Search Results: (1-15 of 260 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2012174 | Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011; and Graduation Rates, Selected Cohorts, 2003-2008 : First Look (Preliminary Data)
This First Look presents preliminary findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2012 data collection, which included four survey components: Enrollment for fall 2011; Graduation Rates within 150 percent of normal program completion time for full-time, first-time degree/ certificate-seeking undergraduate students beginning college in 2005 at 4-year institutions or in 2008 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 2003 at 4-year institutions or in 2007 at less-than-4-year institutions; and Finance for fiscal year 2011. |
10/9/2012 |
| NCES 2012289REV | Postsecondary Institutions and Price of Attendance in 2011-12; Degrees and Other Awards Conferred: 2010-11; and 12-Month Enrollment: 2010-11: First Look (Provisional Data)
This provisional First Look is a revised version of the preliminary report released July 12, 2012. it presents fully edited and imputed data findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2011 collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year, Completions covering the period July 1, 2010, through June 30, 2011, and data on 12-Month Enrollment for the 2010-11 academic year. |
9/25/2012 |
| WWC QR0912 | Quick Review: "The Effects of School Vouchers on College Enrollment: Experimental Evidence from New York City"
The study examines the effects of private school vouchers on college enrollment outcomes. The vouchers were given to low-income elementary-age students through the New York School Choice Scholarships Foundation (SCSF) program. The study found no differences of the offer of a school voucher on college enrollment; however, there was a positive impact of vouchers on college enrollment (part-time and full-time) for African-American students. In addition, the study reported that African-American students who were offered a school voucher had statistically significantly higher rates of attending a private 4-year university or a selective 4-year university. The study also found no statistically significant effects of school vouchers on any of the outcomes assessed for the subgroup of Hispanic students. |
9/18/2012 |
| NCES 2012046 | Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment. |
8/28/2012 |
| NCES 2012323 | Private School Universe Survey (PSS): Survey Documentation for School Year 2009-10
This is the survey documentation for the 2009-10 Private School Universe Survey (PSS). Topics include frame creation, data collection, response rates, data preparation and imputation, weighting and variance estimation, and the quality of the PSS data. |
7/26/2012 |
| NCES 2012213 | New Americans in Postsecondary Education: A Profile of Immigrant and Second-Generation American Undergraduates
This Statistics in Brief describes the characteristics and undergraduate experiences of 2007–08 undergraduates who immigrated to the United States or who had at least one immigrant parent (second-generation Americans). The analysis compares these two groups with all undergraduates (excluding foreign students) and with third- or higher generation American undergraduates whose parents were born in the United States. The findings are based on data from the 2007–08 National Postsecondary Student Aid Study (NPSAS:08), a nationally representative sample of more than 100,000 students enrolled in U.S. postsecondary institutions. |
7/17/2012 |
| NCES 2012345 | Trends Among Young Adults Over Three Decades, 1974-2006
This report describes patterns of continuity and change over time in four areas of the transition to adulthood among young adults as measured 2 years after their senior year of high school. The four areas are postsecondary enrollment, labor force roles, family formation, and civic engagement. The analysis population is spring-term high school seniors in 1972, 1980, 1992, and 2004. The data come from four separate NCES sponsored studies: the National Longitudinal Study of the High School Class of 1972 (NLS:72), High School and Beyond (HS&B), the National Education Longitudinal Study of 1988 (NELS:88), and the Education Longitudinal Study of 2002 (ELS:2002). |
7/17/2012 |
| 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 2012045 | The Condition of Education 2012
The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. 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 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes. |
5/24/2012 |
| NCES 2012325 | Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2010-11 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2010-11 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system. |
5/1/2012 |
| NCES 2012327 | Public Elementary and Secondary School Student Enrollment and Staff Counts From the Common Core of Data: School Year 2010–11 - First Look
This First Look presents national and state level data on student enrollment by grade and by race/ethnicity within grade, the numbers of teachers and other education staff, and several student/staff ratios for the 2010-11 school year. |
5/1/2012 |
| REL 2012108 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in New Jersey
This report describes enrollment and achievement trends of LEP students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math, as measured by statewide assessments administered in grades 3, 4, 8, and 11. The study's main findings include:
|
4/24/2012 |
| REL 2012127 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Pennsylvania
The number of English language learner (ELL) students in Pennsylvania public schools rose 24.7 percent from 2002/03 to 2008/09, whereas total student enrollment fell 2.4 percent. During that period, ELL student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report describes enrollment and achievement trends of ELL students in Pennsylvania public schools between 2002/03 and 2008/09. It documents achievement gaps between ELL and general education students in reading, math, and writing, as measured by statewide assessments administered in grades 3–8 and 11. The study's main findings include:
|
4/24/2012 |
| REL 2012128 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Maryland
The number of limited English proficient (LEP) students in Maryland public schools rose 73 percent from 2002/03 to 2008/09, whereas total student enrollment rose only 2.1 percent. During that period, LEP student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.2 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between LEP and non-LEP students nationally and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014. This report, describes enrollment and achievement trends of LEP students in Maryland public schools between 2002/03 and 2008/09. It documents large achievement gaps, ranging from 11 to 49 percentage points, between LEP and non-LEP students in reading and math, as measured by statewide assessments administered in grades 3–8 and 10. The study's main findings include:
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4/24/2012 |
| REL 2012131 | A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in the District of Columbia
The number of English language learner (ELL) students in District of Columbia public schools rose 1.8 percent from 2002/03 to 2008/09, whereas total student enrollment fell 6.3 percent. ELL student enrollment increased from 7.7 percent of total student enrollment in 2002/03 to 8.4 percent in 2008/09. These figures are of concern to educators because of the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014 and because nationally ELL students' achievement lags behind that of non-ELL students. This report describes enrollment trends between 2002/03 and achievement trends between 2006/07 and 2008/09 among ELL students in District of Columbia public schools. It documents the achievement of ELL and non-ELL students in reading and math, as measured by districtwide assessments administered in grades 3–8 and 10. The study's main findings include:
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4/24/2012 |
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