TY  - RPRT
T1  - NAEP 12th Grade World History Assessment: Issues and Options
AN  - 61904723; ED500978
AB  - This paper presents a snapshot of world history education to illuminate the challenges that the National Assessment Governing Board faces in creating a National Assessment of Educational Progress (NAEP) world history framework. Using state standards documents, statutes concerning high school graduation, results from the NAEP transcript studies, and materials on the AP World History exam, it begins with a brief overview of the expansion of world history in the schools. It then describes four distinctive patterns to world history education as reflected in state standards documents and AP World History curriculum. Finally, it examines a few options for developing a NAEP world history framework and the possible consequences of each. (Contains 8 charts and 21 footnotes.)
AU  - Bain, Robert B.
Y1  - 2004/05/14/
PY  - 2004
DA  - 2004 May 14
SP  - 29
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - High Schools
KW  - Graduation Requirements
KW  - Advanced Placement
KW  - History Instruction
KW  - Educational Assessment
KW  - National Competency Tests
KW  - World History
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61904723?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Pocket Projections: Projections of Education Statistics to 2013. NCES 2004-019
AN  - 62114141; ED483096
AB  - This pocket-sized booklet provides the reader with NCES information on projected enrollments at all education levels, numbers of high school graduates, earned degrees conferred, teachers, and expenditures. In addition, there are state-level tables on public elementary and secondary enrollment, as well as the number of public high school graduates.
AU  - Hussar, William J.
AU  - Gerald, Debra E.
Y1  - 2004/05//
PY  - 2004
DA  - May 2004
SP  - 17
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - High Schools
KW  - Higher Education
KW  - Postsecondary Education
KW  - Secondary Education
KW  - Expenditures
KW  - Academic Degrees
KW  - High School Graduates
KW  - Public Schools
KW  - Enrollment Trends
KW  - Educational Finance
KW  - Public School Teachers
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62114141?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Creating Strong Supplemental Educational Services Programs. Innovations in Education
AN  - 62112887; ED483142
AB  - This report, the second in a series, was developed to give district leaders guidance as they implement supplemental services under the No Child Left Behind (NCLB) Supplemental Educational Services (SES) provision. This provision gives parents of elegible children the opportunity and the funding to choose a private tutor or other academic support provider to help their child succeed in school. The five districts profiled in this guide are Forsyth County, Georgia; Los Angeles, California; Rochester, New York; San Diego, California; and Toledo, Ohio. Their implementation experiences yield some common themes and lessons that might be helpful to others working on supplemental services. For instance, successful districts embraced the spirit of supplemental services by setting a positive tone about the importance of these provisions, planning for their implementation, and staffing the program adequately. They built strong relationships with providers, helped them access school facilities, created a fair contracting system, used multiple methods to inform parents of their options and helped them make the best choice for their children. They established clear student learning goals and ensured that providers were supplying frequent progress reports to parents and teachers. Appendices contain school district profiles, research methodology, and resource lists.
Y1  - 2004/05//
PY  - 2004
DA  - May 2004
SP  - 72
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Policymakers
KW  - Elementary Secondary Education
KW  - Financial Support
KW  - Federal Legislation
KW  - Educational Legislation
KW  - Special Needs Students
KW  - Ancillary School Services
KW  - Tutoring
KW  - Related Services (Special Education)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112887?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Standards and Assessments Peer Review Guidance: Information and Examples for Meeting Requirements of the No Child Left Behind Act of 2001
AN  - 62114584; ED483111
AB  - Raising academic standards for all students and measuring student achievement to hold schools accountable for educational progress are central strategies for promoting educational excellence and equity in our schools. The No Child Left Behind Act of 2001 (NCLB) reformed Federal educational programs to support state efforts to establish challenging standards, to develop aligned assessments, and to build accountability systems for districts and schools that are based on educational results. In particular, NCLB includes explicit requirements to ensure that students served by Title I are given the same opportunity achieve to high standards and are held to the same high expectations as all other students in each state. Building on the foundation of standards and assessments required of states by the Improving America?s Schools Act of 1994 (IASA), the current NCLB requirements include high-quality academic assessments, accountability systems, and teacher preparation and training aligned with challenging State academic standards so that students, teachers, parents, and administrators can measure progress against common expectations for students? academic achievement. NCLB extends assessment requirements to include, by school year 2005-06, annual assessments in reading/ language arts and mathematics in all grades 3 through 8 and assessments administered at least once in grades 10 through 12. In addition, States must develop academic content standards in science by 2005-06 and aligned assessments based on those standards by 2007-08. The science assessments must be administered at least once in each of three grade spans: 3-5, 6-9, and 10-12. Although this document addresses each requirement separately, reviewers and states should recognize that the requirements are interrelated and that decisions about whether a state has met the requirements will be based on a comprehensive examination of the evidence submitted.
Y1  - 2004/04/28/
PY  - 2004
DA  - 2004 Apr 28
SP  - 66
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Federal Legislation
KW  - Educational Legislation
KW  - Teacher Education
KW  - Academic Achievement
KW  - Equal Education
KW  - Student Evaluation
KW  - Accountability
KW  - Educational Quality
KW  - State Standards
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62114584?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Forum on Education Statistics History
AN  - 62116804; ED486461
AB  - The first task force meeting, co-organized by the Center for Education Statistics and CCSSO, was convened in Alexandria, Virginia, on March 13?15, 1988. The purpose of this meeting was to explore alternative strategies for a cooperative federal-state education statistics program that would be broad in scope, encompassing the Common Core of Data (CCD) and other surveys, as well as addressing the coordination of student achievement data collections. The task force accomplished the goal of the meeting by developing a conceptual framework for a cooperative system in terms of its approach, governance, mechanisms for operating the system, activities, and products in accord with the provisions of the proposed legislation. Using the proposed legislation as its guide, the task force focused on three major areas related to the development of a cooperative system: 1) administrative mechanisms for operating the cooperative system; 2) governance structure; and 3) activities and products. Appended are: (1) Proposal for Formal Working Relationship Between the National Forum on Education Statistics and the Education Information Advisory Committee; (2) Resolution, as Amended, Requesting Federal Coordination of Education Data Collection Efforts; (3) Resolution Recommending That the NCES Undertake Two Feasibility Studies Contained in A Guide to Improving the National Education Data System; (4) Resolution Requesting That NCES Propose a Plan and Budget for Activities Leading to the Implementation of the "Standards for Education Data Collection and Reporting" (SEDCAR); (5) Resolution Requesting That NCES Accept and Adopt the Recommendations of the Implementation Task Force Report ;(6) State of Nevada Department of Education; (7) Strategic Plan of the National Forum on Education Statistics Approved: January 27, 1993; (8) Resolutions Passed Relating to the Dropout Statistic Under the National Education Statistics Agenda Committee (NESAC) and; (9) Electronic Data Interchange (EDI) Task Fa
AU  - Hoffman, Lee
Y1  - 2004/04//
PY  - 2004
DA  - April 2004
SP  - 81
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Programs
KW  - Academic Achievement
KW  - Statistical Data
KW  - Standards
KW  - Cooperative Planning
KW  - Data Collection
KW  - Federal State Relationship
KW  - Governance
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62116804?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures by Public School Districts: School Year 2000?2001. Statistics In Brief. NCES 2004?319
AN  - 62113622; ED485377
AB  - This report presents findings from the Common Core of Data (CCD) "School District Finance Survey." These data are collected annually from state education agencies through the U.S. Census Bureau "Survey of Local Government Finances: School Systems." Data in the "School District Finance Survey" include revenues by source, expenditures by function and object, longterm and short-term debt, and student membership for each school district in the United States. These data were collected and edited between March 2002 and March 2003. These data are final. This short report on school district revenues and expenditures is a companion to the state-level Statistics in Brief, Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2000?01 (NCES 2003?362), which presents total state and national spending on public elementary and secondary education. Only regular school districts (see 'Definitions') that are on the CCD "Local Education Agency Universe Survey" file and that report student counts were included in this analysis. There were 14,028 such districts in school year 2000?2001. For more information about how this study was conducted, see the "Technical Notes" section.
AU  - Johnson, Frank
Y1  - 2004/04//
PY  - 2004
DA  - April 2004
SP  - 12
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - School District Wealth
KW  - Educational Finance
KW  - School Districts
KW  - School District Spending
KW  - Secondary Education
KW  - Local Government
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62113622?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Empirical Curriculum: Changes in Postsecondary Course-Taking, 1972-2000
AN  - 62112734; ED483161
AB  - The Empirical Curriculum is a descriptive account of the major features of change in student course-taking in postsecondary contexts between 1972 and 2000, with an emphasis on the period 1992-2000. To provide this account, it draws on three grade-cohort longitudinal studies that were designed and carried out by the National Center for Education Statistics, and within those studies, high school and (principally) college transcript records: (1) The National Longitudinal Study of the High School Class of 1972 (NLS-72), which began with a national sample of 22,500 12th graders in U.S. high schools in the spring of 1972 and followed them to 1986 (the postsecondary transcripts for 12,600 members of this cohort were gathered in 1984); (2) The High School and Beyond/Sophomore cohort (HS&B/So), which began with a national sample of 30,000 10th graders in U.S. high schools in 1980, and followed sub-groups of this cohort to 1992 (the postsecondary transcripts for 8,400 members of this cohort were gathered in 1993); and (3) The National Education Longitudinal Study of 1988 (NELS: 88/2000), which began with a national sample of 25,000 8th graders in U.S. schools in 1988, and followed sub-groups of this cohort to 2000 (the postsecondary transcripts for 8,900 members of this cohort were gathered in 2000).
AU  - Adelman, Clifford
Y1  - 2004/04//
PY  - 2004
DA  - April 2004
SP  - 188
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Grade 12
KW  - Grade 8
KW  - Statistics
KW  - Grade 10
KW  - High Schools
KW  - Course Selection (Students)
KW  - Higher Education
KW  - Academic Records
KW  - Longitudinal Studies
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112734?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The High School Sophomore Class of 2002: A Demographic Description. First Results from the Base Year of the Education Longitudinal Study of 2002. E.D. Tabs. NCES 2004-371
AN  - 62111776; ED483102
AB  - This report presents first findings from the Base Year 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 designs of its three predecessor studies NLS-72, HS&B, and NELS:88. Beginning with a nationally representative sample of 10th-graders in 2002, ELS:2002 is designed to provide data about critical transitions experienced by students as they proceed through high school and into postsecondary education or the workplace. This E.D. Tabs report summarizes the sociodemographic and educational characteristics of the sophomore class of 2002. These characteristics are captured in a series of student- and school-level classification variables. At the student level, these variables are: sex, age, race/ethnicity, language minority status, family composition, parental education, student's expectations, and tested achievement. Also included are three characteristics of each student's school: sector (public, Catholic, or other private), metropolitan status (urban, suburban, or rural), and region in which schools are located (Northeast, Midwest, South or West). Appended are: (1) Technical Notes and Glossary; and (2) Technical Notes and Glossary. (Contains 6 tables & 6 figures.)
AU  - Ingels, Steven J.
AU  - Scott, Leslie A.
AU  - Owings, Jeffrey A.
Y1  - 2004/04//
PY  - 2004
DA  - April 2004
SP  - 59
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 10
KW  - Institutional Characteristics
KW  - Reading Achievement
KW  - Socioeconomic Influences
KW  - Student Characteristics
KW  - Mathematics Achievement
KW  - Student Evaluation
KW  - High School Students
KW  - Cohort Analysis
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62111776?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly. Volume 5, Issue 3, 2003. NCES 2005-609
AN  - 62060303; ED492616
AB  - The National Center for Education Statistics (NCES) fulfills a congressional mandate to collect and report "statistics and information showing the condition and progress of education in the United States and other nations in order to promote and accelerate the improvement of American education." The "Quarterly" offers an accessible, convenient overview of all NCES products released in a given period. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. Following a "Note from NCES" by Peggy G. Carr discussing the need for comparative information on student performance in large urban areas, challenges faced by the National Assessment of Educational Progress (NAEP) Trial Urban District Assessment (TUDA), and kinds of data provided by TUDA, articles presented in this issue include: (1) The Nation's Report Card: Reading 2002, Trial Urban District Assessment (Anthony D. Lutkus, Arlene W. Weiner, Mary C. Daane, and Ying Jin); (2) The Nation's Report Card: Writing 2002, Trial Urban District Assessment (Anthony D. Lutkus, Mary C. Daane, Arlene W. Weiner, and Ying Jin); (3) Trial Urban District Assessment Snapshot Reports: Reading 2002 and Writing 2002 (National Center for Education Statistics); (4) Invited Commentary: NAEP's Trial Urban District Assessment: An Experiment Worth the Effort (Michael Casserly); (5) The Nation's Report Card: Writing 2002 (Hilary R. Persky, Mary C. Daane, and Ying Jin); (6) Public High School Graduates Who Participated in Vocational/Technical Education: 1982-1998 (Karen Levesque); (7) Getting Ready to Pay for College: What Students and Their Parents Know about the Cost of College Tuition and What They Are Doing to Find Out (Laura J. Horn, Xianglei Chen, and Chris Chapman); (8) High School Guidance Counseling (Basmat Parsad, Debbie Alexander, Elizabeth Farris, and Lisa Hudson); (9) Overview and Inventory of State Education Reforms: 1990 to 2000 (David Hurst, Alexandra Tan, Anne Meek, and Jason Sellers); (10) Work First, Study Second: Adult Undergraduates Who Combine Employment and Postsecondary Enrollment (Ali Berker and Laura Horn); (11) Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results from the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000 (Clifford Adelman, Bruce Daniel, and Ilona Berkovits); (12) A Descriptive Summary of 1999-2000 Bachelor's Degree Recipients 1 Year Later: With an Analysis of Time to Degree (Ellen M. Bradburn, Rachael Berger, Xiaojie Li, Katharin Peter, and Kathryn Rooney); (13) Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001 (Tiffany Waits and Laurie Lewis); (14) Third International Mathematics and Science Study 1999 Video Study Technical Report, Volume I: Mathematics (Jennifer Jacobs, Helen Garnier, Ronald Gallimore, Hilary Hollingsworth, Karen Bogard Givvin, Keith Rust, Takako Kawanaka, Margaret Smith, Diana Wearne, Alfred Manaster, Wallace Etterbeek, James Hiebert, and James Stigler); and (15) Baccalaureate and Beyond Longitudinal Study: 2000-01 (B&B:2000/01) Methodology Report (Stephanie Charleston, John Riccobono, Paul Mosquin, and Michael Link). Listings and information on data products, other publications, and funding opportunities conclude the issue. (Individual articles contain tables, figures, and references.) [For "Education Statistics Quarterly" Volume 5, Issue 2, 2003, see ED482960.]
Y1  - 2004/04//
PY  - 2004
DA  - April 2004
SP  - 97
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Research Reports
KW  - Educational Change
KW  - Vocational Education
KW  - Educational Attainment
KW  - Limited English Speaking
KW  - Longitudinal Studies
KW  - Distance Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62060303?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - 12th Grade Student Achievement in America: A New Vision for NAEP
AN  - 61921221; ED500977
AB  - Early in 2003, the National Assessment Governing Board established the National Commission on the National Assessment of Educational Progress (NAEP) 12th Grade Assessment and Reporting, following the recommendation of retiring Governing Board Executive Director Roy Truby. The Governing Board's charge to the Commission was "To review the current purpose, strengths, and weaknesses of 12th grade assessment and reporting by the NAEP and set forth recommendations for improvement to the National Assessment Governing Board." The Commission was instructed to focus on improvements needed for 12th grade NAEP and not on the status of high schools generally or the quality and rigor of the high school curriculum. The Commission has attempted to heed this guidance scrupulously. The Commission has met and deliberated five times since March 2003. It focused on answering the following questions: What do we know about 12th grade achievement, what do we need to know, and what can NAEP provide? The Commission received expert testimony from twenty-four witnesses, commissioned and reviewed six white papers and two research studies, conducted a focus group with the Council of Chief State School Officers, and received comments on preliminary Commission recommendations from the National Association of State Boards of Education and Tennessee state education leaders. This report presents the reasons for the Commission's conclusion that 12th grade NAEP should be redesigned and makes recommendations towards the creation of a systematic strategy to increase school and student participation in grade 12 NAEP. The report observes that NAEP's leaders must focus seriously on increasing participation or face the prospect that the quality and credibility of the 12th grade NAEP achievement results will be compromised. (Contains 1 table.)
Y1  - 2004/03/05/
PY  - 2004
DA  - 2004 Mar 05
SP  - 22
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - Tennessee
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Focus Groups
KW  - Academic Achievement
KW  - Student Participation
KW  - Educational Assessment
KW  - Educational Improvement
KW  - Governing Boards
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61921221?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Achiever. Volume 3, Number 4
AN  - 62113571; ED483127
AB  - This document contains news and information about school improvement in the United States. This biweekly newsletter is designed expressly for parents and families. This issue highlights the National Center for Reading First Technical Assistance, a new initiative that will offer free training and support to states and districts that have received Reading First grants.
AU  - Ashby, Nicole
Y1  - 2004/03/01/
PY  - 2004
DA  - 2004 Mar 01
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Community
KW  - Parents
KW  - Elementary Secondary Education
KW  - Reading Instruction
KW  - Parent Materials
KW  - Grants
KW  - Educational Improvement
KW  - Technical Assistance
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62113571?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State Library Agencies, Fiscal Year 2002. E.D. Tabs. NCES 2004?304
AN  - 61802521; ED485369
AB  - This report contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year (FY) 2002. The data were collected through the State Library Agencies (StLA) Survey. This report presents selected findings and background information about the survey. The body of this report is composed of tables providing an overview of state library agencies during the 2002 fiscal year. The tables present data on 10 main topics: (1) Governance--describes the organizational location of state library agencies within state governments; (2) Allied and other special operations--identifies functions executed by the state library that are usually beyond the scope of state library agencies; (3) Electronic services and information--describes the availability of statewide databases and the facilitation of statewide electronic networks; (4) Library development services--identifies activities and programs that support public, academic, school, and special libraries; (5) Service outlets--describes the availability of state library locations and bookmobiles providing services to the public or specific constituencies; (6) Collections--characterizes state library holdings; (7) Staff--characterizes staff and the functions they perform; (8) Income--identifies various sources of revenue; (9) Expenditures--describes how state library funds are expended; and (10) Public policy issues--presents special projects sponsored by state library agencies. The survey asks each state library agency about the kinds of services it provides, its staffing practices, its collections, its income and expenditures, and more. The data include services and financial assistance provided to public, academic, and school libraries, and to library systems. When added to the data collected through the NCES surveys of public, academic, and school libraries, these data help complete the national picture of library service. The following are appended: (1) Survey Methodology; (2) State Library Agency Applicants to the Universal Service (E-Rate Discount); (3) Recipients of Other Federal Income, by State and Type of Income Received; (4) Survey Instrument (Data Entry Screens and Instructions)Program; and (5) References. (Contains 59 tables.)
AU  - Holton, Barbara
AU  - Kroe, Elaine
AU  - O'Shea, Patricia
AU  - Sheckells, Cindy
AU  - Dorinski, Suzanne
AU  - Freeman, Michael
Y1  - 2004/03//
PY  - 2004
DA  - March 2004
SP  - 220
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Library Development
KW  - School Libraries
KW  - Librarians
KW  - Statistics
KW  - Government Libraries
KW  - State Agencies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61802521?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Undergraduate Enrollments in Academic, Career, and Vocational Education. Issue Brief. NCES 2004?018
AN  - 62115307; ED485380
AB  - This Issue Brief examines postsecondary vocational education within the context of all undergraduate education. The National Center for Education Statistics (NCES) has traditionally reported data on postsecondary vocational education using a taxonomy that divides subbaccalaureate postsecondary education into academic and vocational areas of study (Choy and Horn 1992; Levesque et al. 2000). To better reflect the correspondence between instructional fields and the educational requirements of careers in today's economy, NCES recently developed the new taxonomy described in this Issue Brief. The new taxonomy classifies all undergraduate majors as academic majors or career majors. Because federal law defines vocational education as instruction for careers below the baccalaureate level, the new taxonomy further divides career majors into subbaccalaureate and baccalaureate level majors. At the baccalaureate level, career majors are considered nonvocational and at the subbaccalaureate level they are considered vocational.
AU  - Hudson, Lisa
AU  - Shafer, Linda
Y1  - 2004/02//
PY  - 2004
DA  - February 2004
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Undergraduate Students
KW  - Federal Legislation
KW  - Classification
KW  - Undergraduate Study
KW  - Careers
KW  - Majors (Students)
KW  - Vocational Education
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LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Crime and Safety in America's Public Schools: Selected Findings from the School Survey on Crime and Safety. NCES 2004?370
AN  - 62114048; ED485368
AB  - This document summarizes important findings from the 1999?2000 School Survey on Crime and Safety (SSOCS). Selected national estimates of the amount of crime, violence, and disorder at public schools, and the practices and programs that schools use to identify and diffuse potential problems are presented. Much of this document was adapted from analyses that were presented in two NCES publications,Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety (2004?314) or Indicators of School Crime and Safety: 2003 (2004?004). Data on crime, violence, and disorder in our nation's schools are collected so that policymakers, parents, and educators will have information to identify emerging problems, and gauge the safety of American schools.
Y1  - 2004/02//
PY  - 2004
DA  - February 2004
SP  - 19
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Public Schools
KW  - Crime
KW  - School Surveys
KW  - School Safety
KW  - Students
KW  - Violence
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62114048?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Achiever: President Proposes Record $57B for 2005 Education Budget.
AN  - 62111064; ED483122
AB  - Contains news and information about school improvement in the United States. This biweekly newsletter is designed expressly for parents and families. This issue highlights President Bush's continued commitment to America's students and their families by submitting earlier this month a budget request for 2005 that provides $57.3 billion in discretionary funding for the U.S. Department of Education.
Y1  - 2004/02//
PY  - 2004
DA  - February 2004
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794, 1-877-4ED-PUBS (1-877-433-7827)
VL  - 3
IS  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Community
KW  - Parents
KW  - Elementary Secondary Education
KW  - Presidents
KW  - Educational Change
KW  - Budgets
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62111064?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=&rft.atitle=Achiever%3A+President+Proposes+Record+%2457B+for+2005+Education+Budget.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2004-02-01&rft.volume=3&rft.issue=3&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Measuring the Performance of Students with Disabilities and English Language Learners in the National Assessment of Educational Progress
AN  - 61923667; ED500428
AB  - The purpose of this paper is to stimulate discussion of how to measure the educational progress of Students with Disabilities (SD) and English Language Learners (ELL) students who are deemed unable to sit for the National Assessment of Educational Progress (NAEP) assessment, even with accommodations. As NAEP has become more relevant as a state and national educational indicator, it must adapt to the changing situation without sacrificing its accuracy. The first section of this paper gives a little background for the testing of these students, including mention of some other factors that are current in educational accountability. The following section sketches a proposal for measuring and reporting on the performance of excluded students. (Contains 2 footnotes.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP.]
AU  - Beaton, Albert E.
Y1  - 2004/01/09/
PY  - 2004
DA  - 2004 Jan 09
SP  - 7
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Performance Based Assessment
KW  - Educational Indicators
KW  - Second Language Learning
KW  - Student Evaluation
KW  - Attitudes toward Disabilities
KW  - Accountability
KW  - National Competency Tests
KW  - Testing Accommodations
KW  - Achievement Gains
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61923667?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Research on Mathematics Test Accommodations Relevant to NAEP Testing
AN  - 61921267; ED500433
AB  - This paper focuses on the use of accommodations by students with disabilities in large-scale assessment programs. The paper is divided into three sections. The first section summarizes the primary issues relevant to including students with disabilities in large-scale testing. The second sections summarizes the research on such participation in the National Assessment of Educational Progress (NAEP). The third section synthesizes the research on mathematics test accommodations conducted over the past 20 years. Finally, the paper abstracts eight major reviews on accommodation research and describe 37 primary research studies by the type of test (demands), the use of accommodations, the student populations, and the general outcomes (of both accommodations and participation). Appended is: Abstracted Primary Summaries on Mathematics Test Accommodations in K-12. (Contains 2 tables.) [This paper is one of a set of research-oriented papers commissioned by National Assessment Governing Board (NAGB) to serve as background information for attendees of the NAGB Conference on Increasing the Participation of Students with Disabilities (SD) and limited English proficient (LEP) Students in NAEP.]
AU  - Tindal, Gerald
AU  - Ketterlin-Geller, Leanne R.
Y1  - 2004/01/05/
PY  - 2004
DA  - 2004 Jan 05
SP  - 25
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Measurement
KW  - Disabilities
KW  - Mathematics Tests
KW  - National Competency Tests
KW  - Educational Research
KW  - Testing Accommodations
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61921267?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Como pagar to educacion, 2004-2005 (Funding Your Education, 2004-2005).
AN  - 62185661; ED482992
AB  - This publication, written in Spanish, describes financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2) "Paying Tuition and Other Costs"; (3) "Applying for Financial Aid"; (4) "Eligibility Criteria"; (5) "Important Deadlines"; (6) "Federal Pell Grants"; (7) "Campus-Based Aid Programs"; (8) "Stafford Loans"; (9) "PLUS Loans (Parent Loans); (10) "Stafford and PLUS Loan Questions"; (11) "Contacting Us"; (12) "Reducing the Cost of School"; and (13) "Taking the Next Step." (AA)
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 21
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Practitioners
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62185661?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version, see HE 036 344.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Funding Your Education, 2004-2005.
AN  - 62184594; ED482993
AB  - This publication describes financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2) "Paying Tuition and Other Costs"; (3) "Applying for Financial Aid"; (4) "Eligibility Criteria"; (5) "Important Deadlines"; (6) "Federal Pell Grants"; (7) "Campus-Based Aid Programs"; (8) "Stafford Loans"; (9) "PLUS Loans (Parent Loans); (10) "Stafford and PLUS Loan Questions"; (11) "Contacting Us"; (12) "Reducing the Cost of School"; and (13) "Taking the Next Step." (AA)
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 21
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Students
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62184594?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the Spanish version, see HE 036 311.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Internet Access in U.S. Public Schools and Classrooms: 1994-2002. E.D. Tabs.
