Search Results: (1-15 of 54 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2012001 | Digest of Education Statistics, 2011
The 47th 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. |
6/13/2012 |
| NCES 2012026 | 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. |
12/20/2011 |
| NFES 2011807 | Forum Guide to Ensuring Equal Access to Education Websites—
Introduction to Electronic Information Accessibility Standards
This guide is designed for use by information technology administrators, data specialists, and program staff responsible for the “content” in data reports, as well as education leaders (e.g., administrators who prioritize tasks for technical and data staff), and other stakeholders who have an interest in seeing that our schools, school districts, and state education agencies operate in an effective and equitable manner for all constituents, regardless of disability status. It is intended to raise awareness in nontechnical audiences and suggest best practices for complying with Section 508 goals at an operational level in schools, school districts, and state education agencies. It is not intended to recreate technical resources that already exist to facilitate Section 508 compliance. |
7/22/2011 |
| NCES 2011015 | Digest of Education Statistics, 2010
The 46th 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. |
4/5/2011 |
| REL 20104035 | Impact of the Thinking Reader Software Program on Grade 6 Reading Vocabulary, Comprehension, Strategies, and Motivation: Final Report
Improving adolescent literacy is a critical step toward improving adolescent academic achievement (Kamil , Borman, Dole, Kral, Salinger, & Torgesen, 2008). "Adolescent literacy" commonly refers to the skills that students in Grades 4–12 need in order to successfully learn by reading, as opposed to learning how to read, which is emphasized in earlier grades (Kamil, 2003; Kamil et al., 2008; National Governors Association, 2005). Recent policy reports emphasize the need to build students' reading vocabulary and comprehension skills to meet the increased literacy demands that begin in Grade 4 (Carnegie Council on Advancing Adolescent Literacy, 2010; Meltzer, Smith, & Clark, 2001). Experts who drafted the Common Core State Standards for English Language Arts have emphasized that students must show a steadily increasing ability to discern more from text to become successful readers (National Governors Association & Council of Chief State School Officers, 2010). The current study evaluates an intervention (Thinking Reader®) designed to improve middle school students’ reading vocabulary and comprehension (Tom Snyder Productions, 2006a). It responds to an interest expressed by stakeholders to the Regional Educational Laboratory Northeast and Islands in improving literacy outcomes for students beyond elementary school. |
4/4/2011 |
| NCES 2010470 | NAEP Writing Computer-Based Assessment
This tri-fold brochure provides an overview for participants in the NAEP 2011 Writing CBA at grades 8 and 12. |
6/4/2010 |
| NCES 2010013 | Digest of Education Statistics, 2009
The 45th 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. |
4/7/2010 |
| WWC QREBC0210 | WWC Quick Review of the Article "Technology's Edge: The Educational Benefits of Computer-Aided Instruction"
The study examined whether the I CAN Learn computer-based curriculum is more effective than traditional classroom instruction at teaching pre-algebra and algebra concepts to middle- and high-school students. The study included about 1,600 students in 15 high schools and two middle schools in three large urban school districts. Math classrooms in each school were randomly assigned to use either the I CAN Learn program in a school computer lab or the traditional math curriculum in a regular classroom. Students' math achievement was assessed on a 30-item pre-algebra and algebra test developed for this study and on standardized statewide math tests. The study assessed the program's effectiveness by comparing the test scores of the two instruction groups at the end of the school year. |
2/2/2010 |
| WWC IRELLAR09 | Intervention: Accelerated Reader
Identifying the best ways to educate students who have a limited range of speaking, reading, writing, and listening skills in English is a subject widely debated among educators and school leaders. The latest report from the What Works Clearinghouse (WWC) looks at the effectiveness of "Accelerated Reader" on improving the English language literacy and academic achievement of elementary and middle school students who are English language learners. The WWC examined the research on Accelerated Reader and identified 13 studies that were published or released between 1983 and 2008 that looked at the effectiveness of this curriculum on English language learners' reading and math skills. None of these studies meet WWC evidence standards. Therefore, conclusions may not be drawn based on research about the effectiveness or ineffectiveness of Accelerated Reader on English Language Learners. |
12/22/2009 |
| WWC IRBRLR09 | Lexia Reading
Lexia Reading is a computerized reading program that provides phonics instruction and gives students independent practice in basic reading skills. Lexia Reading is designed to supplement regular classroom instruction. It is designed to support skill development in the five areas of reading instruction identified by the National Reading Panel. |
6/30/2009 |
| 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 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 2007035 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002
Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2002 Abstract This file contains data from a fall 2002 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2002.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2002 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2002.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2002, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated later in October and completed in December. The final response rate was 92 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
| NCES 2007034 | Public-Use Data Files and Documentation: Internet Access in U.S. Public Schools, Fall 2003
This file contains data from a fall 2003 fast-response survey titled “Internet Access in U.S. Public Schools, Fall 2003.” This study was included in a series of fast-response surveys that have tracked access to information technology in schools and classrooms since 1994. These surveys provide trend analysis on the percent of public schools and instructional rooms with Internet access and on the ratio of students to instructional computers with Internet access. NCES released the results of the 2003 survey in the publication “Internet Access in U.S. Public Schools and Classrooms: 1994-2003.” Questionnaires and cover letters for the study were mailed to the principal of each sampled school in early October 2003, requesting that the questionnaire be completed by the technology coordinator or person most knowledgeable about Internet access at the school. Respondents were also offered the option of completing the survey via the Web. Telephone follow-up for survey nonresponse and data clarification was initiated in October 2003 and completed in February 2004. The final response rate was 91 percent. Respondents were asked about the number of instructional computers with access to the Internet, the types of Internet connections, support of computer hardware/software, technologies and procedures used to prevent student access to inappropriate material on the Internet, and computer availability outside of regular school hours. Respondents also provided information on school websites, the availability of hand-held and laptop computers for students and teachers, and teacher professional development on how to integrate the use of the Internet into the curriculum. |
6/6/2007 |
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