Search Results: (16-30 of 119 records)
| Pub Number | Title |  Date |
|---|---|---|
| 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 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 2008300 | The School Survey on Crime and Safety (SSOCS) Brochure
This brochure describes the School Survey on Crime and Safety (SSOCS). Written for respondents, it answers such questions as: What is SSOCS?, Why is SSOCS important?, What topics are covered?, Why was my school selected?, and Where can I find more information about SSOCS? |
10/29/2007 |
| REL 2007012 | Assessing the Likelihood Virginia Public Schools will Meet the Central Goal of No Child Left Behind: Having Every Student Proficient
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools. |
9/27/2007 |
| NCES 2007361 | Crime, Violence, Discipline, and Safety in U.S. Public Schools, Findings from the School Survey on Crime and Safety: 2005-06
This First Look report uses data from the 2005–06 School Survey on Crime and Safety (SSOCS) to examine a range of issues dealing with school crime and safety, such as the frequency of school crime and violence, disciplinary actions, and school practices related to the prevention and reduction of crime and safety. SSOCS is the primary source of school-level data on crime and safety for NCES. Since 1999, it has been administered three times to the principals of a nationally representative sample of public primary, middle, high, and combined schools. |
9/25/2007 |
| NCES 2007010 | Public School Practices for Violence Prevention
and Reduction: 2003–04
This Issue Brief (1) examines principals’ reports of the prevalence of formal practices in public schools designed to prevent or reduce school violence and (2) describes the distribution of these practices by selected school characteristics. This analysis is based on school-level data reported by principals participating in the school year 2003–04 School Survey on Crime and Safety (SSOCS) administered by the National Center for Education Statistics (NCES). Findings from the analysis indicate that schools implemented a variety of school violence prevention and reduction practices and that some practices were more commonly used than others. For example, 59 percent of schools formally obtained parental input on policies related to school crime and 50 percent provided parental training to deal with students’ problem behaviors. In addition, practices differed by school level and other selected school characteristics. For example, high schools were more likely than primary schools to implement safety and security procedures, while primary schools were more likely than high schools to promote training for parents to deal with students’ problem behavior. |
9/19/2007 |
| WWC IRDPPG07 | Project GRAD
Project “Graduation Really Achieves Dreams” (GRAD) is an initiative for students in economically disadvantaged communities that aims to reduce dropping out and increase rates of college enrollment and graduation by increasing reading and math skills, improving behavior in school, and providing a service safety net. At the high school level, Project GRAD provides four-year college scholarships and summer institutes to promote attending and completing high school. Project GRAD also provides services in those elementary and middle schools that feed in to the participating high schools. |
7/30/2007 |
| 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 |
| REL 2007007 | Access to Supplemental Educational Services in the Central Region States
At just 11 percent of eligible students, participation rates in supplemental educational services-available in schools that fail to make adequate progress for three years running-are low and may not improve until provision problems are resolved and programs demonstrate effectiveness. Answers to five research questions provide a status report. |
7/12/2007 |
| WWC IRCEPA07REV | Positive Action
Positive Action, a K–12 program, aims to promote character development, academic achievement, and social-emotional skills and to reduce disruptive and problem behavior. The program is based on the philosophy that you feel good about yourself when you think and do positive actions, and there is always a positive way to do everything. The curriculum includes six units; some grades have a review for a seventh unit. All lessons are scripted and use classroom discussion, role-play, games, songs, and activity sheets or text booklets. Optional components that may or may not be implemented as part of the program are: site-wide climate development; drug education for grade 5 and middle school; conflict resolution; counselor, parent, and family classes; and community/coalition components. |
4/23/2007 |
| 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 |
| 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 |
| NCSER 2006NLTS2F | Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities. Although most secondary-school-age youth with disabilities are reported to behave appropriately, approximately 20 percent to 40 percent are reported to exhibit problem behaviors at school, including not controlling behavior and arguing with others in class. One-third of students with disabilities have experienced disciplinary actions at school, such as suspensions, expulsions, referrals to the principal’s office, or detentions, and they are more likely than their peers in the general population to have faced these types of disciplinary actions. Students with emotional disturbances are significantly more likely to have been suspended or expelled in one school year or over their school careers than youth in all other disability categories. |
5/2/2006 |
| NCES 2006313 | Characteristics of Schools, Districts, Teachers,
Principals, and School Libraries in the United States: 2003-04 Schools and Staffing Survey
The Schools and Staffing Survey (SASS) is the nation’s most extensive sample survey of elementary and secondary schools and the teachers and administrators who staff them. This report introduces the data from the fifth administration (2003-04) of SASS. It is intended to give the reader an overview of the SASS data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. For example, one of the findings from the data is that 77 percent of public school districts required full standard state certification in the field to be taught when considering teaching applicants. Also, 82 percent of all public school teachers reported having 4 or more years of full-time teaching experience. These highlights, and others in the report, were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available in the 2003-04 SASS. In addition, complex interactions and relationships have not been explored. |
3/23/2006 |
| NCES 2006324 | NCES Common Core of Data Public Elementary/Secondary School Universe Survey: School Year 2003-04, Final Version 1a
The Public Elementary/Secondary School Universe Survey Data provides information about schools such as: type of school (special education, vocational education, charter, magnet); students by grade, race/ethnicity and gender; free lunch eligibility; and classroom teachers. All data are for public elementary and secondary schools for the 2003-04 school year. Data were provided by state education agencies (SEAs) from their administrative records. |
1/19/2006 |
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