AN  - 62179482; ED483019
AB  - This report presents data on Internet access in U.S. public schools from 1994 to 2002 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. For the year 2002, this report also presents data on the types of Internet connections used; student access to the Internet outside of regular school hours; laptop computer loans; hand-held computers for students and teachers; and school Web sites. It also contains information on computer hardware, software, and Internet support and Web site support at the school; teacher professional development on how to integrate the use of the Internet into the curriculum; and technologies and procedures to prevent student access to inappropriate material on the Internet. Appended are the Methodology and Technical Notes; and Questionnaire. (Contains 43 tables and 4 figures.) (Author)
AU  - Kleiner, Anne
AU  - Lewis, Laurie
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 85
KW  - ERIC, Resources in Education (RIE)
KW  - Information Technology
KW  - Public Schools
KW  - Classroom Environment
KW  - Information Dissemination
KW  - Public Education
KW  - Educational Equipment
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62179482?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Bernard Greene. For the 1994-2001
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - School Survey on Crime and Safety (SSOCS) 2000 Public-Use Data Files, User's Manual, and Detailed Data Documentation. [CD-ROM].
AN  - 62178445; ED482984
AB  - This CD-ROM contains the raw, public-use data from the 2000 School Survey on Crime and Safety (SSOCS) along with a User's Manual and Detailed Data Documentation. The data are provided in SAS, SPSS, STATA, and ASCII formats. The User's Manual and the Detailed Data Documentation are provided as .pdf files. (Author)
Y1  - 2004
PY  - 2004
DA  - 2004
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Crime
KW  - Safety
KW  - School Safety
KW  - Violence
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62178445?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=School+Survey+on+Crime+and+Safety+%28SSOCS%29+2000+Public-Use+Data+Files%2C+User%27s+Manual%2C+and+Detailed+Data+Documentation.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2004-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - Cover title varies.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Autism Program Quality Indicators: A Self-Review and Quality Improvement Guide for Programs Serving Young Students with Autism Spectrum Disorders, Fall 2004
AN  - 62115684; ED486480
AB  - This document is the direct result of a panel of nearly three dozen autism experts in New Jersey from the fields of education, medicine and psychology. The panel reviewed research findings and best practice models with a major emphasis on the conclusions and recommendations of the National Research Council and on documents from other states, especially the Autism Program Quality Indicators produced by the New York State Education Department. Educators and parents can use this document as a guide that describes effective models of educating students with autism spectrum disorder (ASD), including: Autistic Disorder; Asperger's Disorder; Pervasive Developmental Disorder; Not Otherwise Specified (PDDNOS); Rett Disorder and Childhood Disintegrative Disorder. The APQI can serve as a tool for parents and professionals engaged in program evaluation. Although the guidelines described have not been linked specifically to successful outcomes, they do represent best practices from clinical experience and research findings. It is important to note that these guidelines will be most helpful in responding to needs of young children with autism, between the ages of three and eight. In addition, school districts can use the APQI in their self-review of programs and their quality improvement efforts. The guidelines provide districts with information and guidance to plan, improve and administer programs for students with autism. Appended are: (1) Summary Documents (Applied Behavior Analysis and Developmental Individual Difference Relationship-based Model); (2) Unsupported Treatments and Services; (3) Web Resources; (4) Eligibility Category; and (5) Transition Summary Forms.
AU  - Librera, William
AU  - Bryant, Isaac
AU  - Gantwerk, Barbara
AU  - Tkach, Barbara
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 39
PB  - New Jersey Department of Education, 100 River View Plaza, P.O. Box 500, Trenton, NJ 08625-0500.
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Elementary Education
KW  - Guidelines
KW  - Program Development
KW  - School Districts
KW  - Pervasive Developmental Disorders
KW  - Autism
KW  - Teaching Methods
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62115684?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Nation's Report Card: An Overview of NAEP. NCES 2004-552
AN  - 62112877; ED483089
AB  - This brochure describes the purpose of the National Assessment of Educational Progress (NAEP), and where it fits in with the National Center for Education Statistics (NCES) and the National Assessment Governing Board (NAGB). The brochure explains how NAEP disseminates information through publications and other information tools. A schedule of NAEP assessments 2002-2012 is also included.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 7
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794?1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Information Dissemination
KW  - Statistical Data
KW  - Student Evaluation
KW  - National Competency Tests
KW  - Governing Boards
KW  - Educational Improvement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112877?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Profile of the Student Support Services Program. 1997-98 and 1998-99, with Select Data from 1999-2000
AN  - 62112806; ED483159
AB  - This report summarizes data submitted by Student Support Services (SSS) projects for program years 1997-98 and 1998-99, with selected data from 1999-2000. In 1997-98, aggregate data on project participants and services were submitted by 98 percent of projects; individual participant records were submitted by 86 percent of projects in 1997-98 and by 96 percent of projects in 1998-99. The 1998-99 reports included more than 230,000 current and prior-year participant records. The Appendix provides participant characteristics for 1999-2000. (Contains 28 tables & 15 figures.)
AU  - Carey, Nancy
AU  - Cahalan, Margaret W.
AU  - Cunningham, Kusuma
AU  - Agufa, Jacqueline
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 48
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Profiles
KW  - Student Personnel Services
KW  - Tables (Data)
KW  - Student Records
KW  - Participant Characteristics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112806?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - No Child Left Behind and Faith-Based Leaders: Working Together So All Children Succeed.
AN  - 62112098; ED483141
AB  - Throughout our nation?s history, faith communities have played an essential role in educating children. Churches, synagogues, mosques and other religious organizations have supported and extended the work of local schools by offering tutoring, reading instruction, mentoring, after-school programs and a wide range of other services. Faith communities have met the educational needs of young people with efforts that have been as generous as they have been effective. The recently passed No Child Left Behind Act?the landmark education reform law designed to close the historic achievement gaps between disadvantaged and minority students and their more advantaged peers?gives faith-based groups new opportunities to build on the good work they are already doing. No Child Left Behind resources can help faith-based groups to find new ways to help meet the learning needs of all children and to discover new ways to partner with local schools. With No Child Left Behind, schools and religious organizations can become even more powerful allies in the effort to ensure that all children?regardless of their race, family income or the language spoken in their homes?receive a high-quality education.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 2
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Partnerships in Education
KW  - Federal Legislation
KW  - Minority Group Children
KW  - Religious Organizations
KW  - Educational Needs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62112098?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Principal Indicators of Student Academic Histories in Postsecondary Education, 1972-2000
AN  - 62111007; ED483154
AB  - This document is a descriptive account of the major features of the postsecondary academic experience and attainment of traditional-age students during the period 1972-2000, with an emphasis on the period 1992-2000. To provide this account, the report draws on three grade-cohort longitudinal studies that were designed and carried out by the National Center for Education Statistics (NCES), and within those studies, high school and (principally) college transcript records: (1) The National Longitudinal Study of the High School Class of 1972; (2) The High School and Beyond Longitudinal Study of 1980 Sophomores; and (3) The National Education Longitudinal Study of 1988. A glossary (variables used, in order of first appearance in the tables) is also included. Appended are: (1) Principal Features of the NCES Grade-Cohort Longitudinal Studies; (2) Decision Rules for Data Entry for the NELS: 88/2000 Postsecondary Transcript Study; (3) Technical Issues; and (4) Standard Errors for Selected Tables.
AU  - Adelman, Clifford
Y1  - 2004/01//
PY  - 2004
DA  - January 2004
SP  - 161
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Statistics
KW  - Transcripts (Academic)
KW  - High Schools
KW  - Higher Education
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62111007?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Meeting the Highly Qualified Teachers Challenge: The Secretary's Third Annual Report on Teacher Quality
AN  - 62110952; ED483160
AB  - Under the 1998 reauthorization of Title II of the Higher Education Act (HEA), the U.S. secretary of education is required to issue annual reports to Congress on the state of teacher quality and teacher preparation nationwide. This report is the third annual report on teacher quality and outlines the progress that occurred in the past year and the challenges that lie ahead. Chapter 1, "The Highly Qualified Teachers Challenge Revisited," provides an overview of the highly qualified teachers challenge, placing the findings of this report within the context of research and policy. It provides an overview of the highly qualified teacher requirements of the No Child Left Behind Act of 2001 (NCLB) and highlights new opportunities for states to demonstrate leadership through recently enacted flexibility provisions. Chapter 2, "Toward a Highly Qualified Teacher in Every Classroom: Partnership in Action," details the significant activities the Department of Education and other organizations have undertaken over the last year to support the raising of academic standards for teachers, while at the same time reducing unnecessary barriers to teaching. Chapter 3, "Update on State Teacher Quality Improvement Activities," provides a snapshot of state progress along a number of dimensions of the teacher quality challenge, as revealed by the HEA Title II data collection and reporting system for states and institutions of higher education. Chapter 4, "Building Momentum," concludes the report with a description of forthcoming teacher quality-related initiatives at the Department designed to assist states in meeting the NCLB requirement that all teachers of core academic subjects are highly qualified. Appended are four supplementary data tables.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 67
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Federal Legislation
KW  - Teacher Education
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Tables (Data)
KW  - Teacher Effectiveness
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62110952?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly. Volume 6, Issues 1 & 2, 2004
AN  - 62110562; ED484213
AB  - This publication gives a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue includes short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. To further stimulate ideas and discussion, each issue also incorporates a message from NCES on an important and timely subject in education statistics, as well as a featured topic of enduring importance.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 82
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Databases
KW  - School Libraries
KW  - Postsecondary Education
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Data Analysis
KW  - School Statistics
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62110562?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2005: Reading, Mathematics, and Science, Grade 8. National Assessment of Educational Progress (NAEP)
AN  - 62109522; ED483781
AB  - This demonstration booklet describes the 2005 assessments. The first three sections explain the purposes and content of the NAEP reading, mathematics, and science assessments and provide sample test questions at each grade level. The fourth section includes the directions and the background questions that all students will be asked to answer. The final part of the booklet, located on the back cover, presents general information about the NAEP program. The sample questions included in this booklet are intended to convey the kinds of questions and question formats that compose the 2005 assessments. The actual questions in the assessment must be safeguarded to maintain the integrity of the assessment and resulting data, but members of the public may request access to secure NAEP questions. Information on how to make such a request is included on the back page of this booklet.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 44
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Integrity
KW  - Reading Comprehension
KW  - Student Evaluation
KW  - Test Items
KW  - Test Content
KW  - Science
KW  - National Competency Tests
KW  - Mathematics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62109522?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly. Volume 5, Issue 4, 2004. NCES 2005-610
AN  - 62077243; ED492617
AB  - The "Quarterly" offers an accessible, convenient overview of all NCES products released in a given quarter. Each issue includes: short publications (those less than 15 pages in length) in their entirety, executive summaries of longer publications, descriptive paragraphs of other NCES products, as well as notices about training and funding opportunities. In addition, each issue includes a featured publication with invited commentary pieces, a note on a current topic from a staff member, and a message from NCES. This issue contains a complete annual index of NCES publications for 2003. This issue is organized into the six sections. The first section, Featured Topic: Technology in Education, presents the following articles: (1) Computer and Internet Use by Children and Adolescents in 2001 (Matthew DeBell and Chris Chapman); (2) Internet Access in U.S. Public Schools and Classrooms: 1994-2002 (Anne Kleiner and Laurie Lewis); (3) Participation in Technology-Based Postcompulsory Education (Lisa Hudson and Linda Shafer); and (4) Invited Commentary: Children, Schools, Computers, and the Internet--The Impact of Continued Investment in Educational Technology Under NCLB (Susan Patrick). The second section, Elementary and Secondary Education, includes: (5) The Nation's Report Card: Mathematics Highlights, 2003 (James S. Braswell, Mary C. Daane, and Wendy S. Grigg); (6) The Nation's Report Card: Trial Urban District Assessment, Mathematics Highlights, 2003 (Anthony D. Lutkus and Arlene W. Weiner); (7) The Nation's Report Card: Reading Highlights, 2003 (Patricia L. Donahue, Mary C. Daane, and Wendy S. Grigg); (8) The Nation's Report Card: Trial Urban District Assessment, Reading Highlights, 2003 (Anthony D. Lutkus and Arlene W. Weiner); (9) Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety (Amanda K. Miller); (10) Indicators of School Crime and Safety: 2003 (Jill F. DeVoe, Katharin Peter, Phillip Kaufman, Sally A. Ruddy, Amanda K. Miller, Mike Planty, Thomas D. Snyder, and Michael R. Rand); (11) Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-01 (Beth Aronstamm Young); (12) Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2001-02 (Jennifer Sable and Beth Aronstamm Young); and (13) School District Expenditures for Elementary and Secondary Education: 1997-98 (Joel D. Sherman, Barbra Gregory, Jeffrey M. Poirier, and Xiaolan Ye). The third section, Postsecondary Education, presents: (14) Enrollment in Postsecondary Institutions, Fall 2001 and Financial Statistics, Fiscal Year 2001 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, Burton Levine, and Seungho Huh); (15) Staff in Postsecondary Institutions, Fall 2001, and Salaries of Full-Time Instructional Faculty, 2001-02 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, Seungho Huh, and Burton Levine); (16) Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, and Lorraine M. Gallego); and (17) Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000 (Basmat Parsad and Laurie Lewis). The fourth section, Libraries, contains: (18) Academic Libraries: 2000 (Nancy Carey and Natalie M. Justh). The fifth section, Crosscutting Statistics, presents: (19) Volunteer Service by Young People from High School through Early Adulthood (Mike Planty and Michael Regnier); (20) Status and Trends in the Education of Blacks (Kathryn Hoffman and Charmaine Llagas); and (21) Projections of Education Statistics to 2013 (Debra E. Gerald and William J. Hussar). Finally, the sixth section concludes with: Data Products, Other Publications, and Funding Opportunities. An index by topic and keyword; and an index by author and NCES contact are also included. (Individual articles contain tables, figures, and references.)
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 167
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Volunteers
KW  - Reading
KW  - Crime
KW  - School Districts
KW  - Academic Achievement
KW  - Educational Trends
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Safety
KW  - Teacher Salaries
KW  - Violence
KW  - Computer Uses in Education
KW  - Academic Libraries
KW  - College Faculty
KW  - Mathematics
KW  - Expenditures
KW  - Federal Legislation
KW  - Enrollment
KW  - Statistical Data
KW  - African American Students
KW  - Educational Technology
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62077243?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - An Analysis of State Assessment Policies Addressing the Accommodation of English Language Learners
AN  - 61925155; ED500432
AB  - This paper reviews 15 research studies that: (1) examined effects of particular accommodations or groups of accommodations on performance: and (2) employed experimental and quasi-experimental research designs that allowed examination of the effect of the accommodation(s) on English Language Learners (ELLs) and non-ELLs. Studies looked at one or more of the following types of accommodations: (1) linguistic simplification; (2) customized English dictionaries and glossaries; (3) use of the native language; (4) reading items and/or directions aloud; and (5) providing extra time in combination with other accommodations. Although research on accommodations for ELLs is inconclusive, two kinds of accommodations appear to hold promise: native language versions of assessments and linguistic simplification of English versions. Combining specific direct linguistic support accommodations with specific indirect linguistic support accommodations also appears to support ELL performance on assessments. The paper reviews states' SY 2000-2001 policies related to testing accommodations for ELLs. Policies were often organized explicitly around the needs of two student groups: ELLs and students with disabilities (SDs). Overall, the most noticeable trend with regard to treatment of content areas is that accommodations providing direct linguistic support to ELLs were more likely to be prohibited for English language arts than for other content areas. A majority of states arranged accommodations within a taxonomy developed for students with disabilities (timing/scheduling, setting, presentation, and response). Recommendations for selecting appropriate accommodations for NAEP include the following: (1) Use an ELL-responsive framework as a tool for selecting appropriate accommodations for ELLs; (2) Use accommodations that are responsive to ELLs to provide direct or indirect linguistic support; (3) Use student background variables to inform selection of appropriate accommodations based on a consistent operational definition of English language learner, the student's level of English language proficiency, and the language of instruction; and (4) Use accommodations supported by research. In addition, the paper recommends that a panel of experts be charged with identifying at least two accommodations to be field tested for use on the National Assessment of Educational Progress (NAEP). Three appendixes include: (1) Overview of Accommodations Research; (2) Data from States' Assessment Policies for SY 2000-2001; and (3) NAEP Accommodations. (Contains 8 footnotes, 4 figures, and 19 tables.) [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP. The data presented in this paper are excerpted from a project conducted for the US Department of Education, Office of English Language Acquisition.]
AU  - Rivera, Carlene
AU  - Collum, Eric
Y1  - 2004/01//
PY  - 2004
DA  - January 2004
SP  - 67
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - No Child Left Behind Act 2001
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Language Usage
KW  - Language Proficiency
KW  - Educational Legislation
KW  - Test Validity
KW  - Literature Reviews
KW  - Test Bias
KW  - Bilingual Students
KW  - Evaluation Methods
KW  - Federal Legislation
KW  - Educational Policy
KW  - Spanish Speaking
KW  - Dictionaries
KW  - Student Evaluation
KW  - Limited English Speaking
KW  - Language of Instruction
KW  - Testing Accommodations
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61925155?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Validity Issues in Accommodating NAEP Reading Tests
AN  - 61925111; ED500434
AB  - The National Assessment of Educational Progress (NAEP) seeks to include all students in the United States in the sampling frame from which students are selected to participate in the assessment. However, some students with disabilities (SWD) are either unable to take NAEP tests under standard testing conditions or are unable to perform at their best under standard testing conditions. In many testing situations, accommodations to standard testing conditions are given to SWD to improve measurement of their knowledge, skills, and abilities. This practice is in the pursuit of more valid test score interpretation; however, it produces the ultimate psychometric oxymoron--an accommodated standardized test. In this paper, I review validity issues related to test accommodations and summarize some empirical studies in this area. The focus of the paper is on accommodations for reading tests because some types of accommodations on these tests are particularly controversial. The specific accommodations emphasized in this review are extended time and oral (read-aloud) accommodations. A review of professional standards, validity theory, and recent empirical research in this area suggests that extended time accommodations may be appropriate for reading tests, but read-aloud accommodations are likely to alter the construct measured. Suggestions for determining when to provide accommodations and how to report scores from accommodated test administrations are provided. (Contains 3 tables, 2 figures, and 2 footnotes.) [This paper is one of a set of research-oriented papers commissioned by National Assessment Governing Board (NAGB) to serve as background information for attendees of the NAGB Conference on Increasing the Participation of Students with Disabilities (SD) and limited English proficient (LEP) Students in NAEP. This paper was also published as: Center for Educational Assessment Research Report No. 515. Amherst, MA: School of Education, University of Massachusetts Amherst.]
AU  - Sireci, Stephen G.
Y1  - 2004/01//
PY  - 2004
DA  - January 2004
SP  - 41
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Reading Tests
KW  - Disabilities
KW  - Validity
KW  - Scores
KW  - Standards
KW  - Standardized Tests
KW  - Literature Reviews
KW  - Psychometrics
KW  - National Competency Tests
KW  - Educational Research
KW  - Testing Accommodations
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61925111?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - How State Policies and Practices for Alternate Assessment Impact: Who Is Included in NAEP State Assessments
AN  - 61923237; ED500431
AB  - States have taken a variety of approaches in the development of their alternate assessments and the policies and procedures that support them. This has resulted not only in alternate assessments that differ from state to state in their characteristics, but also in variations in the characteristics and percentages of students who are targeted for participation in the alternate assessments from one state to the next. This paper describes the variability in alternate assessment policies and practices across the states, including the revisions that are still being made to alternate assessments. Specifically explored are 11 states with multiple alternate assessment options and the nature of the alternate assessment options (out-of-level testing, modified assessments, other, or unclear) that are used in addition to those most like the typical alternate assessments used in most states. This paper also presents five recommendations made for the National Assessment of Educational Progress (NAEP). Appended are the: (1) Alternate Assessment in the Individuals with Disabilities Education Act; and (2) Alternate Assessment in the No Child Left Behind Act. (Contains 11 tables and 1 figure.) [This paper is one of a set of research-oriented papers commissioned by National Assessment Governing Board (NAGB) to serve as background information for attendees of the NAGB Conference on Increasing the Participation of Students with Disabilities (SD) and limited English proficient (LEP) Students in NAEP.]
AU  - Thurlow, Martha L.
Y1  - 2004/01//
PY  - 2004
DA  - January 2004
SP  - 41
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Program Effectiveness
KW  - Student Characteristics
KW  - Student Participation
KW  - Correlation
KW  - State Regulation
KW  - Interstate Programs
KW  - Comparative Analysis
KW  - Educational Practices
KW  - Educational Policy
KW  - Performance Factors
KW  - Policy Analysis
KW  - Alternative Assessment
KW  - Grouping (Instructional Purposes)
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61923237?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Inclusion of Students with Limited English Proficiency in NAEP: Classification and Measurement Issues
AN  - 61919642; ED500429
AB  - Research reports major concerns over classification and measurement for students with limited English proficiency (LEP). Poor operational definition of the English language proficiency construct and validity concerns on the existing language proficiency tests are among these issues. Decisions on including LEP students in large-scale assessments such as the National Assessment of Educational Progress (NAEP) may be directly influenced by some of these factors, poor relationship between the existing LEP classification codes with English proficiency and achievement test scores raises concern over the validity of the LEP classification system. These factors have contributed to inconsistencies in LEP classification across districts and states. Criteria used for the inclusion of LEP students in NAEP need to be more objectively defined. Based on the recommendations of existing research, the appropriate levels of English language proficiency for participation in NAEP should be determined by reliable and valid English language proficiency measures. With funding through a competitive bidding process authorized under the No Child Left Behind section on "Enhanced Assessment Instruments." there are national efforts currently underway in developing English proficiency tests that can be used to provide valid measures of students' level of English proficiency. These efforts should be guided by the relevant theory and research findings; otherwise past problems relating to validity of English proficiency tests may recur. Multiple criteria including valid and reliable measures of students' level of English proficiency could help with a more consistent decision-making process for inclusion of LEP students. [This paper was commissioned by the National Assessment Governing Board (NAGB) to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP.]
AU  - Abedi, Jamal
Y1  - 2004/01//
PY  - 2004
DA  - January 2004
SP  - 24
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - No Child Left Behind Act 2001
KW  - Home Language Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Language Tests
KW  - Measurement
KW  - Language Proficiency
KW  - Classification
KW  - Validity
KW  - Student Participation
KW  - Limited English Speaking
KW  - National Competency Tests
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61919642?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Long-Term Trend Student Background Questionnaire: Ages 9, 13, & 17
AN  - 61869484; ED504729
AB  - The National Assessment of Educational Progress (NAEP) long-term trend assessments in reading and mathematics were administered throughout the nation in the 2003-2004 school year to students aged 9, 13, and 17. This document represents the background questionnaire (pages 10-14 of the assessment) that was given to students taking the 2004 long-term trend assessment. The questionnaire information is designed to provide NAEP staff with information on student demographic characteristics, classroom experiences, and educational support.
Y1  - 2004
PY  - 2004
DA  - 2004
SP  - 6
PB  - National Assessment of Educational Progress (NAEP). Assessment Division, 8th Floor, 1990 K Street NW, Washington, DC 20006.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Questionnaires
KW  - Background
KW  - Students
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61869484?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide.
AN  - 62189689; ED477483
AB  - This guide provides assistance to K-12 educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms. The guide is organized in four parts: (1) a description of the randomized controlled trial and why it is a critical factor in establishing "strong" evidence of an intervention's effectiveness; (2) how to evaluate whether an intervention is backed by "strong" evidence of effectiveness; (3) how to evaluate whether an intervention is backed by "possible" evidence of effectiveness; and (4) important factors to consider when implementing an evidence-based intervention in schools or classrooms. Appendix A lists useful Web sites in finding evidence-based educational interventions. Appendix B provides a checklist to use in evaluating whether an intervention is backed by rigorous evidence. (Contains 26 references.) (MES)
Y1  - 2003/12//
PY  - 2003
DA  - December 2003
SP  - 26
PB  - Coalition for Evidence-Based Policy, 1301 K Street, NW, Suite 450 West, Washington, DC 20005. Tel: 202-728-0418; Fax: 202-728-0422; Web site: http://www.excelgov.org/evidence/. For full text: http://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf/.
KW  - Evidence Based Practice
KW  - ERIC, Resources in Education (RIE)
KW  - Web Sites
KW  - Instructional Effectiveness
KW  - Educational Practices
KW  - Elementary Secondary Education
KW  - Research Design
KW  - Educational Improvement
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62189689?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared by the Institute for Education Sciences b
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Volunteer Service by Young People from High School through Early Adulthood. Statistics in Brief.
AN  - 62181256; ED482966
AB  - This Statistics in Brief examines the patterns and characteristics of individual involvement in community service activities from high school through early adulthood. Using data from the National Education Longitudinal Study of 1988 (NELS:88), this Brief describes the characteristics of young adults who volunteered, when they volunteered, why they volunteered, and for which types of organizations they volunteered. Based on data from the NELS:88 1992 sample of 12th-grade students--who were asked about their high school volunteer service for the period 1990-92 and then re-interviewed in 1994 and again in 2000--this Brief also examines whether high school volunteer service was related to volunteering 2 years and 8 years after their scheduled high school graduation. (AMT)
AU  - Planty, Mike
AU  - Regnier, Michael
Y1  - 2003/12//
PY  - 2003
DA  - December 2003
SP  - 14
PB  - ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/ pubs/edpubs.html.
KW  - ERIC, Resources in Education (RIE)
KW  - Statistics
KW  - High Schools
KW  - Volunteer Training
KW  - Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62181256?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Programs and Plans of the National Center for Education Statistics. 2003 Edition.
AN  - 62181068; ED482941
AB  - This report summarizes NCES's current statistical programs, major publications and plans for future work. The publication includes descriptions, timelines and plans for all of the NCES data collections, such as the Common Core of Data, Integrated Postsecondary Education Data system and the National Assessment of Education Progress. Also included are descriptions of NCES center wide programs and services such as, training, technology and customer service. (Author)
AU  - Sonnenberg, William
Y1  - 2003/12//
PY  - 2003
DA  - December 2003
SP  - 170
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2004/2004027.pdf.
