Archive
Reading, Mathematics, and Science Achievement of Language-Minority Students in Grade 8
This Issue Brief examines 8th-grade achievement in reading, mathematics, and science for language minority students (i.e., those from homes in which the primary language was one other than English) who began kindergarten in the 1998-99 school year. Data come from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–99 (ECLS-K), which tracked the educational experiences of a nationally representative sample of children who were in kindergarten in the 1998–99 school year. The analyses present a picture of students’ achievement at the end of the study by focusing on students’ scores on the standardized assessments that were administered in the spring of 2007, when most students were in grade 8. Students are categorized into four groups according to language background and English language proficiency. Additionally, assessment scores are reported by three background characteristics—students’ race/ethnicity, poverty status, and mother’s education—that have been found to be related to achievement.
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Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10
Source: National Center for Education Statistics
This report presents selected findings from a congressionally mandated study on arts education in public K–12 schools. The data were collected through seven Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists. Comparisons with data from the 1999–2000 FRSS arts education study are included where applicable.
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Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007
Enrollment in Postsecondary Institutions, Fall 2010; Financial Statistics, Fiscal Year 2010; and Graduation Rates, Selected Cohorts, 2002-2007
Source: National Center for Education Statistics
This First Look report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2011 data collection. This collection included five components: Student Financial Aid for full-time, first-time degree/certificate-seeking undergraduate students for the 2009-10 academic year; Enrollment for fall 2010; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2004 at 4-year institutions or in 2007 at less-than-4-year institutions; Graduation Rates within 200 percent of normal program completion time for full-time, first-time degree/certificate-seeking undergraduate students beginning college in 2002 at 4-year institutions or in 2006 at less-than-4-year institutions; and Finance for fiscal year 2010.
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Indicators of School Crime and Safety: 2011
Indicators of School Crime and Safety: 2011Source: National Center for Education Statistics
A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, this annual report examines crime occurring in school as well as on the way to and from school. It provides the most current detailed statistical information to inform the Nation on the nature of crime in schools. This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources–the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, the School Survey on Crime and Safety and the School and Staffing Survey. Data on crime away from school are also presented to place school crime in the context of crime in the larger society.
America’s Youth: Transitions to Adulthood
America’s Youth 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.
NCES Releases Report on Distance Education Courses in Public School Districts: 2009-10
NCES Releases Report on Distance Education Courses in Public School Districts: 2009-10
Source: National Center for Education Statistics
This report provides national estimates about distance education courses in public school districts. The estimates presented in this report are based on a district survey about distance education courses offered by the district or by any of the schools in the district during the 2009-10 school year.
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Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11
Employees in Postsecondary Institutions, Fall 2010, and Salaries of Full-Time Instructional Staff, 2010-11
Source: National Center for Education Statistics
This First Look presents data from the Winter 2010-11 Integrated Postsecondary Education Data System (IPEDS), including data on the number of staff employed in Title IV postsecondary institutions in fall 2010 by primary function/occupational activity, length of contract/teaching period, employment status, salary class interval, faculty and tenure status, academic rank, and gender.
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Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008–09 (Fiscal Year 2009)
Revenues and Expenditures for Public Elementary and Secondary School Districts: School Year 2008–09 (Fiscal Year 2009)
Source: National Center for Education Statistics
This brief publication contains basic revenue and expenditure data, by district, for public elementary and secondary education for school year 2008-2009. It contains district-level data on revenues by source and expenditures by function, including expenditures per pupil.
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Characteristics of GED Recipients in High School: 2002–06
Characteristics of GED Recipients in High School: 2002–06
Source: National Center for Education Statistics
This Issue Brief uses the Education Longitudinal Study of2002 to compare the demographics, high school experiences, and academic achievement of 10th graders who four years later were GED recipients, high school graduates or high school dropouts.
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Federal Education Tax Benefits: Who Receives Them and to What Extent Do They Shape the Price of College Attendance?
Federal Education Tax Benefits: Who Receives Them and to What Extent Do They Shape the Price of College Attendance?
Source: National Center for Education Statistics
This Statistics in Brief applies IRS rules and data to a nationally representative sample of 2007–08 undergraduates to estimate who received education tax benefits and looks at the extent to which these benefits shaped their price of college attendance.
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Student Victimization in U.S. Schools: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey
Student Victimization in U.S. Schools: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey
Source: National Center for Education Statistics
This report uses data from the 2009 School Crime Supplement (SCS) to examine student criminal victimization and the characteristics of crime victims and nonvictims. It also provides findings on student reports of the presence of gangs and weapons and the availability of drugs and alcohol at school, student reports of bullying and cyberbullying, and fear and avoidance behaviors of crime victims and nonvictims at school.
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Nation and State Report Cards — Reading and Mathematics
Nation and State Report Cards — Reading and Mathematics
Source: National Center for Education Statistics
+ The Nation’s Report Card: Reading 2011
Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results. Highlights of the national results show improvement since the last assessment in students’ reading comprehension at grade 8, but no significant change at grade 4. The overall average score for fourth-graders in 2011 was unchanged from the score in 2009 but was 4 points higher than in the first assessment year in 1992. The average score for eighth-graders in 2011 was 1 point higher than in 2009 and 5 points higher than in 1992. State results for grade 4 show higher scores in 2011 than in 2009 for 4 states, and lower scores for 2 states. At grade 8, scores were higher in 2011 than in 2009 for students in 10 states, and no states had a lower score than in 2009.
