Search Results: (16-30 of 72 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007044 | Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis. |
11/1/2006 |
| NCES 2006058 | Trends in International Mathematics and Science Study (TIMSS) 2003 U.S. datafile and User's Guide
This datafile contains the U.S. TIMSS 2003 data, including data that was collected only in the United States and not included on the international database available from the IEA, and a Data User's Guide. The additional data relate to the race and ethnicity of students and teachers, and the percentage of students in a school eligible for the Federal free and reduced lunch program. This datafile is intended to be used in conjunction with the international datafile available from the IEA. |
10/2/2006 |
| NCES 2006072 | The Condition of Education in Brief 2006
The Condition of Education 2006 in Brief contains a summary of 19 of the 50 indicators in The Condition of Education 2006. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
6/1/2006 |
| NCES 2006073 | Findings from the Condition of Education 2006: U.S. Student and Adult Performance on International Assessments of Educational Achievement
This report contains a special analysis that is republished from the Condition of Education 2006 in a booklet form. This analysis presents key findings of recent international assessments that examine the performance of U.S. students in reading, mathematics, science, and the literacy of adults compared with the performance of their peers in other countries. |
6/1/2006 |
| NCES 2006071 | The Condition of Education 2006
The Condition of Education 2006 summarizes important developments and trends in education using the latest available data. The report presents 50 indicators on the status and condition of education and a special analysis on international assessments. 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 2006 print edition includes 50 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
6/1/2006 |
| NCES 2006035 | ECLS-K Longitudinal Kindergarten-Fifth Grade Public-Use Data File and Electronic Code Book
This CD-ROM contains kindergarten, first, third, and fifth grade public-use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The CD-ROM contains an electronic code book (ECB), data files, and survey and ECB documentation for six waves of the ECLS-K. This data file and ECB will be most useful for researchers interested in changes in children's experiences and achievement across school years. Researchers interested in conducting cross-sectional or within grade analyses should use the separate base year (kindergarten), first grade, third grade, and fifth grade data files and ECBs. |
5/5/2006 |
| NCES 2006011 | Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study
This Statistical Analysis report presents findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. A CD-ROM of video clips illustrating key factors examined in the study accompanies the report. |
4/4/2006 |
| NCES 2006017 | Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
This report presents key findings from the 1999 Third International Mathematics and Science Study (TIMSS) Video Study of eighth-grade science teaching in five countries: Australia, Czech Republic, Japan, Netherlands, and the United States. The TIMSS 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study. The study is the first attempt to examine eighth-grade science lessons as they are actually delivered to students. The data presented focus on three basic questions: How did the teacher organize the lesson to support students’ opportunities to learn science? How was science represented to students in the lesson? What opportunities did students have to participate in science learning activities? The science lessons videotaped in the five countries display similarities and differences, with each country revealing a general approach to the teaching of science in the eighth grade. In general, the data suggest that, in the Czech Republic, science teaching can be characterized as whole-class events that focused on getting the content right; in the Netherlands science lessons focused on students’ independent learning of the science content; Japanese eighth-grade science lessons typically focused on developing a few physics and chemistry ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which data were collected and interpreted to build up to a main idea or conclusion; in Australia, lessons tended to focus on developing a limited number of ideas by making connections between ideas and evidence; and, in the United States, eighth-grade science lessons were characterized by a variety of activities that may engage students in doing science work, with less focus on connecting these activities to the development of science content ideas. The report is accompanied by a CD-ROM of video clips illustrating key factors examined in the study. |
4/4/2006 |
| NCES 2006032 | ECLS-K: Combined User's Manual for the ECLS-K Fifth-Grade Data Files and Electronic Codebooks
The Combined User's Manual includes a description of the design and instrumentation of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, and information to help users access and use the data files and electronic codebook. It is reproduced on the public- and restricted-use data CD. |
3/27/2006 |
| NCES 2006033 | ECLS-K Fifth Grade Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring fifth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/27/2006 |
| NCES 2006034 | ECLS-K Fifth Grade Public-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a public-use child-level data file, and survey and ECB documentation for the spring fifth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/27/2006 |
| NCES 2006038 | Fifth Grade: Findings from the Fifth-Grade Follow-Up of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99
This report highlights children’s gains in reading and mathematics over their first 6 years of school, from the start of kindergarten to the time when most of the children are completing fifth grade. It also describes children’s achievement in reading, mathematics, and science at the end of fifth grade. Comparisons are made in relation to children’s sex, race/ethnicity, family characteristics (e.g., family type, poverty status, primary home language), the types of schools attended (i.e., public or private), and residential and school mobility. While all children showed progress, learning gaps persisted. Certain family background variables were found to be associated with reading and mathematics achievement, for example, poverty status and mother's highest level of education. Children living in poverty in all rounds of data collection scored lower in both reading and mathematics, on average, than students who moved into and out of poverty during the same period. Children whose mothers had not completed high school scored lower than children whose mothers had a bachelor's or higher degree. Boys were more likely than girls to score in the highest third of the distribution of mathematics achievement scores. It is the fifth in a series of reports from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. |
3/24/2006 |
| NCES 200501 | 2000 NAEP -- 1999 TIMSS Linking Report
The report describes the methodology used in an attempt to link the 2000 NAEP assessments in mathematics and science to the 1999 TIMSS assessments in those subjects. The report explains why the linking effort met only limited success. |
8/8/2005 |
| NCES 2005005 | Highlights From the Trends in International Mathematics and Science Study: TIMSS 2003
This report presents results for countries that participated in the Trends in International Mathematics and Science Study (TIMSS) 2003. In 2003, TIMSS was conducted at grades four and eight. The report focuses on results for the United States, and includes student achievement in mathematics and science of student subpopulations in the U.S. |
12/14/2004 |
| NCES 2005003 | International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective
This report provides key findings from the 2003 Program for International Student Assessment (PISA). The report focuses on the performance of U.S. 15-year-olds in the two major areas assessed in 2003, mathematics literacy and problem solving, compared to their peers in 38 other countries. Information about achievement in reading literacy and science literacy is also provided, along with some discussion of changes in performance since 2000. |
12/6/2004 |
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