VL  - NCES-2004-027
KW  - ERIC, Resources in Education (RIE)
KW  - Planning
KW  - Program Development
KW  - Data Collection
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62181068?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2002 Edition, see ED 472 154.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Including Students with Disabilities and English Language Learners in NAEP: Effects of Differential Inclusion Rates on Accuracy and Interpretability of Findings
AN  - 61914981; ED500430
AB  - The paper initially describes the sources of uncertainty in National Assessment of Educational Progress (NAEP) data and standard errors. As NAEP sample sizes have increased, greater precision has been attained by the program. For this reason, exclusion effects are increasingly important. Two scenarios of revised NAEP results are presented (for New York City and for the nation) that reflect the possible results if all excluded students had been included in the data analysis: the overall NAEP results from the two recalculation scenarios vary considerably. Even where exclusion rate is constant, exclusion may affect score comparisons. When exclusion rates are not constant over time, the effects of exclusions on data comparisons can be significant. NAEP results can be affected by the percentage of students identified as Students with Disabilities (SD) or limited English proficient (LEP) in states or districts, as well as exclusion rates. The paper presents estimated recalculated results for the Trial Urban District Assessments in the two scenarios above to show how the rank orders of the districts' performance might have changed substantially. Student subgroup results may also change with increased inclusion. The effects of exclusions on NAEP data reliability can be minimized: (1) by minimizing exclusions; (2) by establishing exclusion criteria that are as clear and objective as possible and working to assure that those criteria are adhered to; and (3) making practices and criteria across states as uniform as possible. Remedies for the general effect of exclusions include: (1) efforts to minimize exclusions should continue; (2) NAEP users should be reminded more often that the students tested do not represent the entire population; and (3) research should continue on the utility of imputation models that might be used to adjust for effects of exclusions. Consequences of differential exclusion policies may be serious. If such policies vary for the two time points, groups, or jurisdictions compared, then that first, fundamental inference is compromised. The observed change, contrast, or performance gap in fact represents some mixture of differences in actual student achievement distributions and differences in decision rules determining whom to test. The increasing accuracy of NAEP statistics has made even small distortions more important than they once were. For the most part, effects of exclusions on reliability can be offset by increasing sample sizes. Effects of exclusions on validity are more problematical. It is important that NAEP continues to keep exclusions to a minimum, and that efforts be made to work toward more uniform policies and practices for determining which students should be excluded from NAEP and which should be tested. (Contains 12 footnotes and 3 tables.) [This paper was commissioned by NAGB to serve as background information for conference attendees at the NAGB Conference on Increasing the Participation of SD and LEP Students in NAEP.]
AU  - Haertel, Edward H.
Y1  - 2003/12//
PY  - 2003
DA  - December 2003
SP  - 15
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - New York
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Reliability
KW  - Validity
KW  - Error of Measurement
KW  - School Districts
KW  - Urban Schools
KW  - Criteria
KW  - National Competency Tests
KW  - Evaluation Methods
KW  - Computation
KW  - Disabilities
KW  - Sampling
KW  - Student Evaluation
KW  - Limited English Speaking
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61914981?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Participation in Technology-Based Postcompulsory Education. Issue Brief. NCES 2004-020
AN  - 1651851825; ED547111
AB  - This Issue Brief examines participation in formal, post compulsory learning activities (such as college programs and courses, employer-provided training, and other coursework) in which computer technologies were used to deliver instruction. The analysis uses the 2001 Adult Education and Lifelong Learning Survey of the National Household Education Surveys Program to examine overall participation in these activities, as well as differences in the extent to which learners with various characteristics (by gender, race/ethnicity, occupation, education level, income, and locale) participate in technology-based activities.
AU  - Hudson, Lisa
AU  - Shafer, Linda
Y1  - 2003/12//
PY  - 2003
DA  - December 2003
SP  - 3
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Adult Education
KW  - Geographic Location
KW  - Corporate Education
KW  - Ethnicity
KW  - Gender Differences
KW  - Student Characteristics
KW  - Educational Attainment
KW  - Racial Differences
KW  - National Surveys
KW  - Inplant Programs
KW  - Income
KW  - Information Technology
KW  - Participation
KW  - Occupations
KW  - Disproportionate Representation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651851825?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - NEWS
T1  - VA. STUDENTS EXCEED NATIONAL PEERS ON TEST
AN  - 423835020
AB  - Mickey VanDerwerker, a spokeswoman for Parents Across Virginia United to Reform SOLs, challenged the assertion that the NAEP results validate gains made on SOL tests. She pointed to Virginia's exclusion of higher percentages of pupils with disabilities and limited English skills than the national average in three of the four NAEP tests.  
   [Jo Lynne DeMary] said that while there is no definitive comparison between NAEP and SOL tests, it does appear that NAEP's basic level roughly corresponds to the SOLs' "pass/proficient" level, and NAEP's proficient is more in line with the SOLs' "pass/advanced."  
   By way of comparison, 72 percent of the state's eighth-graders scored at or above basic on the NAEP math test. The same percentage passed the SOL math at the state's proficient level.
JF  - Richmond Times - Dispatch
AU  - Wermers, Jason
AU  - Contact Jason Wermers at (804) 649-6831 or jwermers@timesdispatch.com\ On the Web: nces.ed.gov/ nationsreportcard/
Y1  - 2003/11/14/
PY  - 2003
DA  - 2003 Nov 14
SP  - B
EP  - 7
CY  - Richmond, Va.
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/423835020?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asoutheastnews&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Richmond+Times+-+Dispatch&rft.atitle=VA.+STUDENTS+EXCEED+NATIONAL+PEERS+ON+TEST%3A+%5BCITY+EDITION%5D&rft.au=Wermers%2C+Jason%3BContact+Jason+Wermers+at+%28804%29+649-6831+or+jwermers%40timesdispatch.com%5C+On+the+Web%3A+nces.ed.gov%2F+nationsreportcard%2F&rft.aulast=Wermers&rft.aufirst=Jason&rft.date=2003-11-14&rft.volume=&rft.issue=&rft.spage=B.7&rft.isbn=&rft.btitle=&rft.title=Richmond+Times+-+Dispatch&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Richmond Newspapers, Incorporated Nov 14, 2003
N1  - Last updated - 2010-06-29
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2003 Snapshot Reports for Grade 8.
AN  - 62187119; ED476589
AB  - Each state and jurisdiction that participated in the Grade 8 NAEP (National Assessment of Educational Progress) 2003 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The 53 reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. Trends in scale scores at selected percentiles are also displayed. (RS)
Y1  - 2003/11/13/
PY  - 2003
DA  - 2003 Nov 13
SP  - 55
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62187119?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - See CS 512 521-22 for related reports.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Reading Highlights, 2003.
AN  - 62183186; ED476587
AB  - This report presents highlights of the National Assessment of Educational Progress 2003 reading assessment. It describes assessment content and presents assessment results as average scale scores and as percentages of students scoring at or above achievement levels, at grades 4 and 8, for the nation and participating states and jurisdictions. It also presents performance results for selected subgroups of the samples. Major findings are: (1) no significant change was detected between 2002 and 2003 in the average score for fourth-graders; (2) the average fourth-grade score in 2003 was not found to differ significantly from that in 1992; (3) the average reading score for eighth-graders decreased by one point between 2002 and 2003; however, (4) the score in 2003 was higher than that in 1992. Sample reading assessment questions and responses, technical notes, and additional data tables are attached. (RS)
Y1  - 2003/11/13/
PY  - 2003
DA  - 2003 Nov 13
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nces.ed.gov/nationsreportcard/pdf/main2003/2004452.pdf.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62183186?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2002 Reading Highlights, see ED 471 795. S
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2003 Snapshot Reports for Grade 4.
AN  - 62182840; ED476588
AB  - Each state and jurisdiction that participated in the Grade 4 NAEP (National Assessment of Educational Progress) 2003 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The 53 reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. Trends in scale scores at selected percentiles are also displayed. (RS)
Y1  - 2003/11/13/
PY  - 2003
DA  - 2003 Nov 13
SP  - 55
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62182840?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - See CS 512 521-23 for related reports.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2013. Thirty-Second Edition.
AN  - 62184846; ED482986
AB  - This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2013. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2013. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections. Appended are: Projection Methodology; Supplementary Tables; Data Sources; and Glossary. (Contains 14 Summary of Projections figures, 36 Reference figures, 3 Summary of Projections tables, and 39 Reference tables.) (Author)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 2003/11//
PY  - 2003
DA  - November 2003
SP  - 160
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Academic Degrees
KW  - High School Graduates
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Secondary School Students
KW  - Secondary School Teachers
KW  - School Statistics
KW  - Enrollment Projections
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62184846?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the Thirty-First Edition, see ED 472 176.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Academic Libraries, 2000. E.D. Tabs.
AN  - 62182058; ED483010
AB  - This report discusses the state of academic libraries in 2000. It defines "academic library" as well as discusses library services, library collections, library staff, library expenditures, and electronic services. (Author/AMT)
AU  - Carey, Nancy
AU  - Justh, Natalie M.
AU  - Williams, Jeffrey W.
Y1  - 2003/11//
PY  - 2003
DA  - November 2003
SP  - 91
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel 877-4ED-PUBS (Toll Free);
KW  - ERIC, Resources in Education (RIE)
KW  - College Libraries
KW  - Academic Libraries
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62182058?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-01. Statistical Analysis Report.
AN  - 62163465; ED482428
AB  - This report presents the number and percentage of students dropping out of and completing public school for the 2000-2001 school year. Information came from the Common Core of Data (CCD) surveys, which provide basic data on public K-12 institutions, students, and staff. A total of 45 states reported dropouts using the CCD definition. The 9th-12th grade dropout rate ranged from 2.2 percent in North Dakota to 10.9 percent in Arizona. Most states had rates from 4.0 to 7.0 percent. Data on high school dropout rates for each of five racial/ethnic groups indicated that the rates were generally lowest for white, non-Hispanic and Asian/Pacific Islander students and highest for American Indian/Alaska Native; black, non-Hispanic; and Hispanic students. Relatively high dropout rates were most often observed in reporting school districts serving large or midsize cities and least frequently in rural areas. States' numbers of high school completers varied widely. Most high school completion credentials were in the form of a diploma. Asian/Pacific Islander and White, non-Hispanic students were more likely to have higher completion rates than the other three groups. Large city school districts were more likely than other districts to have a relatively low high school 4-year completion rate of less than 60 percent. (SM)
AU  - Young, Beth Aronstamm
Y1  - 2003/11//
PY  - 2003
DA  - November 2003
SP  - 22
PB  - National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street, N.W., Washington, DC 20006.
KW  - ERIC, Resources in Education (RIE)
KW  - Graduation
KW  - Dropout Research
KW  - Minority Groups
KW  - High Schools
KW  - Dropout Rate
KW  - School Districts
KW  - Urban Schools
KW  - Racial Differences
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62163465?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a related document, see ED 465 841.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02. E.D. Tabs.
AN  - 62184653; ED481871
AB  - This report presents data from the Integrated Postsecondary Education Data System (IPEDS) fall 2002 data collection, which included institutional characteristics data for the 2002-2003 academic year and completions data covering the period July 1, 2001 through June 30, 2002. Participation in IPEDS was a requirement for institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2002-2003 academic year. Tabulations in this report present selected data items from the 6,354 Title IV institutions in the United States and the 154 Title IV institutions in the outlying areas in fall 2002. Additional detailed information is available through the various IPEDS Web tools. Institutions provided institutional characteristics and prices data for the 2002-2003 academic year and completions data (degrees and other formal awards conferred) for the 2001-2002 academic year. (Contains 1 figure and 40 tables.) (SLD)
AU  - Knapp, Laura G.
AU  - Kelly, Janice E.
AU  - Whitmore, Roy W.
AU  - Wu, Shiying
AU  - Gallego, Lorraine M.
Y1  - 2003/10//
PY  - 2003
DA  - October 2003
SP  - 76
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Academic Degrees
KW  - Colleges
KW  - College Graduates
KW  - Higher Education
KW  - Awards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62184653?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety. Statistical Analysis Report.
AN  - 62170423; ED482414
AB  - This report analyzes the national 2000 School Survey on Crime and Safety (SSOCS), which surveyed 2,270 regular public K-12 schools regarding school crime and safety. The study asked school principals about the characteristics of school policies, school violence prevention programs and practices, violent deaths at school and elsewhere, frequency of crime and violence, disciplinary problems and actions, and other school characteristics associated with school crime. Results indicated that 71 percent of the schools experienced at least one violent incident in 1999-00 (including rape, sexual battery other than rape, physical attacks or fights with and without a weapon, threats of physical attack with and without a weapon, and robbery with and without a weapon). Overall, approximately 1,466,000 such incidents were reported. One or more serious violent incidents occurred in 20 percent of all public schools. Secondary schools, city schools, schools with the lowest achievement, and schools where students had a larger number of classroom changes were the most likely to report violent incidents. About 7 percent of public schools accounted for 50 percent of the total violent incidents. Tables of estimates, tables of standard errors, figures, and an appendix (SSOCS Questionnaire) comprise the bulk of the document. (Contains 37 references.) (SM)
AU  - Miller, Amanda K.
Y1  - 2003/10//
PY  - 2003
DA  - October 2003
SP  - 107
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.edpubs.org.
KW  - Aggravated Robbery
KW  - Fighting
KW  - ERIC, Resources in Education (RIE)
KW  - Suspension
KW  - Principals
KW  - Student Characteristics
KW  - Delinquency
KW  - Elementary Secondary Education
KW  - School Safety
KW  - Discipline
KW  - Violence
KW  - Antisocial Behavior
KW  - Expulsion
KW  - Weapons
KW  - Public Schools
KW  - Educational Environment
KW  - School Policy
KW  - Sexual Abuse
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62170423?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 1--Mathematics. Technical Report. NCES 2003-012
AN  - 889926489; ED522247
AB  - This first volume of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study Technical Report focuses on every aspect of the planning, implementation, processing, analysis, and reporting of the mathematics components of the TIMSS 1999 Video Study. The report is intended to serve as a record of the actions and documentation of outcomes, to be used in interpreting the results and as a reference for future studies. The TIMSS 1999 Video Study is a complex and ambitious study conducted under the aegis of the International Association for the Evaluation of Educational Achievement (IEA) and managed by the U.S. Department of Education's National Center for Education Statistics in cooperation with its study partner, the National Science Foundation. Over a period of four years, the study researchers collected, transcribed, translated, coded, and analyzed hundreds of hours of videotapes of eighth-grade mathematics lessons in the seven participating countries. The design of the study built on the foundations established by the first TIMSS 1995 Video Study, but was improved and carried out through a collaborative process that involved individuals around the globe. Each of the chapters of this report, and the appendices, focuses on critical steps taken in the planning and implementation of the study, from its initial design to how the data was analyzed. One of the more complex tasks of the study was the development of a coding system that addressed critical questions and was applicable to each country's unique education system. The resulting coding system for the mathematics videos is discussed in detail in this report with the aim of making the system available for review, improvement, and possible application to future studies. Appended are: (1) TIMSS 1999 Video Study Transcription/Translation Manual; (2) Information Given to U.S. Superintendents, Principals, and Teachers; (3) U.S. Teacher and Parent Consent Forms; (4) TIMSS 1999 Video Study Data Collection Manual; (5) U.S. Mathematics Teacher Questionnaire; (6) U.S. Student Questionnaire; (7) TIMSS 1999 Video Study Mathematics Teacher Questionnaire Coding Manual; (8) Research Team in the TIMSS 1999 Video Study of Mathematics Teaching; (9) TIMSS 1999 Video Study Mathematics Video Coding Manual; and (10) Steps for Weighting the Data for Each Country. (Contains 56 tables, 10 figures and 17 footnotes.) [For "Third International Mathematics and Science Study 1999 Video Study Technical Report: Volume 2--Science. Technical Report. NCES 2011-049," see ED522248.]
AU  - Jacobs, Jennifer
AU  - Garnier, Helen
AU  - Gallimore, Ronald
AU  - Hollingsworth, Hilary
AU  - Givvin, Karen Bogard
AU  - Rust, Keith
AU  - Kawanaka, Takako
AU  - Smith, Margaret
AU  - Wearne, Diana
AU  - Manaster, Alfred
AU  - Etterbeek, Wallace
AU  - Hiebert, James
AU  - Stigler, James
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 533
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Australia
KW  - Czech Republic
KW  - Hong Kong
KW  - Netherlands
KW  - Switzerland
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Middle Schools
KW  - Research Reports
KW  - Questionnaires
KW  - Mathematics Instruction
KW  - Research Methodology
KW  - Mathematics Achievement
KW  - Longitudinal Studies
KW  - Video Technology
KW  - Foreign Countries
KW  - Comparative Education
KW  - Mathematics Teachers
KW  - Global Approach
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/889926489?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Status and Trends in the Education of Blacks.
AN  - 62186381; ED481811
AB  - This report examines progress on key education indicators of black children and adults, utilizing statistics published by the National Center for Education Statistics in various reports and from other federal agencies. It shows that more black students have completed high school and gone on to college, levels of parental education have increased, and the number of black individuals and families below the poverty level has decreased. Despite these gains, progress has been uneven over time and across various measures, and differences persist between blacks and whites on key indicators of educational performance. Blacks are more likely than whites or Hispanics to be enrolled in center-based preprimary education. Most black students attend public schools where minorities represent the majority of the student body. Blacks have higher dropout rates than whites but lower rates than Hispanics. Long term trends show increased reading and mathematics performance for black students. In 1999, more black and Hispanic than white children attended public schools chosen by their parents. However, a lower percentage of black and Hispanic than white children were in private schools. In 1999-2000, the proportion of associate degrees earned by blacks was greater than that of bachelor's degrees earned by blacks. Blacks in 2000 had higher unemployment rates than whites and Hispanics at every level of education. (Contains 56 bibliographic references and 89 tables.) (SM)
AU  - Hoffman, Kathryn
AU  - Llagas, Charmaine
AU  - Snyder, Thomas D.
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 188
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.edpubs.org.
KW  - Achievement Gap
KW  - African Americans
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - College Bound Students
KW  - Dropout Rate
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Racial Differences
KW  - Outcomes of Education
KW  - Income
KW  - Whites
KW  - Attendance Patterns
KW  - Graduation
KW  - Enrollment Trends
KW  - Black Students
KW  - Labor Market
KW  - Hispanic American Students
KW  - Student Behavior
KW  - Population Trends
KW  - Grade Repetition
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62186381?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 2001-02.
AN  - 62181191; ED483045
AB  - This directory is a part of the continuing series of education directories of the National Center for Education Statistics. The purpose of this publication is to provide a listing of local public school systems and other education agencies to the many institutions and organizations that deal with these entities. (Author)
AU  - McDowell, Lena M.
AU  - Sietsema, John P.
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 314
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Lifelong Learning
KW  - Elementary Secondary Education
KW  - Equal Education
KW  - Peace
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62181191?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results from the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000. E.D. Tabs.
AN  - 62179423; ED480959
AB  - This report presents selected results from the National Education Longitudinal Study of 1988 (NELS:88/2000). Most of the participants in this study were eighth graders in 1988, graduates from high school in 1992, and at the time of the postsecondary transcript data collection in the year 2000 were around the age of 26 or 27. Of all likely postsecondary participants, 45% earned a bachelor's degree of higher by age 26 or 27. Of those who earned more than 10 college credits, 51% earned a bachelor's degree or higher by age 26 or 27. Sixty-seven percent of those who earned more than 10 college credits and attended a four-year college at any time received a bachelor's degree or higher by age 26 or 37. Of all undergraduates who earned more than 10 credits, 20% attended institutions in more than one state as undergraduates. More than half of Hispanic/Latino students began their postsecondary careers in community colleges, in contrast to 37% of White students and 41% of Black students. Most undergraduates attended school in summer terms. The higher the mathematics attainment in high school, the more likely the student was to complete a bachelor's degree. Data also show that students who attended more selective colleges had higher grade point averages. Other data are provided about student characteristics. Two appendixes contain summary tables and technical notes. (Contains 29 tables and 7 references.) (SLD)
AU  - Adelman, Clifford
AU  - Daniel, Bruce
AU  - Berkovits, Ilona
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 80
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003394.pdf.
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Degrees
KW  - High Schools
KW  - College Graduates
KW  - Young Adults
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62179423?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Jeffrey Owings.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Special Education Teachers' Perceptions of Special Education Issues in Central Taiwan Elementary Schools.
AN  - 62169285; ED481098
AB  - This study examined the perceptions of special education teachers of special education in central Taiwan. Responses to a questionnaire were received from 176 teachers in central Taiwan, representing about 20% of the special education teachers in the central area. The 29 questionnaire items were grouped into 7 topics. Taiwanese elementary school special education teachers were generally in agreement that special education students need more help for their problems. They were generally positive about placement alternatives for special education students, although they were somewhat negative about the use of IQ scores and the actual effects of placement for students. They had somewhat favorable opinions about schools' capabilities for accommodating special education programs, but were split in their views of the quality of training for special needs students, and essentially neutral about their own roles in student placement, collaboration among different professionals in the field, and support groups working in special education. The study also reveals the lack of research about special education in Taiwan. Appendixes contain the English and Mandarin Chinese translations of the cover letter and survey instrument. (Contains 30 tables and 53 references.) (SLD)
AU  - Lin, Tsui-Ying
AU  - Miller, Stephen K.
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 96
KW  - Taiwan
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Special Education Teachers
KW  - Special Education
KW  - Foreign Countries
KW  - Teacher Attitudes
KW  - Related Services (Special Education)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62169285?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2001-02. Statistical Analysis Report. NCES 2003-353
AN  - 1651854726; ED547108
AB  - This publication provides descriptive information about the 100 largest school districts in the United States. Almost one in every four public school students in this nation is served by one of these large districts. They are distinguished from the average district by characteristics, in addition to sheer size, such as pupil-teacher ratios, high school graduates, and minority enrollment as a proportion of total enrollment. Appendix A presents the mailing addresses and phone numbers of the 500 largest school districts by rank according to membership size. Appendix B is an alphabetical listing of the 500 largest school districts. Appendix C presents data on the 2001-02 school year. This table presents the number of the 100 largest school districts by state. Appendix D presents data for the 1991-92 school year. This table presents the name, city, state and county of the 100 largest districts, as well as the number of students, teachers, graduates, and schools. Appendices E, F, and G present standard errors for estimates presented in tables 15, 16, and 17.
AU  - Sable, Jennifer
AU  - Young, Beth Aronstamm
Y1  - 2003/09//
PY  - 2003
DA  - September 2003
SP  - 105
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - New York
KW  - California
KW  - Puerto Rico
KW  - Illinois
KW  - Florida
KW  - Nevada
KW  - Texas
KW  - Pennsylvania
KW  - Hawaii
KW  - Michigan
KW  - Virginia
KW  - Maryland
KW  - Georgia
KW  - Tennessee
KW  - North Carolina
KW  - Wisconsin
KW  - Kentucky
KW  - Colorado
KW  - New Mexico
KW  - Arizona
KW  - Utah
KW  - Louisiana
KW  - Ohio
KW  - District of Columbia
KW  - Alabama
KW  - Massachusetts
KW  - South Carolina
KW  - Oregon
KW  - Alaska
KW  - Kansas
KW  - Minnesota
KW  - Washington
KW  - Nebraska
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Secondary Education
KW  - Elementary Secondary Education
KW  - Minority Group Students
KW  - Student Characteristics
KW  - Expenditure per Student
KW  - Educational Finance
KW  - School Districts
KW  - Educational Attainment
KW  - Income
KW  - School District Size
KW  - Public Schools
KW  - Disabilities
KW  - Racial Composition
KW  - Migrant Children
KW  - Individualized Education Programs
KW  - Elementary Schools
KW  - Institutional Characteristics
KW  - Language Proficiency
KW  - Magnet Schools
KW  - Dropout Rate
KW  - English (Second Language)
KW  - Secondary Schools
KW  - Charter Schools
KW  - English Language Learners
KW  - Teacher Student Ratio
KW  - Poverty
KW  - Economically Disadvantaged
KW  - School Personnel
KW  - Tables (Data)
KW  - Disadvantaged Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651854726?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - Focus on P-16 Partnerships.
AN  - 62183052; ED482114
AB  - This issue of "Network News" takes a look at emerging P-16/K-16 partnerships and data systems. The first article, "P-16 Data and Accountability Systems," by Hans L'Orange and Rick Voorhees (an adaptation of a policy brief) looks at data being used for accountability within P-16 systems and provides some general characteristics of these systems. The article also offers a closer look at data systems in both the K-12 and postsecondary environments. The next article, "Partnerships and Promising State Practices," looks at three promising state programs in this area, discussing: (1) the large data repository of Texas; (2) Florida's education data warehouse; and (3) the importance of K-16 partnerships in development areas in Maryland. An introduction is then provided to the State Higher Education Executive Officers (SHEEO) project "Building Statewide K-16 Systems for Student Success." The issues concludes with a few recommended resources in this area and introductions to the Network's new data analyst and senior research analyst. (SLD)
AU  - L'Orange, Hans P.
Y1  - 2003/08//
PY  - 2003
DA  - August 2003
SP  - 9
VL  - 22
IS  - 1
KW  - State Higher Education Executive Officers Assn
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Databases
KW  - Partnerships in Education
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Data Collection
KW  - Accountability
KW  - Student Records
KW  - Database Management Systems
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Focus+on+P-16+Partnerships.&rft.au=L%27Orange%2C+Hans+P.&rft.aulast=L%27Orange&rft.aufirst=Hans&rft.date=2003-08-01&rft.volume=22&rft.issue=1&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 2 - Produced in microfiche (1966-2003)
N1  - SuppNotes - A product of the SHEEO/NCES Network. Theme issue.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - NAEP Quality Assurance Checks of the 2002 Reading Assessment Results for Delaware. Working Paper Series.
AN  - 62179792; ED482974
AB  - In March 2003, the National Center for Education Statistics asked the Human Resources Research Organization to participate in a special study of 2002 reading assessment results for Delaware. This working paper summarizes the findings of that study. (AMT)
AU  - Hoffman, Gene R.
AU  - Becker, E. D.
AU  - Wise, Lauress L.
Y1  - 2003/08//
PY  - 2003
DA  - August 2003
SP  - 103
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OSERS/OSEP.
VL  - No-2003-19
KW  - Delaware
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation
KW  - Reading
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62179792?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Background Information Framework for the National Assessment of Educational Progress.
