Search Results: (1-15 of 18 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 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 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 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 |
| 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 2006330 | Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year to First Follow-up Data Files and Electronic Codebook System
This ELS CD includes the restricted-use base-year and first follow-up data and the electronic codebook. The data documentation is also on the CD. 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. |
12/16/2005 |
| NCES 2006344 | Education Longitudinal Study of 2002/2004: Base-Year to First Follow-up Data File Documentation
The Data File Documentation reports on the procedures and methodologies employed during the Education Longitudinal Study of 2002 (ELS:2002) base year and first follow-up. The document is designed to provide guidance for users of the public-use data as released in Electronic Codebook (ECB) format (NCES 2006-346). Included in the documentation are the following: an overview of the study and its predecessor studies; an account of instrumentation (both assessments and various questionnaires); documentation of the sample design, weighting, design effects, and evaluations of data quality; a summary of the data collection methodology and results, including detailed response rates; a description of data preparation and processing activities; and an overview of data file structure and contents. In addition, there are a number of appendices that provide additional technical details about topics ranging from cross-cohort comparison to issues associated with imputation. |
12/16/2005 |
| NCES 2006346 | Education Longitudinal Study: 2002/2004 Public Use Base-Year to First Follow-up Data Files and Electronic Codebook System
This ELS CD includes the public use base-year and first follow-up data and the electronic codebook. The data documentation is also on the CD. 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. |
12/16/2005 |
| 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 2006348 | A Profile of the American High School Senior in 2004: A First Look. Initial Results From the First Follow-up of the Education Longitudinal Study of 2002 (ELS:2002)
This report presents initial findings from the first follow-up of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 is the fourth major secondary school longitudinal study sponsored by NCES, closely reflecting the research purposes and design of its three predecessor studies, NLS-72, HS&B, and NELS:88. ELS:2002 began with a nationally representative sample of 10th-graders in 2002. In the first follow-up, this sophomore cohort was studied 2 years later (2004), and the sample freshened to provide a representative sample of 12th-graders. This ED TAB report summarizes the demographic and educational characteristics of the high school senior class of 2004. It also reports on the senior cohort’s mathematics achievement, their expectations for eventual educational attainment, the importance to them of various institutional characteristics in choosing a college, and their values and plans. |
10/7/2005 |
| NCES 2005338 | A Profile of the American High School Sophomore in 2002: Initial Results From the Base Year of the Longitudinal Study of 2002
This report presents findings from the base year of the Education Longitudinal Study of 2002 (ELS:2002), a new longitudinal study of high school students. The report provides descriptive information about the experiences and characteristics of a nationally representative sample of 10th-graders who were studied in the spring term of the 2001-02 school year. It examines the cohort’s sociodemographic characteristics, school experiences, participation in extracurricular activities, time use, tested achievement in reading and mathematics, and educational expectations and plans. |
3/10/2005 |
| 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 |
Publications & Products