Search Results: (31-45 of 72 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2006463 | National Indian Education Study: Part I: The Performance of American Indian and Alaska Native Fourth- and Eighth-Grade Students on NAEP 2005 Reading and Mathematics Assessments
This report presents the performance results of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress in reading and mathematics for the nation, for regions, and for selected states. The national and regional samples include students from both public and nonpublic schools (i.e., Bureau of Indian Affairs [BIA], Department of Defense Education Activity [DoDEA], and private schools). States with relatively large populations of American Indian/Alaska Native students were selected for this study. The states whose results are included in this report (Alaska, Arizona, Montana, New Mexico, North Dakota, Oklahoma, and South Dakota) are the seven states with the largest proportions of American Indians and Alaska Natives as a percentage of the state’s total population. The state samples included only public and BIA schools. Assessment results are described in terms of students’ average scores on a 0–500 scale and in terms of the percentage of students attaining each of three achievement levels: Basic, Proficient, and Advanced. National scores at selected percentiles on the scale (indicating the percentage of students whose scores fell at or below a particular point) are also discussed. This report also provides results for groups of students defined by various background characteristics: race/ethnicity, eligibility for free/reduced-price school lunch, gender, type of school location, and student-reported level of parental education (grade 8 only). The comparisons are generally between the performance results of American Indian/Alaska Native students and those of students who are neither American Indian nor Alaska Native. In the section discussing state results, the comparisons are between the performance results of American Indian/Alaska Native students within each selected state and those of American Indian/Alaska Native students in each of the other selected states, and to the performance results of the national sample of American Indian/Alaska Native students. At the state level, the sample design did not permit comparisons to students who are not American Indian or Alaska Native. The report also includes sample assessment questions and examples of student responses. Appendices include information on national and state samples, school and student participation rates, participation and accommodation of students with disabilities and English language learners, and student group percentages. |
5/23/2006 |
| NCES 92088 | National Education Longitudinal Study of 1988 First Follow-up: Student Component Data File User's Manual Volume II
These NELS:88 files contain data on NELS:88 first follow-up students and schools. The student file also contains dropout data for those students who left school. The user manual will familiarize data users and others with the procedures followed for data collection and processing and provide necessary documentation for use of the files. Volume II of this 2 volume user manual series on the First Follow-UP: Student Component Data File is a companion to User’s Manual Volume I NCES 92-030. Volume I includes technical information and Appendices A through L. Volume II includes questionnaires used in the survey in appendices M though W. |
5/8/2006 |
| NCES 2006005 | Digest of Education Statistics, 2004
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
10/12/2005 |
| NCES 2005108 | Status and Trends in the Education of American Indians and Alaska Natives
This report examines both the current conditions and recent trends in the education of American Indians and Alaska Natives using statistical measures. It presents a selection of indicators that illustrate the educational achievement and attainment of American Indians and Alaska Natives. Over the past 20 years, American Indians/Alaska Natives have made gains in key education areas, such as increased educational attainment. However, gaps in academic performance between American Indian/ Alaska Native and White students remain. |
8/25/2005 |
| NCES 2005312 | Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2002-03
This report presents information drawn from the Common Core of Data (CCD) Local Education Agency Universe survey about the 1 percent of the Nation’s school districts that serve 23 percent of all public school students. It includes information about the numbers of dropouts and high school completers, student participation in selected programs, the numbers of teachers, and revenues and expenditures in these districts. Although the 100 largest school districts are large by definition, they differ in many characteristics. The size ranges from more than 1 million students in New York Public Schools to about 46 thousand in Cherry Creek, Colorado. Current expenditures ranged from $3,563 per pupil in Puerto Rico to $14,012 in Boston. |
8/12/2005 |
| NCES 2005050 | Youth Indicators, 2005: Trends in the Well-Being of American Youth
Youth Indicators contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning. |
7/29/2005 |
| NCES 2005094 | The Condition of Education 2005