AN  - 62178806; ED483000
AB  - This framework will define the purpose and scope of NAEP's system of collecting background information, including background questionnaires and other sources of non-cognitive data. It will establish criteria for reporting background information as part of the National Assessment. The approach it suggests provides for asking various groups of questions to various samples of students at various times. The framework reflects the following key principles: (1) The selection of background topics and questions shall be designed to fulfill all legal requirements for the National Assessment and to carry out decisions regarding what NAEP will report and how to report it; (2) Background information shall provide a context for reporting and interpreting achievement results and, as the statute provides, must be "directly related to the appraisal of academic achievement and to the fair and accurate presentation of such information"; (3) The collection of background data shall be designed to obtain information that is objective, valid, reliable, and of consistently high quality; (4) The system of background data collection shall be efficient and designed to minimize the burden on respondents and on the NAEP program--As much data as possible should be obtained from school records and other reliable data sources; (5) These principles shall apply both to the collection of general background information and to subject-specific background questions--The frameworks for the latter must be focused and prioritized, indicating a core set of variables for regular reporting and a more comprehensive set to be collected and reported less frequently; and (6) The priority order for background information is as follows: (1) reporting categories, as required by law; (2) contextual factors with a well-established relationship to achievement; and (3) subject-specific information. (Author)
Y1  - 2003/08/01/
PY  - 2003
DA  - 2003 Aug 01
SP  - 67
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Item Sampling
KW  - School Demography
KW  - Socioeconomic Status
KW  - Public Policy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62178806?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - NAEP 2002 Year-at-a-Glance: Assessment Cycle October 1, 2002-September 20, 2002.
AN  - 62174809; ED480802
AB  - This document contains brief descriptions of activities of the National Assessment of Educational Progress (NAEP) for the assessment cycle from October 1, 2001 through September 30, 2002. Data are presented about the numbers of student booklets processed, items administered, and responses scored. Information is provided about sample size at grades 4, 8, and 12. Information is also provided about meetings and conferences connected with NAEP, including meetings of the National Assessment Governing Board, and publications released during the assessment cycle. A list is provided of NAEP contractors for the assessment cycle, with a capsule description of each contractor's activities. A final fact sheet provides information about the use of the NAEP Web site throughout the assessment cycle. (SLD)
Y1  - 2003/08//
PY  - 2003
DA  - August 2003
SP  - 9
VL  - NCES-2003-451
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Contracts
KW  - Agency Role
KW  - Academic Achievement
KW  - Student Evaluation
KW  - National Surveys
KW  - Statistical Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62174809?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - High School Guidance Counseling. E.D. Tabs.
AN  - 62173998; ED480381
AB  - Recent literature on school counseling has focused on the need for new directions for school counseling and redefined roles for school counselors. However, since the 1984 supplement to the High School and Beyond (HS&B) survey, no national data have been collected to describe guidance counseling programs and activities. To help address this lack of current information, the National Center for Education Statistics (NCES) conducted a survey on high school guidance counseling in spring 2002 for the Office of Vocational and Adult Education, U.S. Department of Education. The survey, conducted through the NCES Fast Response Survey System (FRSS), provides a description of public high school guidance programs, activities, and staff in 2002. This E.D. Tab report summarizes findings for all public high schools in the 2002 FRSS survey and the 1984 supplement to HS&B. Findings for schools in the FRSS survey are also presented by the following school characteristics: enrollment size, locale, percentage of college-bound students, and number of vocational courses offered per 100 students. This executive summary presents highlights of findings for all public high schools and compares results from the FRSS survey and the supplement to HS&B concerning program goals, written plans, and selected guidance activities. Three appendixes contain the research methodology, the FRSS Survey Instrument, and selected items from the 1984 supplement to the HS&B survey. (Contains 11 references and 20 tables.) (GCP)
AU  - Parsad, B.
AU  - Alexander, D.
AU  - Farris, E.
AU  - Hudson, L.
AU  - Greene, B.
Y1  - 2003/08//
PY  - 2003
DA  - August 2003
SP  - 117
PB  - National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street NW, Washington, DC 20006. For full text: http://nces.ed.gov/pubs2003/2003015.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Counselor Role
KW  - Public Schools
KW  - Guidance Programs
KW  - High Schools
KW  - School Counselors
KW  - Surveys
KW  - Tables (Data)
KW  - School Counseling
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62173998?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - U.S. 2001 PIRLS Nonresponse Bias Analysis. Working Paper No. 2003-21
AN  - 1651831035; ED545955
AB  - The Progress in International Reading Literacy Study (PIRLS) is a large international comparative study of the reading literacy of young students. The student population for the U.S. 2001 PIRLS (hereafter simply referred to as PIRLS) was the set of all fourth-graders in the United States, corresponding to the grade in which the highest proportion of nine-year-olds are enrolled. The PIRLS school sample consisted of 200 schools (150 public and 50 private) containing a fourth grade, selected with probability proportionate to the school'?s enrollment of fourth-graders. One classroom was sampled from each selected school. PIRLS was conducted in April and May 2001. For the original sample, the unweighted response rate at the school level was 62.5 percent, with 125 out of 200 schools responding. Through the use of replacements, the unweighted response rate was improved to 87 percent, with 174 out of 200 schools responding. However, as the response rate from the original sample was below 85 percent, NCES requested that Westat investigate the potential magnitude of nonresponse bias at the school level. The methodology and results of this investigation are described herein.
AU  - Piesse, Andrea
AU  - Rust, Keith
Y1  - 2003/08//
PY  - 2003
DA  - August 2003
SP  - 49
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Progress in International Reading Literacy Study
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Grade 4
KW  - Comparative Analysis
KW  - Elementary School Students
KW  - Mathematical Models
KW  - Responses
KW  - Response Rates (Questionnaires)
KW  - Surveys
KW  - Statistical Bias
KW  - Regression (Statistics)
KW  - Predictor Variables
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651831035?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Writing Highlights, 2002.
AN  - 62240548; ED476157
AB  - This full-color publication uses a tabloid format to present highlights from the National Assessment of Educational Progress 2002 writing assessment. It describes assessment content; presents major findings as average scale scores and as percentages of students scoring at or above achievement levels for the nation, at grades 4, 8, and 12; shows results for participating states and other jurisdictions at grades 4 and 8; and discusses the performance of selected subgroups defined by gender and race/ethnicity. This publication also includes sample assessment writing tasks and student responses in narrative, informative, and persuasive writing modes. (RS)
Y1  - 2003/07/10/
PY  - 2003
DA  - 2003 Jul 10
SP  - 25
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Student Writing Models
KW  - Grade 12
KW  - Regional Characteristics
KW  - National Competency Tests
KW  - Secondary Education
KW  - Grade 8
KW  - Comparative Analysis
KW  - Writing Achievement
KW  - Grade 4
KW  - State Surveys
KW  - Sex Differences
KW  - Student Evaluation
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62240548?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the complete Writing, 2002 report, see CS 512
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Writing 2002 Reports for Grade 4.
AN  - 62240511; ED476190
AB  - This document compiles the one-page state "snapshot reports" for the 2002 National Assessment of Educational Progress (NAEP) writing assessment at grade 4. In 2002, 45 states and 5 other jurisdictions at grade 4 participated in the writing assessment. Two states at grade 4 did not meet minimum school participation guidelines for reporting their results in 2002. Each participating jurisdiction receives its own customized state report. Within each state report the overall scale score and achievement level results are provided, in addition to student subgroup results. The 2002 NAEP program included state-level assessments in reading and writing at grades 4 and 8, and national-level assessments in reading and writing at grades 4, 8, and 12. The state reports and their companion, "The Nation's Report Card: Writing Highlights 2002," provide a look at the main results of the NAEP 2002 writing assessment. (RS)
Y1  - 2003/07/10/
PY  - 2003
DA  - 2003 Jul 10
SP  - 50
KW  - National Assessment of Educational Progress
KW  - State Writing Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Writing Achievement
KW  - Grade 4
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62240511?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - See CS 512 269-272 for related reports.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Writing, 2002.
AN  - 62239229; ED476189
AB  - This report presents the results of the 2002 assessment in writing from the National Assessment of Educational Progress for the nation and for the participating states and jurisdictions. Comparisons are made to performance in the national assessment of 1998 at grades 4, 8, and 12. Comparison data are given within and across participating states and jurisdictions for 2002 at grade 4 and for both 1998 and 2002 at grade 8. Student performance is reported in terms of average scale scores on the NAEP writing scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, the report presents percentile distributions and demographic subgroup results for the nation, including results by gender, race/ethnicity, student eligibility for free/reduced-price school lunch, Title I, parents' highest level of education, type of school, and type of school location. For participating states and jurisdictions, performance results for subgroups defined by gender, race/ethnicity, and student eligibility for free/reduced-price school lunch are presented. The report also includes sample assessment writing tasks and examples of student responses in narrative, informative, and persuasive writing modes. Scoring guides for each of the writing modes at grades 4, 8, and 12 as well as rationales for scores of student responses are provided. Appendices include information on national and state samples, school and student participation rates, participation and accommodation of students with disabilities and/or limited-English-proficient students, subgroup percentages, and state-level contextual variables. (RS)
AU  - Persky, Hilary R.
AU  - Daane, Mary C.
AU  - Jin, Ying
Y1  - 2003/07/10/
PY  - 2003
DA  - 2003 Jul 10
SP  - 242
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Student Writing Models
KW  - Grade 12
KW  - Regional Characteristics
KW  - National Competency Tests
KW  - Secondary Education
KW  - Grade 8
KW  - Comparative Analysis
KW  - Writing Achievement
KW  - Grade 4
KW  - State Surveys
KW  - Sex Differences
KW  - Student Evaluation
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62239229?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written in collaboration with Scott Davis, Frank J
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Writing 2002 Reports for Grade 8.
AN  - 62238951; ED476191
AB  - This document compiles the one-page state "snapshot reports" for the 2002 National Assessment of Educational Progress (NAEP) writing assessment at grade 8. In 2002, 44 states and 6 jurisdictions at grade 8 participated in the writing assessment. Three states at grade 8 did not meet minimum school participation guidelines for reporting their results in 2002. Each participating jurisdiction receives its own customized state report. Within each state report the overall scale score and achievement level results are provided, in addition to student subgroup results. The 2002 NAEP program included state-level assessments in reading and writing at grades 4 and 8, and national-level assessments in reading and writing at grades 4, 8, and 12. The state reports and their companion, "The Nation's Report Card: Writing Highlights 2002," provide a look at the main results of the NAEP 2002 writing assessment. (RS)
Y1  - 2003/07/10/
PY  - 2003
DA  - 2003 Jul 10
SP  - 49
KW  - National Assessment of Educational Progress
KW  - State Writing Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Comparative Analysis
KW  - Writing Achievement
KW  - Junior High Schools
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62238951?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - See CS 512 269-271 for related reports.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public High School Graduates Who Participated in Vocational/Technical Education: 1982-1998. E.D. Tabs.
AN  - 62179568; ED480711
AB  - Patterns and trends in the vocational-technical course taking of public high school graduates between 1982 and 1998 were examined in a study of high school transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998. The source data came from the following five studies: (1) High School and Beyond Sophomore Cohort, First Follow-up Survey, (2) High School Transcripts Study, 1982; (3) National Education Longitudinal Study of 1988, Second Follow-up Survey; (4) High School Transcript Study, 1992; and (5) High School Transcript Studies of 1990, 1994, and 1998. The analysis revealed differences in participation in vocational-technical education based on the following variables: race/ethnicity; sex; disability status; English proficiency; academic achievement; and school urbanicity and poverty level. Generally, graduates took fewer vocational courses between 1982 and 1998, although their occupational course taking was relatively steady. Graduates with disabilities as of grade 12 took more vocational and occupational course work by the end of the period studied. Asians and Pacific Islanders and high academic achievers did not exhibit the declines in vocational course taking that were observed for other groups. (Fifty-four tables/figures are included. The bibliography lists 22 references. Appendixes constituting approximately 80% of the document contain the following items: 52 standard error tables; a glossary; and technical notes and a description of the study methodology.) (MN)
AU  - Levesque, Karen
Y1  - 2003/07//
PY  - 2003
DA  - July 2003
SP  - 294
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003024.
SN  - 0160514568
KW  - High School and Beyond (NCES)
KW  - High School Transcript Study
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Student Characteristics
KW  - Academic Achievement
KW  - National Surveys
KW  - Enrollment Influences
KW  - Academic Records
KW  - Secondary Education
KW  - Public Schools
KW  - Participation
KW  - High Schools
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Course Selection (Students)
KW  - Vocational Education
KW  - Data Analysis
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Role of Education
KW  - Graduate Surveys
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62179568?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Lisa Hudson was the project officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Racial/Ethnic Differences in the Path to a Postsecondary Credential. NCES Issue Brief.
AN  - 62179515; ED480674
AB  - This brief examines racial/ethnic differences in educational attainment, tracking student progress from high school to a postsecondary credential and examining where in this path racial/ethnic differences arise. It uses data from the National Education Longitudinal Study of 1988, "Fourth Follow-up, 2000, which tracks students who were in 8th grade in 1988 and were 8 years beyond their expected high school graduation in 2000. The brief first examines three milestones that are traditional indicators of student progress: on-time attainment of a regular high school diploma, enrollment in a postsecondary institution within a year following high school graduation, and attainment of a postsecondary credential within the scheduled time frame. Overall, 23 percent of all Asians who were in eighth grade in 1988 completed a postsecondary credential through the traditional path, compared to 15 percent of all whites, 4 percent of all blacks, and 4 percent of all Hispanics. The brief also examines student progress through high school and postsecondary education as of 2000 to show how the flexibility within the U.S. educational system affects progress. Results suggest that nontraditional paths do seem to help reduce or eliminate some racial/ethnic attainment differences. (SM)
AU  - Hudson, Lisa
Y1  - 2003/07//
PY  - 2003
DA  - July 2003
SP  - 5
PB  - ED Pubs, 8242-B Sandy Court, Jessup, MD 20794-1398. Tel: 202-502-7358; Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.nces.ed.gov.
VL  - NCES-2003-005
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - College Bound Students
KW  - Ethnicity
KW  - Asian American Students
KW  - Racial Differences
KW  - Educational Attainment
KW  - Secondary Education
KW  - White Students
KW  - Graduation
KW  - Statistical Data
KW  - Black Students
KW  - Hispanic American Students
KW  - Academic Persistence
KW  - Nontraditional Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62179515?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly. Volume 5, Issue 1.
AN  - 62174895; ED480804
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data product, and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issue opens with the "Note from NCES" by Eugene Owen, which discusses the methodology of the Third International Mathematics and Science Study (TIMSS). The featured topic is "The TIMSS 1999 Video Study," and this section contains: (1) "Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study" (James Hiebert, Ronald Gallimore, Helen Garnier, Karen Bogard Givvin, Hilary Hollingsworth, Jennifer Jacobs, Angel Miu-Ying Chui, Diana Wearne, Margaret Smith, Nicole Kersting, Alfred Manaster, Eileen Tseng, Wallace Etterback, Carl Manaster, Patrick Gonzales, and James Stigler); (2) "Invited Commentary: The TIMSS 1999 Video Study and the Reform of Mathematics Teaching" (Thomas J. Cooney); and (3) "Invited Commentary: Lessons Learned from Examining Mathematics Teaching around the World" (Edward A. Silver). The second section, "Early Childhood Education," contains: (4) "Young Children's Access to Computers in the Home and at School in 1999 and 2000" (Amy H. Rathbun and Jerry West); (5) "Prekindergarten in U.S. Public Schools: 2000-20001" (Timothy Smith, Anne Kleiner, Basmat Parsad, and Elizabeth Farris); and (6) "Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99" (Naomi Prakhas, Jerry West, and Kristin Denton). The next section, "Elementary and Secondary Education," contains: (7) "The Nation's Report Card: Science 2000" (Christine Y. O' Sullivan, Mary A. Lautko, Wendy S. Grigg, Jiahe Qian, and Jimming Zhang); (8) "Including Special-Needs Students in the NAEP 1998 Reading Assessment, Part 1, Comparison of Overall Results with and without Accommodations" (Anthony D. Lutkus and John Mazzeo); and (9) "Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999" (Marisa Burian-Fitzgerald, Daniel J. McGrath, and Valena Plisko). The next section, "Postsecondary Education," contains: (10) "Characteristics of Undergraduate Borrowers: 1999-2000" (Melissa E. Clinedinst, Alisa F. Cunningham, and Jamie P. Merisotis); and (11) "Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later" (Lutz Berkner, Shirley He, and Emily Forest Cataldi). The final section, "Data Products, Other Publications, and Funding Opportunities," lists these resources. (SLD)
AU  - Dillow, Sally
Y1  - 2003/07//
PY  - 2003
DA  - July 2003
SP  - 72
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov.
VL  - 5
IS  - 1
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - International Studies
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - Videotape Recordings
KW  - Science Achievement
KW  - International Education
KW  - Higher Education
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62174895?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. The individual articles are a
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Reading--Young Children's Achievement and Classroom Experiences: Findings from the Condition of Education, 2003.
AN  - 62174032; ED480265
AB  - Kindergarten and first grade represent a time of rapid growth and learning for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the United States Department of Education's National Center for Education Statistics (NCES), strives to help fill this gap in knowledge. The study, which follows the academic progress of a nationally representative sample of children from kindergarten through fifth grade, provides information about children's reading achievement in early elementary school. This special analysis summarizes finding from the ECLS-K on children's reading skills through the first two years of school and the classroom experience of beginning readers. It explores some of the factors that relate to kindergartners' reading skills, such as the literacy environment in the home. In addition, the analysis focuses on differences in the instructional practices used to teach reading in kindergarten and the emphasis placed on various reading activities and skills. The special analysis concludes by examining the relationship between the type of kindergarten program (full-day or half-day) children attend and their reading skills and achievement. (PM)
AU  - Denton, Kristin
AU  - West, Jerry
AU  - Walston, Jill
Y1  - 2003/07//
PY  - 2003
DA  - July 2003
SP  - 21
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/ed/pubs.html. For full text: http://nces.ed.gov/programs/coe/2003/analysis/index.asp.
VL  - NCES-2003-070
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Instructional Effectiveness
KW  - Primary Education
KW  - Family Environment
KW  - Classroom Environment
KW  - Full Day Half Day Schedules
KW  - Reading Skills
KW  - Reading Achievement
KW  - Beginning Reading
KW  - Reading Instruction
KW  - Kindergarten
KW  - Literacy
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62174032?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Mississippi.
AN  - 62163394; ED476731
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Mississippi's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Mississippi participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Mississippi was 203, which did not differ significantly from that of 1992 (199) nor 1998 (203); students' scale scores in Mississippi were higher than those in 3 jurisdictions, lower than those in 40 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in Mississippi who performed at or above the "Proficient" level was 16%, which was not found to differ significantly from that in 1992 (14%) nor 1998 (17%). Key findings for grade 8 are: the average scale score for students in Mississippi was 255, which was higher than that in 1998 (251); students' scale scores in Mississippi were higher than those in 7 jurisdictions, lower than those in 34 jurisdictions, and the difference was not found to be significant for 5 jurisdictions; and the percentage of students in Mississippi who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (19%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Mississippi
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62163394?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Rhode Island.
AN  - 62163298; ED476777
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Rhode Island's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Rhode Island participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Rhode Island was 220, which was not found to differ significantly from that of 1992 (217) nor 1998 (218); students' scale scores in Rhode Island were higher than those in 17 jurisdictions, lower than those in 12 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Rhode Island who performed at or above the "Proficient" level was 32%, which was greater than that in 1992 (28%) and was not found to differ significantly from that in 1998 (31%). Key findings for grade 8 are: the average scale score for students in Rhode Island was 262, which was lower than that in 1998 (264); students' scale scores in Rhode Island were higher than those in 14 jurisdictions, lower than those in 21 jurisdictions, and the difference was not found to be significant for 11 jurisdictions; and the percentage of students in Rhode Island who performed at or above the "Proficient" level was 30%, which was not found to differ significantly from that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - Rhode Island
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62163298?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Virginia.
AN  - 62162560; ED476783
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Virginia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Virginia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Virginia was 225, which was higher than that of 1992 (221) and was higher than that in 1998 (217); students' scale scores in Virginia were higher than those in 29 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Virginia who performed at or above the "Proficient" level was 37%, which was greater than that in 1992 (31%) and was greater than that in 1998 (30%). Key findings for grade 8 are: the average scale score for students in Virginia was 269, which was not found to differ significantly from that in 1998 (266); students' scale scores in Virginia were higher than those in 30 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Virginia who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (33%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Virginia
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162560?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Montana.
AN  - 62162364; ED476733
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Montana's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Montana participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Montana was 224, which did not differ significantly from that of 1998 (225); students' scale scores in Montana were higher than those in 22 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 23 jurisdictions; and the percentage of students in Montana who performed at or above the "Proficient" level was 36%, which was not found to differ significantly from that in 1998 (37%). Key findings for grade 8 are: the average scale score for students in Montana was 270, which was not found to differ significantly from that in 1998 (271); students' scale scores in Montana were higher than those in 32 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Montana who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (40%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Montana
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162364?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Guam.
AN  - 62162286; ED476791
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Guam's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Guam participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Guam was 185, which did not differ significantly from that of 1992 (182); students' scale scores in Guam were higher than that in 1 jurisdiction and lower than those in 46 jurisdictions; and the percentage of students in Guam who performed at or above the"Proficient" level was 8%, which was not found to differ significantly from that of 1992 (8%). Key findings for grade 8 are: the average scale score for students in Guam was 240; students' scale scores in Guam were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in Guam who performed at or above the "Proficient" level was 11%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 35
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Guam
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162286?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for American Samoa.
AN  - 62162242; ED476787
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for American Samoa's public-school students at grade 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). American Samoa participated in only the 2002 assessment at grade 8 and met the criteria for reporting public-school results. Key findings for grade 8 are: the average scale score for students in American Samoa was 198; students' scale scores in American Samoa were lower than those in 46 jurisdictions; and the percentage of students in American Samoa who performed at or above the "Proficient" level was 1%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 25
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - American Samoa
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Sex Differences
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162242?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for District of Columbia.
AN  - 62162209; ED476788
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for the District of Columbia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The District of Columbia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the District of Columbia was 191, which was higher than that of 1992 (188) and was higher than that in 1998 (179); students' scale scores in the District of Columbia were higher than those in 2 jurisdictions, and lower than those in 45 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1992 (10%) and was not found to differ significantly from that in 1998 (10%). Key findings for grade 8 are: the average scale score for students in the District of Columbia was 240, which was not found to differ significantly from that in 1998 (236); students' scale scores in the District of Columbia were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1998 (11%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - District of Columbia
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162209?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Missouri.
AN  - 62160514; ED476732
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Missouri's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Missouri participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Missouri was 220, which did not differ significantly from that of 1992 (220) and was higher than that in 1998 (216); students' scale scores in Missouri were higher than those in 17 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Missouri who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1992 (30%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Missouri was 268, which was higher than that in 1998 (262); students' scale scores in Missouri were higher than those in 24 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Missouri who performed at or above the "Proficient" level was 33%, which was greater than that in 1998 (28%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Missouri
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160514?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Texas.
AN  - 62160442; ED476780
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Texas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Texas participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Texas was 217, which was not found to differ significantly from that of 1992 (213) nor 1998 (214); students' scale scores in Texas were higher than those in 11 jurisdictions, lower than those in 19 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that of 1992 (24%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Texas was 262, which was not found to differ significantly from that in 1998 (261); students' scale scores in Texas were higher than those in 14 jurisdictions, lower than those in 17 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (27%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Texas
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160442?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Wyoming.
AN  - 62160403; ED476786
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Wyoming's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Wyoming participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Wyoming was 221, which was not found to differ significantly from that of 1992 (223) and was not found to differ significantly from that of 1998 (218); students' scale scores in Wyoming were higher than those in 17 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that of 1992 (33%) and was not found to differ significantly from that of 1998 (29%). Key findings for grade 8 are: the average scale score for students in Wyoming was 265, which was not found to differ significantly from that in 1998 (263); students' scale scores in Wyoming were higher than those in 19 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Wyoming
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160403?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for North Dakota.
AN  - 62160232; ED476773
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) North Dakota's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). North Dakota participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in North Dakota was 224, which was not found to differ significantly from that of 1992 (226); students' scale scores in North Dakota were higher than those in 26 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in North Dakota who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1992 (35%). Key findings for grade 8 are: the average scale score for students in North Dakota was 268; students' scale scores in North Dakota were higher than those in 27 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in North Dakota who performed at or above the "Proficient" level was 35%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - North Dakota
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160232?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Oregon.
AN  - 62160199; ED476776
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Oregon's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Oregon participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Oregon was 220, which was higher than that of 1998 (212); students' scale scores in Oregon were higher than those in 17 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Oregon who performed at or above the "Proficient" level was 31%, which was greater than that in 1998 (26%). Key findings for grade 8 are: the average scale score for students in Oregon was 268, which was not found to differ significantly from that in 1998 (266); students' scale scores in Oregon were higher than those in 24 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Oregon who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (35%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - Oregon
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160199?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Louisiana.
AN  - 62159467; ED476725
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Louisiana's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Louisiana participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Louisiana was 207, which did not differ significantly from that of 1992 (204) and was higher than that in 1998 (200); students' scale scores in Louisiana were higher than those in 3 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Louisiana who performed at or above the "Proficient" level was 20%, which was greater than that in 1992 (15%) and was not found to differ significantly than that in 1998 (17%). Key findings for grade 8 are: the average scale score for students in Louisiana was 256, which was higher than that in 1998 (252); students' scale scores in Louisiana were higher than those in 7 jurisdictions, lower than those in 31 jurisdictions, and the difference was not found to be significant for 8 jurisdictions; and the percentage of students in Louisiana who performed at or above the "Proficient" level was 22%, which greater than that in 1998 (17%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Louisiana
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62159467?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Kentucky.
AN  - 62159129; ED476724
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Kentucky's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Kentucky participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Kentucky was 219, which was higher than that of 1992 (213) and was not found to differ significantly from that of 1998 (218); students' scale scores in Kentucky were higher than those in 17 jurisdictions, lower than those in 13 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Kentucky who performed at or above the "Proficient" level was 30%, which was greater than that in 1992 (23%) and was not found to differ significantly than that in 1998 (29%). Key findings for grade 8 are: the average scale score for students in Kentucky was 265, which was not found to differ significantly from that in 1998 (262); students' scale scores in Kentucky were higher than those in 19 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Kentucky who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (30%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Kentucky
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62159129?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Department of Defense Schools (Overseas).
