data Files and Documentation (FRSS 85): Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03 (NCES 2009-031)
This file contains data from a 2003 fast-response survey titled "Dual Credit and Exam-Based Courses." This survey provides baseline information regarding the prevalence and characteristics of dual credit courses. The survey also collected information on two types of exam-based courses, Advanced Placement (AP) and International Baccalaureate (IB). These types of courses provide high school students with another way of bridging K–12 and postsecondary education. NCES released the results of the survey in the publication Dual Credit and Exam-Based Courses in U.S. Public High Schools: 2002-03. Questionnaires and cover letters for the study were mailed to the principal of each sampled school in mid-September 2003. The letter introduced the study and requested that the questionnaire be completed by the school's director of guidance counseling or other staff member who is most knowledgeable about the school’s dual credit, Advanced Placement, and International Baccalaureate courses. Respondents were offered the option of completing the survey via the Web or by mail. Telephone followup for survey nonresponse and data clarification was initiated in early October 2003 and completed in early January 2004. The final response rate was 92 percent. The survey asked respondents to report on the prevalence and enrollment of dual credit and exam-based courses in their high schools. Additional information was obtained on dual credit courses, including the location and educational focus of these courses, dual credit course characteristics, and school requirements surrounding dual credit courses. For this study, dual credit was defined as a course or program where high school students can earn both high school and postsecondary credits for the same course. Dual credit courses could be located on a high school campus or the campus of a postsecondary institution, or taught through distance education. Additionally, the dual credit options must be either legislated by the state or have an articulated or other formal written agreement between the high school and the postsecondary institution. The survey also collected enrollment information for Advanced Placement (AP) and International Baccalaureate (IB) courses. |
2/10/2009 |
| 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 |
| NCEE 20084015 | The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings
The new report, Enhanced Reading Opportunities: Early Impact and Implementation Findings presents early findings from an evaluation of the impact of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the first cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among students who were randomly assigned to participate in the supplemental literacy programs compared to those who did not participate in the programs. There were no statistically significant impacts on student achievement in vocabulary or student use of reading behaviors promoted by the programs. |
1/28/2008 |
| NCES 2008319 | Mathematics Coursetaking and Achievement at the End of High School: Evidence from the Education Longitudinal Study of 2002 (ELS:2002)
This report documents and examines the relationship between the number and types of math courses taken in the 11th and 12th grade and growth in mathematics proficiency over the same time period. Using data from the Education Longitudinal Study of 2002 (ELS:2002), the analysis identifies the coursetaking sequences most prevalent among contemporary high school students in their junior and senior years, sociodemographic characteristics of the students who follow these course sequences, and the association between specific courses and course sequences and mathematics gains over the last two years of high school. Because most students (94 percent) entered the second half of high school with a mastery of basic mathematics skills such as simple arithmetic and operations, most learning during this time was in intermediate-level mathematics skills and concepts. For example, the percentage of students with an understanding of simple problem solving skills grew from 53 to 65 percentage points over the two year period. In terms of learning in specific content areas, the largest gains in intermediate skills such as simple operations and problem solving were made by those who followed the geometry–algebra II sequence. The largest gains in advanced skills such as derivations and making inferences from algebraic expressions were made by students who took precalculus paired with another course. The smallest gains were made by students who took one mathematics course or no mathematics courses during their last 2 years. |
1/8/2008 |
| NCES 2007328 | Interpreting 12th-Graders’ NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes From the National Education Longitudinal Study of 1988 (NELS:88)
This report utilizes four sources of NELS:88 data: questionnaire responses, tests, high school transcripts, and postsecondary education transcripts. The NELS:88 1992 12th grade mathematics assessment scores were transformed to the NAEP scale. The report relates mathematics results expressed in the NAEP metric (specifically, the NAEP achievement levels) to cross-sectional (12th grade) correlates of math achievement. It also relates 12th grade NAEP-scaled NELS:88 mathematics results (again expressed in terms of the NAEP achievement levels) to postsecondary educational outcomes. The report is divided into three chapters. Chapter 1 provides background information and an introduction. Chapter 2 examines the correlates of math achievement— student, family, and high school predictors (e.g., sex, race, socioeconomic status [SES], school sector, highest math course taken, grades, etc.) of 12th graders’ NAEP-Scaled performance. Chapter 3 relates high school seniors’ NAEP-scaled mathematics performance to later outcomes such as entry into postsecondary education, and baccalaureate attainment. These senior-year correlates (chapter 2) and future outcomes (chapter 3) are explored through bivariate tables; senior-year achievement correlates are also examined in a logistic regression. Two appendixes provide technical notes, a glossary of variables used, and tables of standard errors for all estimates contained in the report. |
9/18/2007 |
| 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 2007312 | Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004
This report presents new time series data on the coursetaking patterns in mathematics and science for the spring high school graduating classes of 1982, 1992, and 2004. Coursetaking information was derived from high school transcripts collected by NCES in the following three studies: (1) High School and Beyond Longitudinal Study of 1980 Sophomores; (2) the National Education Longitudinal Study of 1988; and (3) the Education Longitudinal Study of 2002. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, socioeconomic status (SES), expectations for future educational attainment, and school sector. The report examines trends in academic coursetaking in both mean credits earned in math and science and in the highest course level that high school graduates completed in the two subjects. Some key findings are as follows. First, in mathematics, academic coursework increased from, on average, 2.7 total credits in 1982 to 3.6 total credits in 2004. In addition, graduates shifted from taking lower level mathematics courses to taking more advanced courses. For example, the percentage of graduates who persisted through the mathematics curriculum into the two most advanced levels—precalculus and calculus—tripled between 1982 and 2004. At the subgroup level, while students in each of the four SES quartiles increased their participation in advanced mathematics over time, some disparities increased—for example, the difference between the highest and lowest SES quartiles in precalculus and calculus coursetaking went from 18 percentage points in 1982 to 35 percentage points in 2004. Second, in science, the average number of credits increased from 2.2 total credits in 1982 to 3.3 total credits in 2004. Further, graduates shifted in significant proportions from taking lower level science courses to taking upper level ones. At the subgroup level, despite increased completion of advanced-level science courses by graduates from all school sectors, Catholic and other private school students remained more likely than their public school counterparts to complete advanced-level courses in science. |
8/9/2007 |
| 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 |
| NFES 2007808 | Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality. |
7/11/2007 |
| NCES 2007467 | America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates’ GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs. |
2/22/2007 |
| NCES 2006327 | United States High School Sophomores: A Twenty-Two Year Comparison, 1980-2002
Using questionnaire and test data collected in 1980, 1992, and 2002, this report presents time series data on three cohorts of high school sophomores. The report presents information on the changing context of cohort demographics, family characteristics, school characteristics, and school experiences, after school activities, and future plans and expectations. Tested achievement is also presented with results in math from 1980 to 1990 and 2002, and results in reading from 1990 to 2002. |
10/3/2006 |
| 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 2006803 | Forum Guide to Elementary/Secondary Virtual Education
This guide provides recommendations for collecting accurate, comparable, and useful data about virtual education in an elementary/secondary education setting. |
6/29/2006 |
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