+ The Nation’s Report Card: Mathematics 2011
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for groups of students defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. Additional technical notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results. Highlights of the national results show higher average mathematics scores in 2011 than in the eight earlier assessment years at both grades 4 and 8. At grade 4, the average score in 2011 was 1 point higher than in 2009, and 28 points higher than the first assessment in 1990. At grade 8, the average score in 2011 was 1 point higher than in 2009, and 21 points higher than in 1990. State results for grade 4 show higher scores in 2011 than in 2009 for 9 states and jurisdictions, and a lower score for 1 state. At grade 8, scores were higher in 2011 than in 2009 for 13 states and jurisdictions, and lower for 1 state.
+ NAEP Mathematics 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.
+ NAEP Reading 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format.
Merit Aid for Undergraduates: Trends from 1995–96 to 2007–08
Merit Aid for Undergraduates: Trends from 1995–96 to 2007–08
Source: National Center for Education Statistics
This Statistics in Brief uses nationally representative data from 1995–96, 1999–2000, 2003–04 and 2007–08 to examine trends in merit aid to undergraduates by student and institutional characteristics and in comparison to need-based grant aid.
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The Expansion of Private Loans in Postsecondary Education
The Expansion of Private Loans in Postsecondary Education (PDF)
Source: National Center for Education Statistics
The Expansion of Private Loans in Postsecondary Education, a Statistics in Brief, examines trends in borrowing from commercial lenders for postsecondary education, the characteristics of undergraduate and graduate private loan borrowers, and combining private and federal loans. Results are based on nationally representative data collected through the 2003–04 and 2007–08 National Postsecondary Student Aid Studies (NPSAS:04 and NPSAS:08).
Trends in High School Dropout and Completion Rates in the United States: 1972–2009
Trends in High School Dropout and Completion Rates in the United States: 1972–2009
Source: National Center for Education Statistics
This report updates a series of NCES reports on high school dropout and completion rates that began in 1988. The report includes national and regional population estimates for the percentage of students who dropped out of high school between 2008 and 2009, the percentage of young people who were dropouts in 2009, and the percentage of young people who were not in high school and had some form of high school credential in 2009. Data are presented by a number of characteristics including race/ethnicity, sex, and age. Annual data for these population estimates are provided for the 1972-2009 period. Information about the high school class of 2009 is also presented in the form on on-time graduation rates from public high schools.
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Borrowing at the Maximum: Undergraduate Stafford Loan Borrowers in 2007–08
Borrowing at the Maximum: Undergraduate Stafford Loan Borrowers in 2007–08
Source: National Center for Education Statistics
This Statistics in Brief uses nationally representative data to determine the extent to which undergraduate students borrowed the maximum possible within the limits of the Stafford loan program, defined by students’ individual eligibility for financial aid.
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Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs
Learning at a Distance: Undergraduate Enrollment in Distance Education Courses and Degree Programs
Source: National Center for Education Statistics
This Statistics in Brief investigates undergraduates’ participation in distance education using nationally representative student-reported data collected through the three most recent administrations of the National Postsecondary Student Aid Study (NPSAS:2000, NPSAS:04, and NPSAS:08).
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Dropout Prevention Services and Programs in Public School Districts: 2010–11
Dropout Prevention Services and Programs in Public School Districts: 2010–11
Source: National Center for Education Statistics
This report provides national estimates about dropout prevention services and programs in public school districts. The estimates presented in this report are based on a district survey about dropout prevention services and programs offered by the district or by any of the schools in the district during the 2010–11 school year.
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Military Service Members and Veterans: A Profile of Those Enrolled in Undergraduate and Graduate Education in 2007–08
Military Service Members and Veterans: A Profile of Those Enrolled in Undergraduate and Graduate Education in 2007–08
Source: National Center for Education Statistics
This Statistics in Brief uses nationally representative data to determine the representation of military students in undergraduate and graduate education and to examine how their demographic and enrollment characteristics compare with their nonmilitary peers
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Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study
Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study
Source: National Center for Education Statistics
This First Look report provides selected findings from the first three waves of the Beginning Teacher Longitudinal Study (BTLS) along with data tables and methodological information. The BTLS follows a sample of public elementary and secondary school teachers who participated in the 2007-08 Schools and Staffing Survey (SASS), and whose first year of teaching was 2007 or 2008. The BTLS sample includes teachers who leave teaching in the years after the SASS data collection and those who continue to teach either in the same school as the last year or in a different school. The purpose of the Beginning Teacher Longitudinal Study is to provide a better understanding of the impact that different life events have on teachers careers (such as getting married, moving to a new location, or starting a family). It will also help to understand how school and/or district characteristics and policies affect teacher satisfaction, and how teachers respond to transitions in their lives and careers (such as moving to a different school, changing the grade levels or subject taught, becoming a mentor, transitioning into a K-12 administration position, or exiting the teaching field). The study will contribute to policymakers’ understanding of teachers and of teachers’ careers as they enter, leave, or re-enter the teaching workforce and make important career and life decisions.
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