AN  - 62158988; ED476790
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Department of Defense Schools (Overseas)'s public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The Department of Defense Schools (Overseas) (DoDDS) participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the DoDDS was 224, which was higher than that in 1998 (221); students' scale scores in the DoDDS were higher than those in 30 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1998 (33%). Key findings for grade 8 are: the average scale score for students in the DoDDS was 273, which was higher than that in 1998 (269); students' scale scores in the DoDDS were higher than those in 43 jurisdictions, and the difference was not found to be significant for 3 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 40%, which was not found to differ significantly from that in 1998 (37%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Dependents Schools
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158988?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Iowa.
AN  - 62158474; ED476722
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Iowa's public-school students at grade 4. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Iowa participated in all of these assessments at grades 4 and met the criteria for reporting public-school results for all years. However, Iowa did not participate at grade 8, so only grade 4 results are presented in this report. Key findings for grade 4 are: the average scale score for students in Iowa was 223, which did not differ significantly from that of 1992 (225) nor 1998 (220); students' scale scores in Iowa were higher than those in 23 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Iowa who performed at or above the "Proficient" level was 35%, which was not found to differ significantly than that in 1992 (36%) nor 1998 (33%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 29
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Iowa
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158474?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for New York.
AN  - 62158410; ED476771
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for New York's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). New York participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in New York was 222, which was higher than that of 1992 (215) and was higher than that in 1998 (215); students' scale scores in New York were higher than those in 19 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 25 jurisdictions; and the percentage of students in New York who performed at or above the "Proficient" level was 35%, which was greater than that in 1992 (27%) and was greater than that in 1998 (29%). Key findings for grade 8 are: the average scale score for students in New York was 264, which was not found to differ significantly from that in 1998 (265); students' scale scores in New York were higher than those in 14 jurisdictions, lower than those in 11 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in New York who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - New York
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158410?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for New Mexico.
AN  - 62157595; ED476770
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for New Mexico's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). New Mexico participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in New Mexico was 208, which did not differ significantly from that of 1992 (211) nor 1998 (205); students' scale scores in New Mexico were higher than those in 4 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in New Mexico who performed at or above the "Proficient" level was 21%, which did not differ significantly from that in 1992 (23%) and did not significantly differ from that in 1998 (21%). Key findings for grade 8 are: the average scale score for students in New Mexico was 254, which was lower than that in 1998 (258); students' scale scores in New Mexico were higher than those in 4 jurisdictions, lower than those in 35 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in New Mexico who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - New Mexico
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157595?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Utah.
AN  - 62157565; ED476781
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Utah's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Utah participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Utah was 222, which did not differ significantly from that of 1992 (220) and was higher than that in 1998 (216); students' scale scores in Utah were higher than those in 19 jurisdictions, lower than those in 8 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1992 (30%) and was greater than that in 1998 (28%). Key findings for grade 8 are: the average scale score for students in Utah was 263, which was not found to differ significantly from that in 1998 (263); students' scale scores in Utah were higher than those in 14 jurisdictions, lower than those in 16 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Utah
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157565?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Maryland.
AN  - 62157162; ED476727
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Maryland's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Maryland participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Maryland was 217, which was higher than that of 1992 (211) and was higher than that in 1998 (212); students' scale scores in Maryland were higher than those in 11 jurisdictions, lower than those in 19 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Maryland who performed at or above the "Proficient" level was 30%, which was greater from that in 1992 (24%) and was not found to differ significantly than that in 1998 (27%). Key findings for grade 8 are: the average scale score for students in Maryland was 263, which was not found to differ significantly from that in 1998 (261); students' scale scores in Maryland were higher than those in 14 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Maryland who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Maryland
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157162?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Kansas.
AN  - 62157128; ED476723
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Kansas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Kansas participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Kansas was 222, which did not differ significantly from that of 1998 (221); students' scale scores in Kansas were higher than those in 19 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 25 jurisdictions; and the percentage of students in Kansas who performed at or above the "Proficient" level was 34%, which was not found to differ significantly than that in 1998 (34%). Key findings for grade 8 are: the average scale score for students in Kansas was 269, which was not found to differ significantly from that in 1998 (268); students' scale scores in Kansas were higher than those in 30 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Kansas who performed at or above the "Proficient" level was 38%, which was not found to differ significantly from that in 1998 (36%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Kansas
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157128?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Michigan.
AN  - 62157098; ED476729
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Michigan's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Michigan participated in all of these assessments at grade 4. In 1994, however, Michigan did not meet the criteria for reporting public-school results. At grade 8, Michigan participated only in 2002. Key findings for grade 4 are: the average scale score for students in Michigan was 219, which did not differ significantly from that of 1992 (216) nor 1998 (216); students' scale scores in Michigan were higher than those in 17 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Michigan who performed at or above the "Proficient" level was 30%, which was not found to differ significantly from that in 1992 (26%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Michigan was 265; students' scale scores in Michigan were higher than those in 15 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 22 jurisdictions; and the percentage of students in Michigan who performed at or above the "Proficient" level was 32%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Michigan
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157098?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Georgia.
AN  - 62156516; ED476718
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Georgia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Georgia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Georgia was 215, which did not differ significantly from that of 1992 (212) and was higher than that in 1998 (209); students' scale scores in Georgia were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Georgia who performed at or above the "Proficient" level was 28%, which was not found to differ significantly than that in 1992 (25%) and was greater than that in 1998 (24%). Key findings for grade 8 are: the average scale score for students in Georgia was 258, which was not found to differ significantly from that in 1998 (257); students' scale scores in Georgia were higher than those in 10 jurisdictions, lower than those in 30 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in Georgia who performed at or above the "Proficient" level was 26%, which was not found to differ significantly from that in 1998 (25%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - Georgia
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62156516?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Nevada.
AN  - 62153125; ED476735
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Nevada's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Nevada participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Nevada was 209 which did not differ significantly from 1998 (206); students' scale scores in Nevada were higher than those in 4 jurisdictions, lower than those in 36 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Nevada who performed at or above the "Proficient" level was 21%, which was not found to differ significantly from that in 1998 (20%). Key findings for grade 8 are: the average scale score for students in Nevada was 251, which was lower than that in 1998 (258); students' scale scores in Nevada were higher than those in 4 jurisdictions, lower than those in 38 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in Nevada who performed at or above the "Proficient" level was 19%, which was smaller than that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 38
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - Nevada
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62153125?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: State Reading 2002, Report for Vermont.
AN  - 62152959; ED476782
AB  - This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Vermont's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Vermont participated in only the 2002 assessment at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Vermont was 227; students' scale scores in Vermont were higher than those in 39 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 39%. Key findings for grade 8 are: the average scale score for students in Vermont was 272; students' scale scores in Vermont were higher than those in 37 jurisdictions, and the difference was not found to be significant for 9 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 40%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS)
AU  - Jerry, Laura
AU  - Lutkus, Anthony
Y1  - 2003/06/19/
PY  - 2003
DA  - 2003 Jun 19
SP  - 35
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp.
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Vermont
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Middle Schools
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62152959?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Full set of results available through interactive
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Reading, 2002.
AN  - 62229705; ED471794
AB  - This report presents the results of the 2002 National Assessment of Educational Progress (NAEP) reading assessment for the nation and for the participating states and jurisdictions. Comparisons are made to students' performance in the national assessments of 1992, 1994, and 1998 at grades 4, 8, and 12. Comparison data are given within and across participating states and jurisdictions for 1992, 1994, 1998, and 2002 at grades 4 and 8. Additional comparisons for national and cross-state/jurisdictional data are given for the 2000 assessment at grade 4 only. Student performance is reported in terms of average scale scores on the NAEP reading scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, the report presents percentile distributions and demographic subgroup results for the nation, including results by gender, race/ethnicity, student eligibility for free/reduced-price school lunch, Title I, parents' highest level of education, type of school, and type of school location. For participating states and jurisdictions, performance results for subgroups defined by gender, race/ethnicity, and student eligibility for free/reduced-price school lunch are presented. The report also includes sample assessment questions for grades 4, 8, and 12, including multiple-choice, short constructed-response, and extended constructed-response items, along with examples of student responses to all three item types. Rationales for the scores of constructed responses are included. Maps of selected fourth-, eighth-, and twelfth-grade items on the NAEP reading scale and descriptions of the framework specified knowledge or skills each item addresses are presented. Appendices include information on national and state samples, school and student participation rates, participation and accommodation of students with disabilities and/or limited-English-proficient students, subgroup percentages, state-level contextual variables, and sample texts from the NAEP 2002 reading assessment. (RS)
AU  - Grigg, Wendy S.
AU  - Daane, Mary C.
AU  - Jin, Ying
AU  - Campbell, Jay R.
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 233
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62229705?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the highlights of this report, see CS 512 192.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Reading Highlights, 2002.
AN  - 62223883; ED471795
AB  - This report highlights the results of the 2002 NAEP (National Assessment of Educational Progress) fourth-, eighth-, and twelfth-grade reading assessment for the nation. Results in 2002 are compared to previous NAEP reading assessments. It describes assessment content; presents major findings as average scale scores and percentages of students scoring at or above achievement levels for the nation, at grades 4, 8, and 12; shows results for participating states and jurisdictions at grades 4 and 8; and discusses performances of selected subgroups defined by gender and race/ethnicity. Major findings are: (1) the fourth-grade reading average score in 2002 was higher than in 1994, 1998, and 2000, but was not found to be significantly different from 1992; (2) among eighth-graders, the average score in 2002 was higher than in 1992 or 1994; (3) the twelfth-grade average score in 2002 was lower than in 1992 and 1998; (4) among the 40 jurisdictions that participated in both the 1992 and 2002 assessments, fourth-graders' average scores increased in 15 jurisdictions and decreased in 2 jurisdictions; (5) among the 37 jurisdictions that participated in both the 1998 and 2002 assessments, eight-graders' average scores increased in 10 jurisdictions and decreased in 5 jurisdictions; (6) in 2002, females had higher average reading scores than males at all three grades; (7) the gap between average scores for male and female forth-graders in 2002 was not found to be significantly different from that in 1992, at grade 8, the gap was smaller in 2002 than in all previous assessments years, and the gap at grade 12 was wider in 2002 than it had been in 1992; (8) at grade 4 and 8, both White and Black students had higher average scores in 2002 than in 1992; (9) in 2002, White students and Asian/Pacific Islander students had higher average scores than Black and Hispanic students, and White students outperformed Asian/Pacific Islander students at all three grades; (10) average scores increased between 1998 and 2002 for fourth- and eight-graders eligible for free/reduced-price lunch, and in 2002, at all three grades students who were eligible for free/reduced-price lunch had lower average scores than students who were not eligible; (11) students at all three grade levels who attended schools that received Title I funding had lower average reading scores in 2002 than students who attended schools that reported not receiving funds; (12) as in previous assessments, a positive relationship between student-reported parental education and student reading performance was observed in 2002 at grades 8 and 12; (13) in 2002, at all three grades students who attended nonpublic schools had higher average reading scores than their peers who attended public schools; and (14) in 2002, at all three grades students in schools located in urban fringe/large town areas outperformed students in schools located in central city and rural areas. Sample reading questions are attached. (RS)
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 22
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62223883?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full report, see CS 512 191.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Study of Higher Education Instructional Expenditures: The Delaware Study of Instructional Costs and Productivity. Research and Development Report.
AN  - 62175529; ED479154
AB  - This third report in a congressionally mandated study focuses solely on the issue of direct instructional expenditures and the factors associated with the comparative magnitude of these expenditures are 4-year colleges and universities in the United States. The data source is multiple cycles of the Delaware Study of Instructional Costs and Productivity (Delaware Study). Begun in 1992 at the University of Delaware, the study has grown into a national data-sharing consortium that embraces more than 300 4-year colleges and universities. Data from 1998, 2000, and 2001 were collected using an established survey instrument. The key finding from the analysis of multiple years of data is that most of the variance in instructional cost across institutions, as measured by direct expense per student per student credit hour taught, is associated with the disciplinary mix within an institution. A secondary factor affecting cost is institutional mission as related to Carnegie institutional classification, but this accounts for less of the cost differential between institutions than the disciplinary mix factor. Findings underscore that the disciplines that compose a college or university's curriculum, not the Carnegie designation, are associated with most of the dispersion of costs among institutions. It is evident from this study that the factors that are associated with instructional costs are very different from the factors associated with tuition prices. Five appendixes describe the Delaware study and its instruments and present supplemental data tables. (Contains 23 tables, 3 figures, and 15 references.) (SLD)
AU  - Middaugh, Michael F.
AU  - Graham, Rosalinda
AU  - Shahid, Abdus
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 106
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - University of Delaware
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Intellectual Disciplines
KW  - Institutional Characteristics
KW  - Surveys
KW  - Higher Education
KW  - Instructional Student Costs
KW  - Productivity
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62175529?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, C. Dennis Carroll.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Digest of Education Statistics, 2002.
AN  - 62172219; ED480218
AB  - This publication, 10th in a series, provides a pocket-sized compilation of statistical information covering the broad field of U.S. education from kindergarten through graduate school. Data are from many government sources, especially surveys conducted by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the "Digest of Education Statistics." Education was the occupation of more than 78 million people in the United States in fall 2002. This total includes 69.2 million students in U.S. schools and colleges, and more than 4 million people employed as elementary and secondary school teachers and college faculty. Information is grouped into these categories: (1) "The Structure of American Education"; (2) "Enrollment"; (3) "Elementary and Secondary Schools"; (4) "Degree-Granting Institutions"; (5) "Teachers, Faculty, and Staff, Elementary and Secondary Schools"; (6) "Degree-Granting Institutions"; (7) "Educational Outcomes"; (8) "Finance"; (9) "Public Elementary and Secondary Schools"; and (10) "Degree-Granting Institutions." (Contains 1 figure and 41 tables.) (SLD)
AU  - Hoffman, Charlene
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 71
PB  - ED Digest of Education Statistics, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - ERIC, Resources in Education (RIE)
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Racial Differences
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62172219?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2001 "Mini-Digest," see ED 463 334.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Institutions in the United States: Fall 2001 and Degrees and Other Awards Conferred: 2000-01. E.D. Tabs.
AN  - 62170187; ED480213
AB  - This report presents information from the Fall 2001 Integrated Postsecondary Education Data System (IPEDS) Web-based data collection. Data were requested from more than 6,600 postsecondary institutions participating in the Title IV federal student aid programs. The tables in this publication present counts of institutions by selected institutional characteristics and the number of degrees and other formal awards conferred in the period July 1, 2000 through June 30, 2001 by the Title IV postsecondary institutions. Examination of the Title IV degree-granting institutions indicates that 41% were public institutions, 40% were private not-for-profit institutions, and 19% were private for-profit institutions. Of the non-degree-granting Title IV institutions located in the United States, 17% were public institutions, 12 % were private not-for-profit institutions, and 71% were private-for-profit institutions. In the 2000-2001 academic year, about 2.4 million degrees were awarded by Title IV degree-granting institutions in the United States. Of these, 51% were bachelor's degrees. A section of the report discusses the methodology by which these data were collected and analyzed. (Contains 1 figure and 42 tables.) (SLD)
AU  - Knapp, Laura G.
AU  - Kelly, Janice E.
AU  - Whitmore, Roy W.
AU  - Wu, Shiying
AU  - Gallego, Lorraine M.
AU  - Broyles, Susan G.
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 79
KW  - Higher Education Act Title IV
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Institutional Characteristics
KW  - Academic Degrees
KW  - Postsecondary Education
KW  - Colleges
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62170187?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1998-1999 report, see ED 455 733.
N1  - Last updated - 2014-03-21
ER  - 



TY  - BOOK
T1  - The Condition of Education, 2003.
AN  - 62166675; ED479294
AB  - This volume presents indicators of important developments and trends in American education in 2003. Recurrent themes underscored by the indicators include participation and persistence in education, student performance and other outcomes, the environment for learning, and societal support for education. In addition, this volume contains a special analysis of children's reading achievement and classroom experiences in kindergarten and first grade, with a focus on the school, classroom, and home factors associated with the likelihood of children becoming good readers. Each section in the volume begins with a summary that presents the key point in the indicators to follow. All indicators contain a discussion, a single graph or table on the main indicator page, and one or more supplemental tables. All use the most recent national data available from the National Center for Education Statistics or other sources serving the purpose of the indicators. The volume's many topics are divided into six sections: (1) "Participation in Education"; (2) "Learner Outcomes"; (3) "Student Effort and Educational Progress"; (4) "Context of Elementary and Secondary Education"; (5) "Context of Postsecondary Education"; and (6) "Societal Support for Learning." Appended are supplemental tables, supplemental notes, standard error tables, and a glossary. (WFA)
AU  - Wirt, John
AU  - Choy, Susan
AU  - Provasnik, Stephen
AU  - Rooney, Patrick
AU  - Sen, Anindita
AU  - Tobin, Richard
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 325
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: ERN3562P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003067.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Postsecondary Education
KW  - Economics of Education
KW  - Access to Education
KW  - Educational Indicators
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Teacher Student Ratio
KW  - Parent School Relationship
KW  - Educational Assessment
KW  - Teacher Qualifications
KW  - Statistical Surveys
KW  - Educational Research
KW  - Educational Quality
KW  - Adult Education
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62166675?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Random Assignment in Program Evaluation and Intervention Research: Questions and Answers.
AN  - 62166390; ED478982
AB  - This booklet contains questions and answers about random assignment in program evaluation and intervention research. The main purpose of program evaluation research in education is to determine whether programs help the students they are designed to serve and whether new ideas for education programs still under development are worthy of extension to a wider selection of schools and settings. Researchers use random assignment in impact studies to form two statistically equivalent groups of participants in the most objective way possible. Random assignment procedures vary according to the program being tested. The main advantage of using random assignment is a "one-difference-only" feature to help determine whether changes are the result of the intervention or program. Other approaches can be used to study the effects of a new program, but random assignment is the best approach for discerning whether or not a new school policy or program has an effect over and above the effect of the standard policy or program and how big that effect might be. (SLD)
AU  - Myers, David
AU  - Dynarski, Mark
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 10
VL  - NCEE-2003-5001
KW  - Randomized Experiments
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation Methods
KW  - Control Groups
KW  - Intervention
KW  - Experimental Groups
KW  - Program Evaluation
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62166390?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Brief Profile of America's Private Schools.
AN  - 62163934; ED479792
AB  - This booklet contains a summary of a study of private schools. The study examined private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools. Data were collected in 1999 and 2000 from an integrated set of survey instruments that collected information on a wide range of topics from students, teachers, and principals. The study examined characteristics of schools, staff, and students; school location and level; school size; demographic characteristics of students; teachers' influence on school policies; teachers' ratings of school climate and management; and principals and school leadership. The findings are presented in narrative and tabular forms. Following are some of the major findings. Private schools, overall, have fewer students and less diverse student populations than public schools. Catholic schools tend to be larger and have greater diversity in enrollment than other types of private schools. Principals at the three types of schools had different top priorities for their schools, but at least 60 percent in each type included academic excellence. Teachers in private schools reported that they had wide latitude in deciding how and what to teach, as well as fairly strong influence on many school policies. (WFA)
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 21
PB  - ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - School Administration
KW  - Parochial Schools
KW  - Teacher Characteristics
KW  - School Demography
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - School Culture
KW  - Instructional Leadership
KW  - Administrator Characteristics
KW  - Teacher Administrator Relationship
KW  - School Size
KW  - Government Publications
KW  - Administrator Evaluation
KW  - Private Schools
KW  - Private Education
KW  - Educational Research
KW  - Teacher Empowerment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62163934?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Barbara Holton.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Trends in High School Vocational/Technical Coursetaking, 1982-1998. Statistical Analysis Report.
AN  - 62162377; ED480005
AB  - This report analyzes vocational/technical (VT) course taking among public high school graduates between 1982-98. It focuses on trends in VT course taking, introductory technology and computer-related coursetaking, and how students combine VT and academic course taking. The report examined high school transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998. Findings indicated the average number of VT credits earned by graduates declined between 1982-90, with no subsequent statistically significant changes; program areas with declining course taking were materials production, business management, and mechanics and repair, and those with increasing course taking were computer technology and communications technology; students were less likely to concentrate in occupational education; differences were not significant in the percentage of 1982 and 1998 graduates taking work-based learning courses or the average number of credits earned; some evidence showed, in states that increased graduation requirements, students decreased VT course taking; 1998 graduates earned credits equivalent to about one full-year computer-related course; graduates increased the number and rigor of academic courses they took; and students became more likely to combine college preparatory and occupational coursework. The text and appendixes contain 113 tables and 67 figures, a glossary and technical notes and methodology. (YLB)
AU  - Levesque, Karen
AU  - Hudson, Lisa
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 277
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://nces.ed.gov/pubs2003/2003025.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Education
KW  - High School Graduates
KW  - Credits
KW  - Educational Trends
KW  - Enrollment Influences
KW  - Longitudinal Studies
KW  - Decision Making
KW  - School Statistics
KW  - Secondary Education
KW  - Work Experience Programs
KW  - Student Interests
KW  - Information Technology
KW  - Cooperative Education
KW  - Course Selection (Students)
KW  - Vocational Education
KW  - Student Educational Objectives
KW  - College Preparation
KW  - Trend Analysis
KW  - Technology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162377?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 2002.
AN  - 62145928; ED481156
AB  - The 2002 edition of the "Digest of Education Statistics" is the 38th in a series initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering U.S. education from prekindergarten through graduate school. The "Digest" includes data from many sources, especially the surveys and activities of the National Center for Education Statistics. Information is provided on a number of subjects, including the numbers of schools and colleges, teachers, enrollments, and graduates. The "Digest" contains these chapters: (1) "All Levels of Education"; (2) "Elementary and Secondary Education"; (3) "Postsecondary Education"; (4) "Federal programs for Education and Related Activities"; (5) "Outcomes of Education"; (6) "International Comparisons of Education"; and (7) "Libraries and Educational Technology." This edition contains new information, including average salaries for public school teachers and the number and characteristics of charter schools. An appendix provides definitions and supplemental information. (Contains 439 tables.) (SLD)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 593
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Federal Aid
KW  - School Demography
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Federal Programs
KW  - Statistical Data
KW  - School Personnel
KW  - Vocational Education
KW  - Tables (Data)
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62145928?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the related "Mini-Digest of Education Statisti
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Condition of Education 2003 in Brief. NCES 2003-068
AN  - 1651848088; ED547129
AB  - This publication contains a sample of the 44 indicators in "The Condition of Education 2003." The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents page offers a cross reference between the two publications. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report on the status and progress of education in the United States. "The Condition of Education" includes data and analysis on a wide variety of issues. The indicators in the 2003 edition are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; (5) Contexts of Postsecondary Education; and (6) Societal Support for Learning. The indicators in "The Condition of Education" use data from government and private sources. The complete publication (see ED479294) includes a special analysis on children's reading achievement and classroom experiences in kindergarten and 1st grade. It also contains additional tables and notes related to each indicator.
AU  - Livingston, Andrea
AU  - Wirt, John
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 28
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Pell Grant Program
KW  - National Assessment of Educational Progress
KW  - Progress in International Reading Literacy Study
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Postsecondary Education
KW  - Two Year Colleges
KW  - Middle Schools
KW  - Secondary Education
KW  - Junior High Schools
KW  - High Schools
KW  - Kindergarten
KW  - Primary Education
KW  - Early Childhood Education
KW  - Grade 4
KW  - Intermediate Grades
KW  - Elementary Education
KW  - Grade 8
KW  - Grade 12
KW  - Family Characteristics
KW  - National Competency Tests
KW  - Secondary School Teachers
KW  - Academic Persistence
KW  - Family Environment
KW  - English Curriculum
KW  - Grants
KW  - Mathematics Achievement
KW  - Time to Degree
KW  - Bachelors Degrees
KW  - Language Minorities
KW  - United States History
KW  - Tenure
KW  - Rural Schools
KW  - Federal Aid
KW  - Educational Finance
KW  - Academic Achievement
KW  - School Districts
KW  - Modern Language Curriculum
KW  - Urban Schools
KW  - Student Diversity
KW  - Educational Attainment
KW  - College Transfer Students
KW  - Middle School Teachers
KW  - Cross Cultural Studies
KW  - Reading Achievement
KW  - Disabilities
KW  - Mathematics Activities
KW  - Course Selection (Students)
KW  - Enrollment
KW  - Academic Accommodations (Disabilities)
KW  - Geography
KW  - Family Literacy
KW  - Financial Support
KW  - Undergraduate Students
KW  - Young Children
KW  - Mathematics Instruction
KW  - School Holding Power
KW  - Teacher Selection
KW  - College Faculty
KW  - Student Financial Aid
KW  - Foreign Countries
KW  - Poverty
KW  - Community Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651848088?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - National Education Longitudinal Survey (NELS): Report for Computation of Balanced Repeated Replicate (BRR) Weights for the Third (NELS88:1994) and Fourth (NELS88:2000) Follow-Up Surveys. Working Paper No. 2003-18
AN  - 1651829791; ED545895
AB  - The objectives of this project were to construct two sets of balanced repeated replication (BRR) weights for two National Education Longitudinal Study of 1988 (NELS:88) sets of weights: one based on the third follow-up survey done in 1994 (NELS88:94); and the second based on the fourth follow-up survey done in 2000 (NELS88:2000). These weights are described here. "F3QWT" is the first weight. It applies to all members of the third follow-up sample who completed an interview in 1994, regardless of their participation status in previous rounds. When used with the appropriate sample flags, it allows projections to the following populations: (1) Spring 1988 8th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 eligibility; (2) Spring 1990 10th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 eligibility and 1990 participation; and (3) Spring 1992 12th graders eligible to complete questionnaires in 1992 and 1994, regardless of 1988 and 1990 eligibility and 1992 participation. "F4PNLWT" is the second weight. This panel weight applies to sample members who completed questionnaires in all five rounds of NELS:88 and were in school in the spring of 1988. It can be used to make projections to the population of spring 1988 8th graders. Four appendices present: (1) Weighting Specifications of BRR Weights for Third Follow-Up; (2) Hadamard Matrix Used to Construct BRR Weights; (3) Variables Used for Calibration of Weights; and (4) Weighting Specifications of BRR Weights for Fourth Follow-Up Full Panel Weight.
AU  - Wu, Shiying
AU  - Levy, Paul S.