The Condition of Education 2005 summarizes important developments and trends in education using the latest available data. The report presents 40 indicators on the status and condition of education and a special analysis of the mobility of elementary and secondary school teachers. 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 2005 print edition includes 40 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2005 |
| NCES 2005095 | The Condition of Education in Brief 2005
The Condition of Education 2005 in Brief contains a summary of 19 of the 40 indicators in The Condition of Education 2005. The topics covered include: public and private enrollment in elementary/secondary education, the racial/ethnic distribution of public school students, students' gains in reading and mathematics achievement through 3rd grade, trends in student achievement from the National Assessment of Education Progress in reading and mathematics, international comparisons of mathematics literacy, annual earnings of young adults by education and race/ethnicity, status dropout rates, immediate transition to college, availability of advanced courses in high school, inclusion of students with disabilities in regular classrooms, school violence and safety, faculty salary and total compensation, early development of children, expenditures per student in elementary and secondary education, and public effort to fund postsecondary education. |
6/1/2005 |
| NCES 2005335 | 1999-2000 Schools and Staffing Survey (SASS) and 2000-01 Teacher Follow-up Survey (TFS) CD-ROM: Public-Use Data with Electronic Codebook
This updated public-use electronic codebook contains frequency counts of responses for each data item and most respondents from the 2000-01 Teacher Follow-up Survey, in addition to the previously released 1999-2000 SASS data. Copies of the 1999-2000 SASS questionnaires are available at: http://nces.ed.gov/surveys/SASS/question9900.asp; see the Online Availability for the TFS questionnaires. |
4/1/2005 |
| NCES 2005028 | Postsecondary Participation Rates by Sex and Race/Ethnicity: 1974-2003
This Issue Brief examines participation in postsecondary education among women and men and among different racial/ethnic groups, from 1974 to 2003. Participation rates are defined here as the proportion of 18- to 24-year-olds who are enrolled in or have completed postsecondary education. Over this time period, the participation rates of young women and of young Whites outpaced that of their male and minority counterparts, so that by 2003 young women had a higher participation rate than young men (reversing the pattern in 1974) and the 1974 gaps in participation rates favoring young Whites over Hispanics grew larger. In 2003, the gender gaps in participation were not significantly different across racial/ethnic groups, nor were racial/ethnic gaps different across gender groups. Moreover, the 10-percentage point gender gap in 2003 was smaller than the racial/ethnic gaps between Whites and Blacks (15 percentage points) and between Whites and Hispanics (23 percentage points). |
3/30/2005 |
| NCES 2005025 | Digest of Education Statistics, 2003
The Digest of Education Statistics provides a compilation of statistical information covering the broad field of education from prekindergarten through graduate school. Topics in the Digest include: the number of schools and colleges; teachers; enrollments; graduates; educational attainment; finances; federal funds for education; employment and income of graduates; libraries; technology; and international comparisons. |
12/30/2004 |
| NCES 2004404 | Education Longitudinal Study: 2002 Data Files and Electronic Codebook System
This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. This codebook includes the public use version of the Base-Year data collection. |
11/12/2004 |
| NCES 2004062 | Historically Black Colleges and Universities, 1976 to 2001
Historically Black Colleges and Universities, 1976 to 2001 is a tabular report that presents a quarter-century of trend information on HBCUs. The report contains summary information for HBCUs on enrollment, degrees, staff, salaries, and finances, with comparisons to other colleges and universities. In addition, the report contains detailed information on individual HBCUs, with trends in enrollment, and detailed data on degrees, staff, and finances for recent years. |
9/13/2004 |
| NCES 2004077 | The Condition of Education 2004
The Condition of Education 2004 summarizes important developments and trends in education using the latest available data. The report presents 38 indicators on the status and condition of education and a special analysis of changes in student financial aid between 1989-90 and 1999-2000. 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 2004 print edition includes 38 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from elementary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. |
6/1/2004 |
| NCES 2003034 | Status and Trends in the Education of Blacks
Status and Trends in the Education of Blacks draws on the many statistics published by NCES in a variety of reports and synthesizes these data in one compact volume. In addition to indicators drawn from existing government reports, some indicators were developed specifically for this report. The objective of this report is to make statistical information about the educational status of Blacks easily accessible to a variety of audiences. |
10/14/2003 |
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