AU  - Wang, Jiantong
AU  - Chromy, James
AU  - Li, Lei
Y1  - 2003/06//
PY  - 2003
DA  - June 2003
SP  - 49
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Junior High Schools
KW  - Middle Schools
KW  - Elementary Education
KW  - Secondary Education
KW  - Grade 10
KW  - High Schools
KW  - Grade 12
KW  - Computation
KW  - Followup Studies
KW  - Statistical Analysis
KW  - Sampling
KW  - National Surveys
KW  - Longitudinal Studies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829791?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - The Effectiveness of Educational Technology: Issues and Recommendations for the National Study
AN  - 62002269; ED498071
AB  - The No Child Left Behind Act (P.L. 107-110) called for the U.S. Department of Education to carry out a national study of the effectiveness of educational technology. With computers becoming ubiquitous in American schools, and purchases of hardware and software now substantial expenses for school districts, whether funding is supporting effective uses of technology and whether spending can be more effective have become concerns. The legislation's mandate called for the study to use rigorous methods to provide evidence of effectiveness. In October 2002, the U.S. Department of Education began working with Mathematica Policy Research, Inc. and its partners, the American Institutes for Research and the Education Development Center, to identify issues confronting a national study of technology effectiveness and to develop designs for the study. A key part of the design effort was to engage a panel of outside experts on educational technology, educational policy, and research methodology, to help identify important questions to be addressed in the study and to suggest possible approaches for answering them. The design team worked with the advisory panel and with ED staff to arrive at nine recommendations for how the national study could focus its attention (see box, next page). The panel played an important role in suggesting issues and approaches, and in discussing the strengths and weaknesses of various approaches, but did not formally make recommendations. The key broad question to be addressed by the evaluation is "Is educational technology effective in improving student academic achievement?" The design team recognized that, stated in this way, no single study could answer the question. In effect, many questions are implied, related to alternative definitions of education technology, effectiveness, and improving student achievement. The team needed to define what is meant by "educational technology," "effective," and so on. The design team's recommendations refine the study, so it can have the potential to contribute substantially to what is known about the effectiveness of educational technology. The recommendations focus attention on technology applications that support instruction in reading or math in low-income schools serving the K-12 grade levels. The study would use experimental designs (with random assignment of students, classrooms, or schools, depending on the type of technology application) to ensure that measured effects can be attributed to the technology applications. The key outcome would be scores from a commonly used standardized test, supported by other academic outcomes collected from extant data. The report provides rationales for the recommendations and discusses conceptual frameworks and statistical issues related to measuring effects and determining sample sizes. Appended are: (1) Technical Working Group Members; and (2) Estimates of Intra-Cluster Correlation Coefficients for Schools and Classrooms. (Contains 6 figures and 5 tables.)
AU  - Agodini, Roberto
AU  - Dynarski, Mark
AU  - Honey, Margaret
AU  - Levin, Douglas
Y1  - 2003/05/09/
PY  - 2003
DA  - 2003 May 09
SP  - 48
PB  - Mathematica Policy Research, P.O. Box 2393, Princeton, NJ 08543-2393.
KW  - No Child Left Behind Act 2001
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Program Effectiveness
KW  - Research Methodology
KW  - Scores
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Correlation
KW  - Research Design
KW  - Control Groups
KW  - Federal Legislation
KW  - Educational Policy
KW  - Sample Size
KW  - Disadvantaged Schools
KW  - Educational Technology
KW  - Effect Size
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62002269?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Overview of Public Elementary and Secondary Schools and Districts: School Year 2001-02.
AN  - 62175090; ED478980
AB  - This report summarizes information about public elementary and secondary schools and local education agencies in the United States during the 2001-2002 school year. The information is provided by state education agencies through the Common Core of Data survey system. States reported 94,112 public elementary and secondary schools in the 2001-2002 school year, an increase of more than 11% from the totals for fall 1991. Most of these (985) were regular schools, but others focused on special education, vocational/technical education, or alternative programs. About 85% of local education agencies were those typically thought of as "school districts," operated by a local school board. About 8% were supervisory unions or regional education service agencies, and around 7% were operated directly by a state or federal government agency or some other entity. In the 2001-220 school year, the public schools provided instruction to 47.7 million students. Five states enrolled more than two million students in their schools, but, at the other end of the spectrum, the District of Columbia and Wyoming reported fewer than 100,000 students. Schools came in all combinations of grades, and primary schools tended to be smaller than middle schools or high schools. However, student-teacher ratios were higher in the elementary schools, with a median of 16.0 students per teacher. The majority of schools (57%) were in large of midsize cities or accompanying urban fringe areas. These schools accounted for more than two-thirds of all public school students. The report also contains some information on other school characteristics. An appendix contains supplemental tables. (Contains 19 tables.)(SLD)
AU  - McGraw Hoffman, Lee
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 54
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov.
VL  - NCES-2003-411
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - School Districts
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Urban Schools
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62175090?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For an overview for the 1997-1998 school year, see
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Trends in the Use of School Choice: 1993 to 1999. Statistical Analysis Report.
AN  - 62171079; ED480216
AB  - The National Household Education Surveys Program (NHES) provides a comprehensive set of information that may be used to estimate the use of school choice in the United States. In this country, school choice is primarily comprised of programs that allow students to attend any public school within or outside of their local school district, a magnet or charter school, a private school, or homeschool. This report examines data from three administrations or the NHES (1993, 1996, and 1999) in which children's parents were asked if their children attended their assigned public schools, public schools that they had chosen, private schools that are church-related, or private schools that are not church-related, and about their satisfaction and involvement within these schools. The report provides information about trends in the use and users of public schools of choice and private schools, and outcomes of these choices: parent satisfaction and involvement, and student plans for postsecondary education. The report also provides a brief analysis of homeschooled students. This report cannot answer questions about the availability of public school choice or other school choice programs. The report shows that the percentage of children enrolled in public, assigned schools for grades 1 through 12 decreased from 80% in 1993 to 76% in 1999. The decrease in public, assigned school enrollment was almost completely offset by an increase from 11 to 14% in public, chosen school enrollment. Enrollment in private, church-related schools remained relatively stable at 7 to 8% between 1993 and 1999, and enrollment in private, not church-related schools was about 2% in each year. An appendix contains tables of numbers. (Contains 4 figures, 11 tables, and 42 references.) (Author/SLD)
AU  - Bielick, Stacey
AU  - Chapman, Christopher
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 66
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160514436
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Charter Schools
KW  - School Choice
KW  - Parent Attitudes
KW  - Home Schooling
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - National Surveys
KW  - Private Schools
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62171079?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public School Student, Staff, and Graduate Counts, by State: School Year 2001-02. Statistical Analysis Report.
AN  - 62165097; ED480214
AB  - This publication provides data on the number of student enrolled in elementary and secondary public schools in 2001-2002 by grade and race/ethnicity. It also includes the number of staff members paid to teach, supervise, and provide support services, and the number of students who graduated from high school in 2000-2001. In the 2001-2002 school year, there were 47.7 million students enrolled in public elementary and secondary schools in the 50 states and the District of Columbia. Of these, 26.3 million were in prekindergarten through grade 6, an additional 20.9 million were in grades 7 through 12, and the remaining 0.6 million were ungraded students. About 3.0 million full-time-equivalent teachers provided instruction in public elementary and secondary schools in the 2001-2002 school year. Of these, 56.3% were elementary school teachers. (Contains 4 figures and 10 tables.) (SLD)
AU  - Young, Beth Aronstamm
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 24
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Public Schools
KW  - Profiles
KW  - Racial Composition
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62165097?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1998-1999 report, see ED 455 733.
N1  - Last updated - 2014-03-21
ER  - 



TY  - BOOK
T1  - Comparative Indicators of Education in the United States and Other G-8 Countries: 2002.
AN  - 62163112; ED478252
AB  - This report presents a set of education indicators that describes how the United States education system compares with those of the other G-8 countries: Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. The data were collected from three main sources: the Organisation for Economic Cooperation and Development's National Education Systems project; assessments conducted by the International Association for the Evaluation of Educational Achievement; and the Program for International Student Assessment. The indicators are organized into five major sections: (1) "Demographic and Socioeconomic Context of Education"; (2) "Preprimary and Primary Education"; (3) "Secondary Education"; (4) "Higher Education"; and (5) "Education and the Labor Force." In total, the report presents 31 indicators, among which are the following: educational attainment of the population; access to primary education; human resources in primary education; public school teachers' salaries; achievement of secondary-school students; expenditures for primary and secondary education; access to higher education; science and mathematics degrees; and labor market outcome of education. The report includes numerous graphs, charts, and tables; key findings for each indicator; a section that highlights key findings; a glossary; and a description and classification of G-8 countries' education systems. (WFA)
AU  - Sherman, Joel D.
AU  - Honegger, Steven D.
AU  - McGivern, Jennifer L.
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 108
PB  - ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: ERN3552P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003026.pdf.
KW  - Canada
KW  - France
KW  - Germany
KW  - Italy
KW  - Japan
KW  - Russia
KW  - United Kingdom
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Educational Strategies
KW  - Primary Education
KW  - Educational Indicators
KW  - Educational Finance
KW  - Statistical Studies
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Teacher Salaries
KW  - Comparative Analysis
KW  - Public Schools
KW  - Foreign Countries
KW  - Teacher Student Ratio
KW  - Preschool Education
KW  - Public Education
KW  - Enrollment
KW  - Student Behavior
KW  - Educational Research
KW  - Education Work Relationship
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Mariann Lemke.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Effects of Energy Needs and Expenditures on U.S. Public Schools. Statistical Analysis Report.
AN  - 62162124; ED478353
AB  - This report provides national estimates on energy needs and expenditures of U.S. public school districts. The survey provides estimates of Fiscal Year (FY) 2000 energy expenditures, FY 2001 energy budgets and expenditures, and FY 2002 energy budgets; methods used to cover energy budget shortfalls in FY 2001; and possible reasons for those shortfalls. The survey also explored the cost-saving measures that school districts took in FY 2000, FY 2001, and FY 2002. Finally, the survey examined the extent to which the chief financial officer of the school district (or other district respondent) perceived the school district succeeded in reducing energy usage and cost per unit. The nationally representative sample of approximately 1,000 regular school districts was selected from the 19992000 Common Core of Data Local Education Agency Universe file. (EV)
AU  - Smith, Timothy
AU  - Porch, Rebecca
AU  - Farris, Elizabeth
AU  - Fowler, William
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 75
VL  - NCES-2003-018
KW  - Energy Consumption
KW  - ERIC, Resources in Education (RIE)
KW  - Energy Management
KW  - Public Schools
KW  - School Surveys
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62162124?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2000-01. Statistics in Brief.
AN  - 62160719; ED480941
AB  - With data retrieved from the Common Core of Data collection of surveys, this report presents revenues and expenditures for public elementary and secondary education in all 50 states, the District of Columbia, and U.S. territories for school year 2000-01. Two pie charts display revenues by source and current expenditures by function. Seven tables report the following information: (1) revenues for public elementary and secondary schools by source and state; (2) percentage distribution of revenue for public elementary and secondary schools by source and state; (3) current expenditures for public elementary and secondary schools by function and state; (4) percentage distribution of current expenditures for public elementary and secondary schools by function and state; (5) student membership and current expenditures per pupil in membership for public elementary and secondary schools by function and state; (6) current expenditures for public elementary and secondary education by state; and (7) expenditures for public elementary and secondary education and other related programs by state. (WFA)
AU  - St. John, Elise
Y1  - 2003/05//
PY  - 2003
DA  - May 2003
SP  - 14
PB  - ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003362.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Salaries
KW  - Federal Aid
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Instructional Student Costs
KW  - School Statistics
KW  - State Aid
KW  - Income
KW  - Expenditures
KW  - Tax Allocation
KW  - Services
KW  - School District Wealth
KW  - Government Publications
KW  - Noninstructional Student Costs
KW  - Student Costs
KW  - Resources
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160719?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - PIRLS-IEA Reading Literacy Framework: Comparative Analysis of the 1991 IEA Reading Study and the Progress in International Reading Literacy Study. Working Paper Series.
AN  - 62230114; ED473963
AB  - A study examined how two international studies--the 1991 International Association for the Evaluation of Educational Achievement (IEA) Reading Literacy Study and the 2001 Progress in International Reading Literacy Study (PIRLS, also conducted by IEA)--compared to each other in the aspects of reading literacy each assessed, the types of texts they used in the assessments, and the types and difficulty of the questions they used. In comparing the frameworks, passages, and items, there were both differences and similarities. The definitions of reading literacy were very similar. The types of passages used were similar but in actually choosing and categorizing passages, the IEA emphasized the types of texts while the PIRLS focused on purposes for reading. The passages/texts on the PIRLS were longer, more engaging, and more complex in most cases. The question taxonomies that were generated to frame the tasks on the assessments were very different. The PIRLS passages were presented in an engaging and authentic manner that might have improved students' motivation to read and respond to the texts. This is one area where the form of the PIRLS might have contributed to students' level of performance. However, if students lacked the skills necessary to respond to the items, engaging texts would not have helped much. With a wider range of skills being called for on the PIRLS than on the IEA, especially skills requiring deeper thinking, it is possible that the results of the 2001 PIRLS will show U.S. students spread out more at the top and a wider distribution of their scores than on the IEA in 1991. Appendixes contain item rating sheets and a description of the levels of depth of knowledge for language arts reading. (RS)
AU  - Kapinus, Barbara
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 21
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=200305.
VL  - NCES-WP-2003-05
KW  - International Assn Evaluation Educ Achievement
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Junior High Schools
KW  - Reading Comprehension
KW  - Racial Differences
KW  - Test Items
KW  - Test Content
KW  - Reading Research
KW  - Grade 9
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Readability
KW  - Literacy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62230114?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Laurence Ogle.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Content Comparison of the NAEP and PIRLS Fourth-Grade Reading Assessments. Working Paper Series.
AN  - 62229665; ED475855
AB  - In 1991, the United States participated in the International Evaluation of Educational Achievement (IEA) Reading Literacy Study that assessed the reading literacy of fourth-grade students in 32 countries. When a new study of fourth-grade reading literacy was being planned for 2001, the IEA decided to create a new assessment: Progress in International Reading Literacy Study (PIRLS). This Working Paper compares the frameworks, texts, and items of these two international studies. The paper is divided into the following sections: Executive Summary; Introduction; Definitions of Reading; Purposes for Reading; Reading Passages; Distribution of Item Types in NAEP and PIRLS; Reading Processes Assessed by NAEP and PIRLS; To What Extent Do NAEP and PIRLS Measure Similar Skills?; Detailed View of Cross-Classification; and Conclusion. Appended are: Expert Panel Members; Example Passages; Readability and Lexile Analysis; and Classification of Items. (Contains 7 references, 14 tables, and 4 figures.) (NKA)
AU  - Binkley, Marilyn
AU  - Kelly, Dana L.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 58
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/200310.pdf.
VL  - NCES-WP-2003-10
KW  - IEA Reading Literacy Study
KW  - International Assn Evaluation Educ Achievement
KW  - International Surveys
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Measures (Individuals)
KW  - Grade 4
KW  - Reading Skills
KW  - Literacy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62229665?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Effects of Finite Sampling on State Assessment Sample Requirements. NAEP Validity Studies. Working Paper Series.
AN  - 62172964; ED478978
AB  - This study addressed statistical techniques that might ameliorate some of the sampling problems currently facing states with small populations participating in State National Assessment of Educational Progress (NAEP) assessments. The study explored how the application of finite population correction factors to the between-school component of variance could be used to modify sample sizes required of states that currently qualify for the exemptions from State NAEP minimum sample requirements. It also examined ways to preserve the infinite population assumptions for hypothesis testing related to comparisons between domain means. For this exploration, researchers developed hypothetical school and student population structures and hypothetical variance component distributions. For each variance component distribution, they determined the effective sample size resulting from the minimum state NAEP sample size requirements when the infinite population assumptions are a good approximation to reality. Results lend support to alternate sample size specifications both in states with few schools and in states with many small schools. The paper notes that permitting states to use design options other than the current State NAEP requirement could reduce costs related to test administration, scoring, and data processing. (Contains 10 tables.) (SLD)
AU  - Chromy, James R.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 26
PB  - Available only online at:http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-17
KW  - National Assessment of Educational Progress
KW  - Trial State Assessment (NAEP)
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Testing Programs
KW  - Validity
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Sampling
KW  - Sample Size
KW  - National Surveys
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62172964?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Household Education Surveys Program. Electronic Codebook and Data Files. Early Childhood Program Participation, Before- and After-School Programs and Activities, Adult Education and Lifelong Learning [CD-ROM].
AN  - 62172166; ED480217
AB  - The National Household Education Surveys Program (NHES) is an ongoing project of the National Center for Education Statistics that uses random-digit-dial sampling and computer-assisted telephone interviewing to conduct studies on important education issues. There are three NHES data sets on this CD-ROM, which also contains the electronic codebook for the surveys. The first is the Early Childhood Program Participation Survey (ECPP-NHES:2001), which involved interviews with parents or guardians of children from birth through age 6 who were not yet enrolled in kindergarten. Information was collected about participation in early childhood care and programs (relative care, nonrelative care, center-based programs, and Early/Head Start), parental perceptions of program quality, parental choice of arrangements, and family-child activities. The second data set is that of Before- and After-School Programs and Activities (ASPA-NHES: 2001). This survey involved interviews with the parents or guardians of children enrolled in kindergarten through eighth grade, up to age 15. Data were collected about enrollment in school, school characteristics and experiences, before- and after-school care, and self-care. Parents of homeschoolers were asked questions about reasons for schooling their children at home, and support from the public school or district. The final survey, the Adult Education and Lifelong Learning (AELL-NHES:2001). Involved interviews with civilian adults who were age 16 and older and not enrolled in 12th grade and below. Topics included participation in English as a Second Language, basic skills, General Education Development test preparation, higher education degree programs, vocational and technical programs, work-related courses, personal interest classes, and information learning activities at work. TYPE OF SURVEY: Sample Survey. RESPONDENTS: Parents; Students; Graduates. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 2001. YEAR OF LATEST DATA: 2001. (SLD)
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Lifelong Learning
KW  - After School Programs
KW  - Early Childhood Education
KW  - National Surveys
KW  - Interviews
KW  - CD ROMs
KW  - Parents
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62172166?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=National+Household+Education+Surveys+Program.+Electronic+Codebook+and+Data+Files.+Early+Childhood+Program+Participation%2C+Before-+and+After-School+Programs+and+Activities%2C+Adult+Education+and+Lifelong+Learning+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2003-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Computer Use and Its Relation to Academic Achievement in Mathematics, Reading and Writing. NAEP Validity Studies. Working Paper Series.
AN  - 62171362; ED478976
AB  - This study used evidence from the 1996 National Assessment of Educational Progress (NAEP) in mathematics and the 1998 NAEP main assessments in reading and writing to examine patterns of computer use and academic achievement in each of these three academic domains. It is concluded that the design of the NAEP data collection precludes using such data to make even tentative conclusions about the relationship of achievement and computer use. Further study is recommended, including a multisite experiment to determine how teachers and students are using computers and the impact of computers on achievement. Three appendixes contain the exact text of questions about computer use from the 1996 and 1998 NAEP assessments. (Contains 23 tables and 77 references.) (SLD)
AU  - Hedges, Larry V.
AU  - Konstantopoulis, Spyros
AU  - Thoreson, Amy
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 63
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>.
VL  - NCES-WP-2003-15
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Computer Use
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Validity
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62171362?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Implications of Electronic Technology for the NAEP Assessment. NAEP Validity Studies. Working Paper Series.
AN  - 62170428; ED478977
AB  - This report emphasizes the need for the National Assessment of Educational Progress (NAEP) to integrate the use of technology into its assessment procedures. It reviews major options and suggests priorities to guide the integration. The paper identifies three short-term goals for this development: (1) a linear computer-administered assessment in a target subject area such as mathematics should be implemented; (2) a computer-administered writing assessment should be developed and implemented; and (3) the introduction and evaluation of technology-based test accommodations for handicapped students and English-language learners should be continued. The paper suggests that the NAEP consider redesign as an integrated electronic information system that would involve all aspects of the assessment process including assessment delivery, scoring and interpretation, development of assessment frameworks, specifications of population and samples, collection of data, and preparation and dissemination of results. (Contains 43 references.) (SLD)
AU  - Duran, Richard P.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 36
PB  - Available only online at:http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-16
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Technology Integration
KW  - Validity
KW  - Elementary Secondary Education
KW  - Electronic Text
KW  - National Surveys
KW  - Test Construction
KW  - Educational Technology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62170428?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Study of Equating in NAEP. NAEP Validity Studies. Working Paper Series.
AN  - 62168758; ED478974
AB  - A computer simulation study was conducted to investigate the amount of uncertainty added to National Assessment of Educational Progress estimates by equating error under three different equating methods and while varying a number of factors that might affect accuracy of equating. Data from past NAEP administrations were used to guide the simulations, and error due to equating was estimated empirically. Factors investigated were number of items in the scale, proportion of items in the scale taken by each student, proportion of items in each administration that are common, proportion of each item "type" in each scale, proportion of each item type among common items used for equating, scale linking strategy, and change in ability from wave 1 to wave 2. Common item scale linking performed very well, even under circumstances that were far from ideal. Findings suggest that the merits of less biased measurements may outweigh the problems caused by slight adjustments to previously reported scores. It is recommended that long-term trend lines be periodically reanalyzed using methods such as multiple-group item response theory that can minimize such biases. (Contains 29 tables, 42 figures, and 9 references.) (SLD)
AU  - Hedges, Larry V.
AU  - Vevea, Jack L.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 92
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>.
VL  - NCES-WP-2003-13
KW  - Linking Metrics
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Item Response Theory
KW  - Computer Simulation
KW  - Validity
KW  - Error of Measurement
KW  - Equated Scores
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62168758?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel. F
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Reporting the Results of the National Assessment of Educational Progress. NAEP Validity Study. Working Paper Series.
AN  - 62168373; ED478972
AB  - This paper explores the ways results of National Assessment of Educational Progress (NAEP) data might be communicated to a variety of audiences, each with differing needs for information, interest in its findings, and sophistication in interpreting the results. The paper describes market-basket reporting as a feasible alternative to traditional NAEP reporting. Such reports would include samples of items and exercises with their scoring rubrics. The second section of the paper makes the case that in order to up-hold the strict standards of data quality, NAEP reports must format and display results to make them more accessible while discouraging readers from drawing overly broad interpretations of the data. A final section describes a detailed program of research on reporting and dissemination of NAEP findings based on these dimensions: (1) the research questions to be asked; (2) the audiences to whom the questions should be addressed; and (3) the strategies through which the questions should be pursued. The paper suggests that the highest priority be given to research on reporting through public media, followed by making NAEP reporting more understandable and useful to school curriculum and instruction personnel, reporting to the public, and further research with state education personnel. (Contains 9 tables and 57 references.) (Author/SLD)
AU  - Jaeger, Richard M.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 51
PB  - Available only online at: http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-11
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Reports
KW  - Validity
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Achievement Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62168373?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - An Investigation of Why Students Do Not Respond to Questions. NAEP Validity Studies. Working Paper Series.
AN  - 62166900; ED478973
AB  - This study explored potential reasons behind student omission of responses to assessment questions. Understanding why students fail to answer certain questions may help inform the proper treatment of missing data during the estimation of item parameters and achievement distributions. The study was exploratory, small in scope, and qualitative in nature. The general approach was to visit schools in which the 1998 eighth-grade National Assessment of Educational Progress (NAEP) assessments in reading and civics were being conducted and interview samples of students about their test taking behaviors and their reasons for not answering particular questions following the assessment sessions. Interviews also attempted to determine whether the students could have answered the questions they left blank correctly. Eighty-four students were originally interviewed for this investigation, and 19 of these had omitted no questions. In previous studies, response rates appeared to vary with student characteristics, but it was not possible to draw statistically meaningful conclusions about the demographic characteristics to students likely to omit questions based on the makeup of the sample. (SLD)
AU  - Jakwerth, Pamela M.
AU  - Stancavage, Frances B.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 27
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>.
VL  - NCES-WP-2003-12
KW  - National Assessment of Educational Progress
KW  - Omitted Responses
KW  - ERIC, Resources in Education (RIE)
KW  - Responses
KW  - Validity
KW  - Junior High Schools
KW  - Elementary Secondary Education
KW  - Interviews
KW  - Test Items
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62166900?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - An Agenda for NAEP Validity Research: NAEP Validity Studies. Working Paper Series.
AN  - 62166136; ED478425
AB  - The National Assessment of Educational Progress (NAEP) Validity Studies Panel undertook a systematic analysis to consider the domain of validity threats to NAEP and to identify the most urgent research priorities. A framework of six broad categories was developed: (1) the constructs measured within each of NAEP's subject domains; (2) the manner in which these constructs are measured; (3) the representation of the population; (4) the analyses of data; (5) the reporting and use of NAEP results; and (6) the assessment of trends. Panel subcommittees prepared papers laying out the critical validity issues in each area. These papers, which are presented in chapters 2 through 7 of this report, are: (1) "Validity Issues Representing Populations" (Donald H. McLaughlin, Peter Behuniak, and James R. Chromy) (Chapter 4); (2) "Issues and Recommendations on NAEP Data Analysis" (R. Darrell Bock, Albert Beaton, and Gerald DeMauro) (Chapter 5); (3) "Validity and Utility Issues in NAEP Reporting and Data Releases" (Frances B. Stancavage and Ina V. S. Mullins) (Chapter 6); and (4) "Estimating Trends from NAEP Scores: Rationale and Research Directions" (David Grissmer, Albert E. Beaton, and Larry Hedges) (Chapter 7). The panel reviewed these papers and set priorities in each area by a consensus process. Sixteen suggested studies or areas of study were identified. Four stood out as essential, nine others were considered "highly needed," and three were found to be less important. The panel indicated unanimously that studies are essential to evaluate the validity aspects of NAEPs new role under the No Child Left Behind Act. The appendix to chapter 4 is attached. (Contains 6 figures and 26 tables.) (SLD)
AU  - Stancavage, Frances B.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 110
PB  - Available only online: http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-007
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Research Needs
KW  - Validity
KW  - Elementary Secondary Education
KW  - Sampling
KW  - National Surveys
KW  - Data Analysis
KW  - Agenda Setting
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62166136?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Status and Trends in the Education of Hispanics.
AN  - 62165284; ED477131
AB  - This report examines the educational status of Hispanic Americans, presenting indicators illustrating recent educational gains and existing gaps. Data come from National Center for Education Statistics published reports as well as other federal agencies and organizations. There are four sections with eight chapters. Section 1, "Demographic Overview," includes (1) "Demographic Characteristics." Section 2, "Preprimary, Elementary, and Secondary Education," includes (2) "Participation," (3) "Persistence," (4) "Academics and Achievement," (5) "Social Environments and Parental Support for Learning," and (6) "Student Behaviors." Section 3, "Postsecondary Education," includes (7) "Participation and Context." Section 4, "Outcomes of Education," discusses (8) "Labor Market and Social Outcomes." Much of the recent rise in minority enrollment is attributed to growth in the Hispanic student population. Hispanics have retention and suspension/expulsion rates higher than those of Whites and lower than those of Blacks. They have higher dropout rates and lower graduation rates than Whites or Blacks. While their test scores were higher in 1999 than in 1970s, they were still lower than those of Whites. Over 50 percent of Hispanic students speak mostly English at home. Hispanic college enrollment increased between 1980-2000. There is a positive relationship between education and salary for all racial/ethnic groups, though incomes for Hispanic men are lower than those of white men at most educational levels. (Contains 28 bibliographic references and 76 tables.) (SM)
AU  - Llagas, Charmaine
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 186
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-4ED-PUBS (Toll-Free); Web site: http://www.nces.ed.gov.
KW  - Achievement Gap
KW  - Latinos
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Early Parenthood
KW  - Substance Abuse
KW  - Special Education
KW  - College Bound Students
KW  - Parent Influence
KW  - Child Health
KW  - Academic Achievement
KW  - Infant Mortality
KW  - Elementary Secondary Education
KW  - Outcomes of Education
KW  - Enrollment Trends
KW  - Access to Computers
KW  - Student Behavior
KW  - Population Trends
KW  - Age Differences
KW  - Voting
KW  - Social Environment
KW  - Grade Repetition
KW  - Adult Literacy
KW  - Suspension
KW  - College Entrance Examinations
KW  - Dropout Rate
KW  - Violence
KW  - English (Second Language)
KW  - College Faculty
KW  - Attendance Patterns
KW  - School Choice
KW  - Labor Market
KW  - Hispanic American Students
KW  - Language Minorities
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62165284?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Optimizing State NAEP: Issues and Possible Improvements: NAEP Validity Studies. Working Paper Series.
AN  - 62164919; ED478427
AB  - This paper addresses three key topics related to making state National Assessment of Educational Progress (NAEP) assessments more efficient: (1) reducing the burden for the states; (2) stabilizing the assessment schedule; and (3) facilitating and promoting the use of state NAEP data. The paper recommends promoting the use of state NAEP data for the continued success of the NAEP program. It suggests that this could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports and working with states and other organizations to address the needs of different NAEP audiences more effectively. The paper also suggests spending proportionately less of the state NAEP resources on data collection and more on disseminating information about the many uses of the program. (Contains 3 tables and 10 references.) (SLD)
AU  - Mullis, Ina V.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 26
PB  - Web site: http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-09
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Validity
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Test Use
KW  - Data Analysis
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62164919?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Feasibility Studies of Two-Stage Testing in Large Scale Educational Assessment: Implications for NAEP. NAEP Validity Studies. Working Paper Series.
AN  - 62163029; ED478975
AB  - This paper discusses the rationale for enhancing the current National Assessment of Educational Progress (NAEP) design by adding a capacity for adaptive testing. Items are tailored to the achievement level of the student in adaptive testing. The report describes a 1993 Ohio field trail of two-stage assessment carried out by the National Opinion Research Center. The report summarizes the instrument design, procedures, and results of the field trial. It is concluded that implementation of adaptive testing procedures, two-stage testing in particular, has the potential to increase the usability and validity of NAEP results. Adaptive testing would permit adequately reliable scores to be reported to individual students and their parents, increasing their personal stake in performing well. Improvement in data quality would also speed data processing and permit delivery of assessment result in a timely manner. An appendix discusses the design and analysis of two-stage instruments for the NAEP and State NAEP. (Contains 12 figures, 4 tables, and 19 references.) (SLD)
AU  - Bock, Darrell R.
AU  - Zimowski, Michele F.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 58
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>.
VL  - NCES-WP-2003-14
KW  - National Assessment of Educational Progress
KW  - Two Stage Testing
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Testing Programs
KW  - Large Scale Assessment
KW  - Validity
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Field Tests
KW  - Test Construction
KW  - Research Design
KW  - Computer Assisted Testing
KW  - Adaptive Testing
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62163029?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Commissioned by the NAEP Validity Studies Panel.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Validity of Oral Accommodation in Testing: NAEP Validity Studies. Working Paper Series.
AN  - 62161841; ED478424
AB  - This study examined the impact of oral presentation of a mathematics test on the performance of disabled and nondisabled students. Sixty-five learning disabled and 54 nondisabled fourth graders took two matched forms of a mathematics assessment based on National Assessment of Educational Progress (NAEP) items. Order of presentation for the accommodation and form by accommodation condition were counter balanced. Both learning disabled and nondisabled students improved their performance under the accommodated conditions, although learning disabled students had greater gains. The presence of an effect for the regular classroom students suggests the possibility that irrelevant variance in the nonaccommodated scores is overcome by the use of the accommodation for both groups of students. One appendix contains instruments used in the study and the protocol for accommodation, and the other contains additional data tables and figures. (Contains 3 tables, 4 figures, and 14 references.) (SLD)
AU  - Weston, Timothy J.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 40
PB  - Available only online: http://nces, edgov/pubsearch/
VL  - NCES-WP-2003-06
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Elementary School Students
KW  - Disabilities
KW  - Validity
KW  - Mathematics Tests
KW  - Testing Accommodations
KW  - Achievement Gains
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62161841?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99. Statistics in Brief.
AN  - 62160146; ED476810
AB  - Data from the base-year (kindergarten) collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) were used to describe the use of entrance or placement tests prior to kindergarten by schools in the United States that offer kindergarten classes. Also examined were the different ways that schools use the information from these tests, as well as use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and different numbers of children enrolled. Findings showed that 61 percent of schools administered entrance or placement tests prior to kindergarten. Schools were more likely to use information from these tests to evaluate childrens needs and to guide instruction than to make decisions about whether children should be allowed to enter school or not. More public than private schools administered entrance or placement tests prior to kindergarten. Schools with larger student enrollments (greater than 300 students) were more likely than schools with fewer than 150 students to administer entrance or placement tests. In public schools, no differences were detected in the use of entrance or placement testing by school poverty. Thirteen percent of schools with kindergarten programs used entrance/placement tests to inform entry decisions when a child is below the cut-off age, with no differences by school type, level of instruction, or school size. About 25 percent of schools used entrance/placement tests to support a recommendation to delay a childs entry to kindergarten. (KB)
AU  - Prakash, Naomi
AU  - West, Jerry
AU  - Denton, Kristin
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 12
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: customerservice@edpubs.org; Web site: http://edpubs.org. For full text: http://nces.ed.gov/pubs2003/200304.pdf.
VL  - NCES-2003-004
KW  - Early Childhood Longitudinal Survey
KW  - Placement Tests
KW  - ERIC, Resources in Education (RIE)
KW  - Kindergarten Children
KW  - Low Income Groups
KW  - Comparative Analysis
KW  - Public Schools
KW  - Primary Education
KW  - Poverty
KW  - Early Childhood Education
KW  - Student Evaluation
KW  - School Size
KW  - Private Schools
KW  - Student Placement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62160146?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Improving the Information Value of Performance Items in Large Scale Assessments: NAEP Validity Studies. Working Paper Series.
AN  - 62156814; ED478426
AB  - This paper first provides a summary and overview of what is already known and what is needed to learn about item types for future assessments by the National Assessment of Educational Progress (NAEP). In essence, the question addressed is whether constructed response items provide more information about what students are capable of doing than that provided by multiple choice items alone. If so, what types of skills are tapped by the constructed response items that are not measured by multiple choice items. A fresh examination of the relationship between multiple choice and constructed response items is needed. The paper proposes a set of studies that would provide needed information about the value added of performance items in mixed format assessments such as the NAEP. (Contains 26 references.) (SLD)
AU  - Pearson, David P.
AU  - Garavaglia, Diane R.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 27
PB  - ED Pubs, P. O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-WP-2003-08
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Performance Based Assessment
KW  - Multiple Choice Tests
KW  - Validity
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Test Items
KW  - Constructed Response
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62156814?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study.
AN  - 62152865; ED476808
AB  - This book reports teaching practices in mathematics in seven countries from the Third International Mathematics and Science Study (TIMSS) 1999 video study. A detailed description of the methods in the mathematics portion of the study is presented in an accompanying technical report from an international perspective. Contexts of the lessons, the structure of lessons, the mathematical content of lessons, and instructional practices are presented in terms of similarities and differences in grade 8 mathematics teaching across seven countries. Includes a CD-ROM containing video clip examples. (KHR)
AU  - Hiebert, James
AU  - Gallimore, Ronald
AU  - Garnier, Helen
AU  - Givvin, Karen Bogard
AU  - Hollingsworth, Hilary
AU  - Jacobs, Jennifer
AU  - Chui, Angel Miu-Ying
AU  - Wearne, Diana
AU  - Smith, Margaret
AU  - Kersting, Nicole
AU  - Manaster, Alfred
AU  - Tseng, Ellen
AU  - Etterbeek, Wallace
AU  - Manaster, Carl
AU  - Gonzales, Patrick
AU  - Stigler, James
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 233
VL  - NCES-2003-013
KW  - ERIC, Resources in Education (RIE)
KW  - Cross Cultural Studies
KW  - Grade 8
KW  - Foreign Countries
KW  - Curriculum Development
KW  - Mathematics Instruction
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Test Results
KW  - Test Interpretation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62152865?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For highlight report, see SE 067 888. CD Rom not a
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation after College
AN  - 60103997; 200313862
AB  - Although sociologists have found direct links between parents' education & the high school & college educational attainments of their offspring, researchers have been surprised to find no parental effects on educational enrollments beyond college. Postgraduate matriculation appears to result from academic success in college, divorced from parents' educational capital. Using new data from the Baccalaureate & Beyond Longitudinal Study, the authors reexamine this issue & extend the literature by disaggregating graduate programs by type. They find that parents' education has no effect on their children's entry into MBA programs & only a small influence on entry into master's programs; however, there is a strong effect of parents' education on entry into first-professional & doctoral programs. The role of parental education is largely indirect, working primarily through the characteristics of a student's undergraduate institution, academic performance, educational expectations, & career values. In addition, college performance maintains a strong, independent effect on enrollment in graduate school. 3 Tables, 1 Appendix, 47 References. Adapted from the source document.
JF  - Sociology of Education
AU  - Mullen, Ann L
AU  - Goyette, Kimberly A
AU  - Soares, Joseph A
AD  - Instit Education Sciences, U.S. Dept Education, Washington, DC ann.mullen@ed.gov
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 143
EP  - 169
VL  - 76
IS  - 2
SN  - 0038-0407, 0038-0407
KW  - Doctoral Programs
KW  - Parental Influence
KW  - Family School Relationship
KW  - Academic Achievement
KW  - Masters Programs
KW  - Enrollment
KW  - Social Background
KW  - Educational Attainment
KW  - Graduate Schools
KW  - article
KW  - 1432: sociology of education; sociology of education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/60103997?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asocabs&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Sociology+of+Education&rft.atitle=Who+Goes+to+Graduate+School%3F+Social+and+Academic+Correlates+of+Educational+Continuation+after+College&rft.au=Mullen%2C+Ann+L%3BGoyette%2C+Kimberly+A%3BSoares%2C+Joseph+A&rft.aulast=Mullen&rft.aufirst=Ann&rft.date=2003-04-01&rft.volume=76&rft.issue=2&rft.spage=143&rft.isbn=&rft.btitle=&rft.title=Sociology+of+Education&rft.issn=00380407&rft_id=info:doi/
LA  - English
DB  - Sociological Abstracts
N1  - Date revised - 2007-10-30
N1  - Last updated - 2016-09-28
N1  - CODEN - SCYEB7
N1  - SubjectsTermNotLitGenreText - Graduate Schools; Educational Attainment; Enrollment; Masters Programs; Doctoral Programs; Family School Relationship; Social Background; Parental Influence; Academic Achievement
ER  - 



TY  - RPRT
T1  - NAEP Validity Studies: Feasibility Studies of Two-Stage Testing in Large-Scale Educational Assessment: Implications for NAEP. Working Paper No. 2003-14
AN  - 1651838266; ED545926
AB  - This report examines the potential of adaptive testing, two?-stage testing in particular, for improving the data quality of the National Assessment of Educational Progress (NAEP). Following a discussion of the rationale for adaptive testing in assessment and a review of previous studies of two-?stage testing, this report describes a 1993 Ohio field trial of two-?stage assessment carried out, under the direction of the authors, by the National Opinion Research Center (NORC). The trial was part of a larger methodological study of science assessment at school-?leaving age supported by the National Science Foundation (NSF) and the Office of Educational Research and Improvement (OERI). This report summarizes the instrument design, procedures, and results of the field trial and discusses implications for the conduct of assessment generally, and for NAEP specifically. A technical appendix outlines the measurement justification for two design prototypes and describes procedures used in analyzing the data. [This paper was commissioned by the NAEP Validity Studies (NVS) Panel May 1998.]
AU  - Bock, Darrell R.
AU  - Zimowski, Michele F.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 79
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Assessment of Educational Progress
KW  - Ohio
KW  - ERIC, Resources in Education (RIE)
KW  - Secondary Education
KW  - Secondary School Science
KW  - Feasibility Studies
KW  - Item Response Theory
KW  - Scores
KW  - Test Validity
KW  - Scoring
KW  - Educational Assessment
KW  - Test Construction
KW  - Science Tests
KW  - National Competency Tests
KW  - Adaptive Testing
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651838266?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - NAEP Validity Studies: Improving the Information Value of Performance Items in Large Scale Assessments. Working Paper No. 2003-08
AN  - 1651830582; ED545896
AB  - The purpose of this essay is to explore both what is known and what needs to be learned about the information value of performance items "when they are used in large scale assessments." Within the context of the National Assessment of Educational Progress (NAEP), there is substantial motivation for answering these questions. Over the past decade, in order to adequately portray the breadth and depth of important curriculum standards, NAEP designers have invested substantial time and energy in creating extended constructed-response items and enormous financial resources in scoring these items. While these items are popular with curriculum experts within various content areas (Linn, Glaser, & Bohrnstedt, 1997), it is not clear whether they possess the marginal utility required to justify their cost; that is, they may not provide new information above and beyond that which is provided by a more standard mix of multiple-choice and short items with known measurement characteristics and much more economical scoring protocols. Even worse, there is some reason to believe, based on research in non-NAEP settings, that extended constructed-response items may provide negative returns in terms of the overall goal of accurate measurement of performance on some broad domain such as reading, mathematics, or science (see Forsyth, Hambleton, Linn, Mislevy, and Yen, 1996). To investigate this claim, the authors traversed the "information value" terrain along as many paths as they could find--combing the measurement literature to determine the various ways in which scholars have conceptualized and operationalized the "information value" construct, reviewing research conducted within those approaches, consulting essays that emphasize the importance of strong conceptual grounding in content frameworks, studying the broadest available construal of the construct of validity (e.g., Messick, 1989), and, finally, and most unsatisifyingly, attempting to determine, at a conceptual and philosophical level, what the assessment community means when they talk about the information provided by assessments. This essay is organized into four sections. First, the authors consider the construct of information value in its broadest philosophical sense and then describe the classical ways of operationalizing it. Second, they review the available literature within each of these operational traditions (IRT, factor analysis, correlational studies). Third, they consider some alternative versions of information value, based more on cognitive, conceptual, and pragmatic considerations. Finally, they outline a series of studies that they believe ought to be supported by the National Center for Educational Statistics (NCES) in order to answer the question of how NAEP can be modified to increase its "information value."
AU  - Pearson, David P.
AU  - Garavaglia, Diane R.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 48
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Reading Tests
KW  - Measurement
KW  - Item Response Theory
KW  - Responses
KW  - Scoring Rubrics
KW  - Scoring
KW  - Correlation
KW  - Test Items
KW  - National Competency Tests
KW  - Difficulty Level
KW  - Factor Analysis
KW  - Test Bias
KW  - Cognitive Processes
KW  - Multiple Choice Tests
KW  - Research Problems
KW  - Performance
KW  - Educational Research
KW  - Test Interpretation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830582?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - NAEP Validity Studies: An Investigation of Why Students Do Not Respond to Questions. Working Paper No. 2003-12
AN  - 1651829776; ED545953
AB  - Over the past decade, developers of the National Assessment of Educational Progress (NAEP) have changed substantially the mix of item types on the NAEP assessments by decreasing the numbers of multiple-choice questions and increasing the numbers of questions requiring short- or extended-constructed responses. These changes have been motivated largely by efforts to encompass the more complex learning outcomes being codified by new curriculum and assessment standards in a number of subject areas. That is, NAEP has attempted to align with widely endorsed recommendations for greater focus on the development and use of higher-order-thinking skills in instruction as well as assessments that better allow students to demonstrate such skills. With the inclusion of short and extended constructed-response questions on the NAEP assessments, however, researchers have begun to notice unacceptably high student nonresponse rates (Koretz et al. 1993). As a result, NAEP reports, analyses, and subsequent conclusions may be potentially confounded by the fact that large numbers of students are not answering some of the questions. Additionally, nonresponse rates seem to vary with student characteristics like gender and race, which may further impact the validity of NAEP conclusions. In this study, the authors explored potential reasons behind student omission of responses to assessment questions. Understanding why students fail to answer certain questions may help inform the proper treatment of missing data during the estimation of item parameters and achievement distributions. It may also help test developers identify strategies for increasing response rates for particular types of questions or for particular groups of students. The study was exploratory, small in scope, and qualitative in nature. The general approach was to visit schools where the 1998 eighth-grade national NAEP assessments in reading and civics were being conducted and interview samples of students about their test taking behaviors and their reasons for not answering particular questions following the assessment sessions. In their interviews the authors also attempted to determine whether the students could have correctly answered the questions they had left blank. Five research questions guided this study: (1) What are the reasons students give for not answering questions on the eighth-grade reading and civics NAEP assessments? (2) Are students leaving particular types of questions unanswered on these two assessments more often than other types? (3) How valid is the assumption that students have attempted, and then passed over, questions left blank in the middle of an item block, but that students have not attempted questions left blank at the end of an item block? (4) How valid is the assumption that if students skip items in the middle of an item block, they do not know the answers? and (5) What modifications can be made to NAEP assessments to decrease the numbers of questions left unanswered? [Commissioned by the NAEP Validity Studies (NVS) Panel (formed by the American Institutes for Research under contract with the National Center for Education Statistics), March 1999.]
AU  - Jakwerth, Pamela R.
AU  - Stancavage, Frances B.
AU  - Reed, Ellen D.
Y1  - 2003/04//
PY  - 2003
DA  - April 2003
SP  - 47
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - California
KW  - Virginia
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Junior High Schools
KW  - Middle Schools
KW  - Elementary Education
KW  - Secondary Education
KW  - Qualitative Research
KW  - Influences
KW  - Reading Tests
KW  - Student Characteristics
KW  - Test Validity
KW  - Scoring
KW  - Testing
KW  - Students
KW  - Test Items
KW  - National Competency Tests
KW  - Response Style (Tests)
KW  - Interviews
KW  - Civics
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651829776?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - Young Children's Access to Computers in the Home and at School in 1999 and 2000.
AN  - 62230215; ED473848
AB  - As computers become more prevalent and computer skills more necessary, there continues to be a "digital divide" between those with computer access and skills and those without. These differences are less pronounced in skills where children's access to computers and the Internet are more prevalent. Noting that few studies have focused exclusively on kindergartners' and first-graders' access to and use of computers in different settings, this report details examination of data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to assess children's access to and use of computers in their schools, classrooms, and homes as they begin formal schooling. Data were drawn upon to answer 10 questions pertaining to access to and use of computer resources. Findings indicated that almost all young children had access to computers, either at home or in their classrooms, and schools. However, kindergartners' access differed by the types of school they attended: public schoolers had greater access to school and classroom resources, whereas private school children had greater access to home computer resources. For the most part, young children's access to school computer resources did not differ greatly by child and family characteristics. However, in kindergarten some minority children and those from lower-SES families were less likely to attend schools that provided Internet access. In first grade, children from the lowest SES group continued to have less access to the Internet in comparison to first-graders in the highest SES group. Kindergartners and first-graders in the lowest SES group were also less likely to have a computer area in their classroom. Socioeconomic status also predicted access to computers at home. Findings related to children's use of computers indicated that the majority of young children in public schools were in classrooms where computers were used for instructional purposes on a weekly basis. The most frequent classroom uses were to learn reading, writing, and spelling; to learn math; and for fun. Public school children with access to home computers used them an average of 3 to 4 days a week; frequency of use did not tend to differ by child or family characteristics. Over 86 percent used them for educational purposes. Finally, young children's classroom computer use in public schools did not differ based on whether children had home access. The report concludes by suggesting additional analyses and future research. The report's two appendices include standard error tables for the main text and supplementary tables and standard errors. (Contains 13 references.) (HTH)
AU  - Rathbun, Amy H.
AU  - West, Jerry
AU  - Hausken, Elvira Germino
Y1  - 2003/03//
PY  - 2003
DA  - March 2003
SP  - 127
PB  - ED Pubs, Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003036.pdf.
VL  - NCES-2003-036
KW  - Home Computers
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary School Students
KW  - Public Schools
KW  - Socioeconomic Status
KW  - Kindergarten
KW  - Grade 1
KW  - Early Childhood Education
KW  - Access to Computers
KW  - Preschool Children
KW  - Private Schools
KW  - Computer Uses in Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62230215?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Prekindergarten in U.S. Public Schools: 2000-2001. Statistical Analysis Report.
AN  - 62225388; ED473692
AB  - As part of its congressional mandate to collect, analyze, and report statistics on the condition of education in the United States, the National Center for Education Statistics conducted the Survey of Classes That Serve Children Prior to Kindergarten in Public Schools, the first national data collection focused exclusively on prekindergarten classes, including special education, offered by U.S. public elementary schools. The survey study provides basic information on prekindergarten enrollment and more detailed information on student and class characteristics. Participating in the study were 1,843 public elementary schools, and questionnaires were completed by school staff members most knowledgeable about the prekindergarten program. This report presents information about general and special education prekindergarten classes in public elementary schools in 2000-2001. The report is organized into chapters reflecting the major topics addressed in the questionnaire. Chapter 1 presents definitional issues, describes prekindergarten programs, and summarizes the study. Chapter 2 highlights the characteristics of public schools that offer prekindergarten classes. Chapter 3 describes the children who were enrolled in those public school classes. Chapter 4 details characteristics of the public school prekindergarten classes, including information on the number of classes offered, the class schedule, and the number of children enrolled in each type of class. Chapter 5 reports on the number of public school prekindergarten teachers and their credentials and salaries. Chapter 6 describes the student support services that public school prekindergarten children received. Chapter 7 describes funding sources for public school prekindergarten classes. The concluding chapter summarizes the findings of the study. Three appendices include the survey methodology, standard error tables, and the survey questionnaire. (Contains 26 references.) (KB)
AU  - Smith, Timothy
AU  - Kleiner, Anne
AU  - Parsad, Basmat
AU  - Farris, Elizabeth
AU  - Greene, Bernard
Y1  - 2003/03//
PY  - 2003
DA  - March 2003
SP  - 103
PB  - ED Pubs, Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003019.pdf.
KW  - Student Support Services
KW  - ERIC, Resources in Education (RIE)
KW  - Preschool Teachers
KW  - Special Education
KW  - Student Characteristics
KW  - School Schedules
KW  - Educational Finance
KW  - Statistical Studies
KW  - National Surveys
KW  - Teacher Salaries
KW  - School Statistics
KW  - Public Schools
KW  - Preschool Education
KW  - Ancillary School Services
KW  - Enrollment
KW  - Statistical Data
KW  - Preschool Children
KW  - Teacher Qualifications
KW  - Statistical Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62225388?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Funding from Department of Education Institute of
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Including Special-Needs Students in the NAEP 1998 Reading Assessment. Part I: Comparison of Overall Results with and without Accommodations. A Report on 1998 NAEP Research Activities. Statistical Analysis Report.
AN  - 62229130; ED472451
AB  - This report first presents National Assessment of Educational Progress (NAEP) 1998 reading assessment results that are recalculated to include results from special needs students who were tested with accommodations. It also examines the impact on NAEP results of the varying exclusion rates of special needs students by participating states and other jurisdictions. Some findings were: (1) there were no statistically significant differences between the originally reported national average scale scores (with no accommodations) and the recalculated average scores (including data from assessments with accommodations); (2) there were no statistically significant differences in national average reading scale scores between the two sample types at any grade for either male or female students; (3) there were no statistically significant differences in the national data between the two sample types of any ethnic group in any grade; (4) allowing accommodations in the reading assessment resulted in decreased exclusion rates; (5) states varied in the percentage of students with accommodations tested (from 1% to 5%); and (6) there is a negative relationship between the change in inclusion rates and difference in average scale scores. Many tables and figures provide detailed analysis of the report's findings. Two appendices provide the legislative context for assessment of special-needs students and a data appendix. (DB)
AU  - Lutkus, Anthony D.
AU  - Mazzeo, John
Y1  - 2003/02//
PY  - 2003
DA  - February 2003
SP  - 112
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.edpubs.org. For full text: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003467.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Inclusive Schools
KW  - Special Needs Students
KW  - Disabilities
KW  - Student Participation
KW  - Elementary Secondary Education
KW  - Academic Accommodations (Disabilities)
KW  - Educational Assessment
KW  - Psychometrics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62229130?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Produced with Jinming Zhang, Laura Jerry, Karen E.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Planning Guide for Maintaining School Facilities. NCES 2003-347
AN  - 62228528; ED474614
AB  - The planning guide was developed to help readers better understand why and how to develop, implement, and evaluate a school facilities maintenance plan. The guide is designed for staff at the local school district level, where most facility maintenance is planned, managed, and carried out. This audience includes school business officials, school board members, superintendents, principals, facilities maintenance planners, maintenance staff, and custodial staff. The document is also relevant to the school facilities interests of state education agency staff, community groups, vendors, and regulatory agencies. The guide focuses on: (1) school facility maintenance as a vital task in the responsible management of an education organization; (2) the needs of an education audience; (3) strategies and procedures for planning, implementing, and evaluating effective maintenance programs; (4) a process to be followed, rather than a canned set of "one size fits all" solutions; and (5) recommendations based on best practices, rather than mandates. The document offers recommendations on the following issues, which serve as chapter headings: (1) "Introduction to School Facilities Maintenance Planning"; (2) "Planning for School Facilities Maintenance"; (3) "Facilities Audits (Knowing What You Have)"; (4) "Providing a Safe Environment for Learning"; (5) "Maintaining School Facilities and Grounds"; (6) "Effectively Managing Staff and Contractors"; and (7) "Evaluating Facilities Maintenance Efforts." (EV)
Y1  - 2003/02//
PY  - 2003
DA  - February 2003
SP  - 184
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.ed.gov/pubs/edpubs/html. For full text: http://nces.ed.gov/forum/publications.asp.
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Facilities
KW  - School Maintenance
KW  - Planning
KW  - Facilities Management
KW  - Program Evaluation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62228528?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Quick Guide to Education Data Resources. A Tabletop Reference to Selected NCES Web Site Tools. For Librarians, Students, and Parents.
AN  - 62241682; ED476464
AB  - This leaflet is a guide to data resources on the Internet related to education. The first Web site listed, http://nces.ed.gov/globallocator/, allows the user to search for public and private elementary and secondary schools by name, city, state, or zip code. The second site, "The Students' Classroom," offers information on a range of topics and activities related to mathematics. Two sites from the National Center on Education Statistics (NCES) allow the user to search for tables and figures in NCES publications or to search for NCES publications through its electronic catalog. Also listed is an NCES site that allows the user to obtain information about a particular library or to establish a set of peer libraries to compare on a variety of characteristics. The last site described is that of the NCES Library Statistics program. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Practitioners
KW  - Students
KW  - Schools
KW  - Information Dissemination
KW  - Public Libraries
KW  - Educational Resources
KW  - Search Strategies
KW  - Tables (Data)
KW  - World Wide Web
KW  - Mathematics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62241682?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Como pagar tu educacion, 2003-2004 (How To Pay for Your Education, 2003-2004).
AN  - 62234470; ED476199
AB  - This Spanish language booklet discusses paying for college. The guide presents information in question-and-answer form about things an applicant should ask and how to obtain financial aid. It describes the criteria for receiving aid and provides information about complying with aid requirements. The booklet also describes federal Pell grants and other types of aid, including direct loans for students and parents and other loan programs. Contacts are listed for additional information. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 21
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Spanish
KW  - Student Loan Programs
KW  - Paying for College
KW  - High Schools
KW  - Hispanic American Students
KW  - Higher Education
KW  - Work Study Programs
KW  - Parents
KW  - High School Students
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62234470?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2002-2003 version, see ED 459 644.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2003: Grade 8, Reading and Mathematics. National Assessment of Educational Progress (NAEP).
AN  - 62232580; ED473488
AB  - This demonstration booklet illustrates the kind of exercises, test questions, and tasks used in the 2003 assessment of student achievement in reading and mathematics by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 8 is divided into four sections: Part One contains the descriptions of each assessment, followed by the booklet directions and subject-specific samples of reading and mathematics questions; Part Two contains the general background questionnaire that students will be asked to answer; Part Three contains the background questionnaires that accompany each subject; and Part Four (located on the back cover) presents general information about the NAEP program. (PM)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 37
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Reading Achievement
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
KW  - Middle Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62232580?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2003: Grade 4, Reading and Mathematics. National Assessment of Educational Progress (NAEP).
AN  - 62230102; ED473487
AB  - This demonstration booklet illustrates the kind of exercises, test questions, and tasks used in the 2003 assessment of student achievement in reading and mathematics by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 4 is divided into four sections: Part One contains the descriptions of each assessment, followed by the booklet directions and subject-specific samples of reading and mathematics questions; Part Two contains the general background questionnaire that students will be asked to answer; Part Three contains the background questionnaires that accompany each subject; and Part Four (located on the back cover) presents general information about the NAEP program. (PM)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 34
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Reading Achievement
KW  - Grade 4
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62230102?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2003: Grade 12, Reading and Mathematics. National Assessment of Educational Progress (NAEP).
AN  - 62229257; ED473489
AB  - This demonstration booklet illustrates the kind of exercises, test questions, and tasks used in the 2003 assessment of student achievement in reading and mathematics by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 12 is divided into four sections: Part One contains the descriptions of each assessment, followed by the booklet directions and subject-specific samples of reading and mathematics questions; Part Two contains the general background questionnaire that students will be asked to answer; Part Three contains the background questionnaires that accompany each subject; and Part Four (located on the back cover) presents general information about the NAEP program. (PM)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 40
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Reading Achievement
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62229257?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Fall 2002.
AN  - 62228815; ED473566
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released in a 3-month period. Each issue also contains a message from the NCES on a timely subject and a featured topic with invited commentary. The articles in the first section, "Featured Topic: Schools and Staffing Survey," are: (1) "Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools" (Kerry J. Gruber, Susan D. Wiley, Stephen P. Broughman, Gregory A. Strizek, and Marisa Burian-Fitzgerald); (2) "Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching 1987-88 to 1999-2000" (Marilyn McMillen Seastrom, Kerry J. Gruber, Robin Henke, Daniel J. McGrath, and Benjamin A. Cohen); and (3) "Invited Commentary: First Publication from the Schools and Staffing Survey, 1999-2000" (Daniel P. Mayer). The second section, "Elementary and Secondary Education," contains: (4) "The Nation's Report Card: Geography 2001" (Andrew R.Weiss, Anthony D. Lutkus, Barbara S. Hildebrant, and Matthew S. Johnson); (5) "Vocational Offerings in Rural High Schools" (Linda Hudson and Linda Shafer); (6) "Public Alternative Schools and Programs for Students at Risk of Education Failure: 2000-01" (Brian Kleiner, Rebecca Porch, and Elizabeth Farris); (7) "Overview of Public Elementary and Secondary Schools and Districts: School Year 2000-01" (Lee M. Hoffman); (8) "Public High School Dropouts and Completers from the Common Core of Data: School Years 1998-99 and 1999-2000" (Beth Aronstamm Young); and (9) "Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-02" (Beth Aronstamm Young). The third section, "Postsecondary Education," contains: (10) "Profile of Undergraduates in U.S. Postsecondary Education Institutions: 1999-2000" (Laura Horn, Katharin Peter, and Kathryn Rooney); (11) "Student Financing of Undergraduate Education: 1999-2000" (Lutz Berkner, Ali Berker, Kathryn Rooney, and Katharin Peter); (12) "Student Financing of Graduate and First-Professional Education: 1999-2000" (Susan P. Choy and Sonia Geis); (13) "Teaching with Technology: Use of Telecommunications Technology by Postsecondary Instructional Faculty and Staff in Fall 1998" (Edward C. Warburton, Xianglei Chen, and Ellen M. Bradburn); (14) "Teaching Undergraduates in U.S. Postsecondary Institutions: Fall 1998" (Xianglei Chen); (15) "The Gender and Racial/Ethnic Composition of Postsecondary Instructional Faculty and Staff: 1992-98"(Denise Glover and Basmat Parsad); and (16) "enure Status of Postsecondary Instructional Faculty and Staff: 1992-98"(Basmat Parsad and Denise Glover. A section on libraries contains: (17) "Public Libraries in the United States: Fiscal Year 2000"(Adrienne Chute, P. Elaine Kroe, Patricia Garnet, Maria Polcari, and Cynthia Jo Ramsey). A section on "Crosscutting Statistics" contains: (18) "The Condition of Education: 2002" (National Center for Education Statistics); and (19) "Projections of Education Statistics to 2012" (Debra E. Gerald and William J. Hussar). A section on methodology contains; (20) "Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS:1996/2001) Methodology Report" (Jennifer S. Wine, Ruth E. Heuer, Sara C. Wheeless, Talbric L. Francis, Jeff W. Franklin, and Kristin M. Dudley); and (21) "1999 National Study of Postsecondary Faculty (NSOPF:99) Methodology Report" (Sameer Y. Abraham, Darby Miller Steiger, Margrethe Montgomery, Brian D. Kuhr, Roger Tourangeau, Bob Montgomery, and Manas Chattopadhyay). (Contains 58 tables and 28 figures.) (SLD)
AU  - Dillow, Sally
Y1  - 2003/01//
PY  - 2003
DA  - January 2003
SP  - 161
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov.
VL  - 4
IS  - 3
KW  - Beginning Postsecondary Students Long Study
KW  - National Assessment of Educational Progress
KW  - National Study of Postsecondary Faculty
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Vocational Education
KW  - Nontraditional Education
KW  - National Surveys
KW  - Teacher Qualifications
KW  - Private Schools
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62228815?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Eligibility Basics.
AN  - 62226177; ED471735
AB  - This workshop manual is designed to teach financial aid administrators about student eligibility. The first module, "Student Eligibility," defines student eligibility criteria and discusses interpreting output documents and financial aid histories. Module 2 discusses calculating the expected family contribution (EFC) and calculating a student's financial need. Module 3 discusses verification and data integrity, explaining what to do in cases of conflicting information, the requirements of verification, and verifying data for individual applicants. Each module contains learning and job aids, case studies, and answer keys. A workshop wrap-up section reviews the material covered. Five appendixes contain: (1) a glossary; (2) federal student aid acronyms; (3) required reports; (4) 2003-2004 application and delivery system changes; and (5) the pretraining crossword exercise and review session answers. (SLD)
Y1  - 2003/01//
PY  - 2003
DA  - January 2003
SP  - 416
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Workshops
KW  - Student Financial Aid
KW  - Student Financial Aid Officers
KW  - Training
KW  - Eligibility
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62226177?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Produced by FSA (Federal Student Aid) University.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Delivery System, 2003-2004.
AN  - 62226150; ED471737
AB  - This workshop guide for financial aid administrators provides training in the federal student financial aid delivery system. An introduction enables the participant to share some information about his or her responsibilities and to reflect on the relevance of the training to the job. Session 1, "Application Systems," identifies methods of applying for federal student financial aid and identifies tools and resources to help students apply successfully. Changes for the 2003-2004 academic year are described. Session 2, "Processing Application Data," is a guide to processing, its results, common data problems, and changes to application processing in the 2003-2004 academic year. Session 3, "Correcting Application Data," lists 3 types of changes to application data and reviews methods for submitting changes, as well as system changes for the 2003-2004 academic year. Session 4 focuses on "Disbursement and Reporting." It reviews the Common Origination and Disbursement (COD) process, important COD concepts, and COD changes for the 2003-2004 year. Eight appendixes contain: 2003-2004 Application & Delivery System Changes; ISIR Comment Codes and Text, Match Flags, Reject Codes; Job & Learning Aids; Required School Reporting; 2003-2004 Award Year Calendar of Events for Financial Aid; Glossary; Acronyms List; and Answer Keys. (SLD)
Y1  - 2003/01//
PY  - 2003
DA  - January 2003
SP  - 186
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Workshops
KW  - Student Financial Aid
KW  - Student Financial Aid Officers
KW  - Training
KW  - Delivery Systems
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62226150?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - BOOK
T1  - The Nation's Report Card: Science, 2000.
AN  - 62225074; ED474792
AB  - The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. This report presents the results of the NAEP 2000 national science assessment of 4th, 8th, and 12th grade students, and state-level results at the 4th and 8th grades within participating states and jurisdictions. Results in 2000 are compared to results from the 1996 science assessment. Students' performance on the assessment is described in terms of average scores on a 0-300 scale for each grade, and in terms of the percentages of students attaining basic, proficient, and advanced achievement levels. The achievement levels are performance standards adopted by the National Assessment Governing Board (NAGB) as part of its statutory responsibilities and describe what students should know and be able to do. (KHR)
AU  - O'Sullivan, Christine Y.
AU  - Lauko, Mary A.
AU  - Grigg, Wendy S.
AU  - Qian, Jiahe
AU  - Zhang, Jinming
AU  - Isham, Steven P.
AU  - Lim, Youn-Hee
AU  - Thind, Satwinder
AU  - Worthington, Lois
Y1  - 2003/01//
PY  - 2003
DA  - January 2003
SP  - 283
PB  - EDPubs, U.S. Dept. of Education, P.O. Box 1398, Jessup, MD 20794-1398. Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html; Web site: http://nces.ed.gov/pubsearch.
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Curriculum Development
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Student Evaluation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62225074?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Parents' Guide to NAEP.
AN  - 62224995; ED474335
AB  - This report, the fifth annual report on the Colorado Student Assessment Program (CSAP), provides policymakers, educators, parents, and the community with a general accounting and precise overview of the performance of Colorado's third, fourth, fifth, sixth, seventh, eighth, ninth, and tenth grade students relative to the Colorado State Model Content Standards. The report contains detailed information regarding student assessment results, with information on student achievement by gender, race/ethnicity, disability, accommodation categories, and district size. Achievement data are presented for each school district and for schools categorized by socioeconomic status determined by the percentage of students eligible for free or reduced price lunch. Results for each CSAP assessment are reported according to the percentage of students in each of four performance levels and the percentage of students for whom no scores were reported. Results are presented in 23 parts, representing reading for grades 3 through 10, writing for grades 3 through 10, mathematics for grades 5 through 10, and grade 8 science. (Contains 23 tables.) (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 18
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Programs
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educationally Disadvantaged
KW  - Educational Assessment
KW  - Test Items
KW  - Parents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62224995?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Aid Audio Guide, 2003-2004. [CD-ROM].
AN  - 62224306; ED474814
AB  - This CD-ROM contains a simulated conversation between a counselor at the Department of Education's Federal Student Aid Information Center and a student inquiring about financial assistance. The information pertains to the year from July 2003 through June 2004. Following an introductory track containing information about the contents of the CD, each track deals with different aspects of student financial aid. The tracks are: (1) the introduction to the audio guide and table of contents; (2) sources of nonfederal aid (section 1 of the guide); (3) federal student aid programs and general eligibility requirements (section 2); (4) how to file the Free Application for Federal Student Aid (FAFSA) (section 3); (5) determining dependency status (section 4); (6) what happens after the application is filed (section 5); (7) making adjustments to the application (section 6); (8) meeting deadlines and verifying information (section 7); (9) Pell grants (section 8); (10) Federal Supplemental Educational Opportunity grants and Federal Work Study (section 9); (11) Perkins loans (section 10); (12) direct and Family Education Loan (FEL) program loans for students (section 11); (13) loans for parents, direct and FEL program loans (section 12); (14) consolidation of direct and FEL loans (section 13); and (15) "Where Do I Go from Here?" (section 14). (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Direct Lending
KW  - Parent Loans for Undergraduate Students Program
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Tuition Grants
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Programs
KW  - Optical Disks
KW  - Higher Education
KW  - Work Study Programs
KW  - Financial Aid Applicants
KW  - Eligibility
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62224306?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Student+Aid+Audio+Guide%2C+2003-2004.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2003-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the 2001-2002 audio guide, see ED 446 530.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Como reembolsar sus prestamos para estudiantes (Repaying Your Student Loans).
AN  - 62222451; ED475718
AB  - This guide, written in Spanish, discusses how to repay student loans. Following a general introduction, the guide discusses the grace period before repayment and repayment requirements. Repayment plans are described for Perkins Loans, Direct Loans, and Federal Family Education Loans. Repayment options are discussed, including consolidation, deferral, and loan forgiveness. Loan default is also discussed, and some frequently asked questions are answered. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 40
KW  - Direct Lending
KW  - Family Education Loan Program
KW  - Perkins Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - Loan Default
KW  - College Students
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62222451?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version, see ED 471 498.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Guia para estudiantes: Ayuda economica del Departamento de Educacion de los Estados Unidos, 2003-2004 (The Student Guide: Financial Aid from the U.S. Department of Education, 2003-2004).
AN  - 62221432; ED475717
AB  - This Spanish language publication explains what federal student financial aid is and the types of student financial aid that are available. The guide opens with an overview of federal student financial aid, and then discusses how to find out about student aid. A section of general information discusses eligibility and dependency. Types of federal aid are described, including Pell grants, different types of loans, and work-study programs. Borrower responsibilities and rights are outlined, and important terms are defined. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 50
PB  - Federal Student Aid Information Center, P.O. Box 84, Washington, DC 20044-0084.
KW  - Federal Direct PLUS Loan Program
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Stafford Student Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Spanish
KW  - Student Loan Programs
KW  - Paying for College
KW  - Loan Repayment
KW  - Federal Aid
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Work Study Programs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62221432?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version, see ED 471 256. For the 2
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Funding Your Education, 2003-2004. [Braille Version].
AN  - 62220769; ED475544
AB  - This Braille publication describes the student financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2) "Paying Tuition and Other Costs"; (3) "Applying for Financial Aid"; (4) "Eligibility Criteria"; (5) "Important Deadlines"; (6) "Federal Pell Grants"; (7) "Campus-Based Aid Programs"; (8) "Stafford Loans"; (9) "PLUS Loans (Parent Loans); (10) "Stafford and PLUS Loan Questions"; (11) "Contacting Us"; (12) "Reducing the Cost of School"; and (13) "Taking the Next Step." (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 35
PB  - Federal Student Aid Information Center, P.O. Box 84, Washington, DC 20044-0084.
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Financial Aid Applicants
KW  - Braille
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62220769?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Funding+Your+Education%2C+2003-2004.+%5BBraille+Version%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2003-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the 2002-2003 Braille version, see ED 462 061.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Repaying Your Student Loans, 2003-2004. [Braille Version].
AN  - 62220023; ED475545
AB  - This Braille publication explores available options on federal student loans so that borrowers can avoid repayment problems and manage and repay their debts. The guide contains information on repayment plans for Perkins loans, Direct Loans, and Federal Family Education Loans. The repayment options discussed include consolidation, deferment, and forbearance. Loan discharge, or cancellation, is described, and what happens in a loan default is explained. Facts a borrower should know and remember are outlined, and some frequently asked questions are answered. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 35
PB  - Federal Student Aid Information Center, P.O. Box 84, Washington, DC 20044-0084.
KW  - Direct Lending
KW  - Perkins Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Loan Repayment
KW  - Loan Default
KW  - College Students
KW  - Higher Education
KW  - Braille
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62220023?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Repaying+Your+Student+Loans%2C+2003-2004.+%5BBraille+Version%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2003-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Looking for Student Aid: Federal, State, and Other Sources of Information.
AN  - 62175002; ED480475
AB  - This brochure contains information about finding federal, state, and other sources of information about student financial aid for college. The brochure advises that most of the information private college scholarship search companies provide can be obtained for free elsewhere. Students should ensure that they are not paying for free information, and that if they decide to use a private company, they know what they are getting for their money. This guide suggests some places the college applicant can look for information about financial aid, highlighting federal and state government sources and some private sources of free information. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 6
KW  - Student Search Service
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Federal Aid
KW  - Scholarships
KW  - Higher Education
KW  - College Applicants
KW  - State Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62175002?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a more detailed version, see http://www.studen
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal School Code List, 2004-2005.
AN  - 62173584; ED482162
AB  - This list contains the unique codes assigned by the U.S. Department of Education to all postsecondary schools participating in Title IV student aid programs. The list is organized by state and alphabetically by school within each state. Students use these codes to apply for financial aid on Free Application for Federal Student Aid (FAFSA) forms or on the Web, entering the name of the school and its Federal Code for schools that should receive their information. The list includes schools in the United States and selected foreign schools. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 162
PB  - Office of Federal Student Aid, U.S. Department of Education, 830 First Street, NE, Washington, DC 20202.
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Coding
KW  - Colleges
KW  - Higher Education
KW  - College Applicants
KW  - Student Financial Aid
KW  - Coding
KW  - Colleges
KW  - Higher Education
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62173584?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - The Federal School Code List is published annually
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Office of the Ombudsman.
AN  - 62172074; ED482144
AB  - This pamphlet describes the Federal Student Aid Ombudsman, an impartial resource to help customers resolve student loan concerns when other approaches fail. The ombudsman helps resolve discrepancies in loan balances and payments, and helps customers understand interest and collection charges. The office helps resolve issues related to income tax refund offsets, default status, consolidations, bankruptcies, service quality, and other concerns. Loan repayment options and provisions for loan deferment or forbearance and cancellation or discharge are explained by the ombudsman. When and how to contact the Federal Student Aid Ombudsman is explained. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 4
PB  - U.S. Department of Education, FSA Ombudsman, 830 First Street, NE, Fourth Floor, Washington, DC 20202-5144.
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Federal Aid
KW  - Higher Education
KW  - Conflict Resolution
KW  - Ombudsmen
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62172074?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Loans Driving You Crazy? A Borrower's Guide to Direct Consolidation Loans.
AN  - 62168071; ED479150
AB  - This booklet describes the Direct Consolidation Loan program students can use to combine one or more student loans into a new loan. Things to consider before seeking a consolidation loan are outlined. Direct consolidation loans offer a number of advantages; they are free, result in one lender and one monthly payment, and offer flexible repayment options with the possibility of a lower interest rate. Eligibility requirements are described, and a list of eligible loan types and those that are not eligible is provided. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 9
KW  - Student Loan Consolidation Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - College Graduates
KW  - Debt (Financial)
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62168071?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Buscando ayuda economica: Fuentes de informacion federal, estatal y otros recursos (Looking for Student Aid: Federal, State, and Other Sources of Information).
AN  - 62166811; ED480474
AB  - This brochure in Spanish contains information about finding federal, state, and other sources of information about student financial aid for college. The brochure advises that most of the information private college scholarship search companies provide can be obtained for free elsewhere. Students should ensure that they are not paying for free information, and that if they decide to use a private company, they know what they are getting for their money. This guide suggests some places the college applicant can look for information about financial aid, highlighting federal and state government sources and some private sources of free information. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 6
KW  - Student Search Service
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Spanish
KW  - Federal Aid
KW  - Scholarships
KW  - College Applicants
KW  - State Aid
KW  - Resources
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62166811?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a more detailed version, see http://www.studen
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Institute of Education Sciences: New Wine, New Bottles.
AN  - 62164462; ED478983
AB  - This paper explains the mission of the Institute of Education Sciences and outlines the activities the Institute is undertaking. It also shares the reflections of the Director of the Institute of Education Sciences on the fit, and sometimes misfit, between the current activities of the education research community and the needs of practitioners and policy makers. The statutory mission of the Institute of Education Sciences is to provide decision makers and the general public with information on: (1) the condition and progress of education in the United States; (2) practices that improve academic achievement and access to education opportunities; and (3) the effectiveness of Federal and other education programs. These three functions are the responsibility of the organizational units of the Institute of Education Sciences: the National Center for Education Statistics, the National Center for Education Research, and the National Center for Education Evaluation and Regional Assistance. Both the statutory mission of the Institute and its conceptual model point it toward applied research. Consequently, the primary focus of the Institute of Education Sciences is on work that has a high consideration of usepractical, applied work that is relevant to practitioners and policy makers. The preponderance of issues identified as high priority areas that the Institute is addressing relate to questions of effectiveness. Such questions are addressed most rigorously with randomized field trials, considered the only sure method for determining the effectiveness of education programs and practices. Although randomized trials are the gold standard for determining what works, they are not appropriate for all questions, and can be enhanced with results from other methods. A look at recent education research has indicated that randomized trials represent only about 6% of the research reported in American Association of Educational Research journals, although they predominate in the "Journal of Educational Psychology." These findings show a mismatch between what education decision makers want from research and what the education research community is providing. The Institute of Education Sciences is working to correct this mismatch through its focus on what works in education. (SLD)
AU  - Whitehurst, Grover J.
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Mission
KW  - Agency Role
KW  - Research Utilization
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Researchers
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62164462?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Paper presented at the Annual Meeting of the Ameri
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Fundamentals of Title IV Administration: From Applying to Creating Reports, 2003-2004.
AN  - 62161630; ED482978
AB  - This document provides a Fundamentals of Title IV Administration Workshop Agenda. The agenda includes an introduction and high level overview: the process in general; history of the programs; laws and regulations; and overview of the programs. Following this is a section on applying to participate and understand your school's responsibilities which covers the following topics: being an eligible institution; applying to participate; signing a program participation agreement; and administering programs in accordance with the law and regulations. Next is a section on getting ready to administer the programs which includes: developing policies and procedures; preparing for fiscal obligations; and getting ready to participate electronically. A section on processing student applications is also included which covers: understanding student eligibility; completing the FAFSA correctly; calculating the expected family contribution; using information from output documents--ISIR/SAR; verifying information submitted on the FAFSA; package aid for the student; eliminating overawards; making adjustments and recalculations; and exercising professional judgment. The next section discusses disbursing aid to students which addresses: understanding when a disbursement occurs; conducting entrance counseling; disbursement when student is eligible; making late disbursements when applicable; reporting Pell grant disbursements to RFMS; notifying students; providing Title IV credit balances to students; and correcting/collecting overpayments. The last two sections cover student exits (providing loan exit counseling; preparing and sending student status confirmation records; and calculating and returning Title IV funds when student withdraws) and creating reports (preparing, providing, and sending required reports). (Author/MA)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 308
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Free Application for Federal Student Aid
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Teachers
KW  - Student Financial Aid
KW  - Federal Aid
KW  - Administration
KW  - Federal Regulation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62161630?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Descriptive Summary of 1999-2000 Bachelor's Degree Recipients 1 Year Later: With an Analysis of Time to Degree. Statistical Analysis Report.
AN  - 62158906; ED482967
AB  - This report provided a basic demographic profile of 1999-2000 bachelor's degree recipients and examines the institutional paths they took to complete the baccalaureate. It also describes the amount of time it took them to do so, assessed from both the time they completed high school and the time they entered postsecondary education. Estimates of time to degree are also compared with those for 1992-93 bachelor's degree recipients. A table compendium provides more detailed information about the demographic characteristics, undergraduate experiences, and current activities of these college graduates as of 2001. (AMT)
AU  - Bradburn, Ellen M.
AU  - Berger, Rachael
AU  - Xiaojile, Li
AU  - Katharin, Peter
AU  - Rooney, Kathryn
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 195
PB  - ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/ pubs/edpubs.html.
VL  - NCES-2003-165
KW  - ERIC, Resources in Education (RIE)
KW  - Statistics
KW  - Bachelors Degrees
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158906?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Common Core of Data (CCD): School Years 1996-1997 through 2000-2001. [CD-ROM].
AN  - 62158445; ED482947
AB  - The Common Core of Data (CCD) is NCES's primary database on elementary and secondary public education in the United States. CCD is a comprehensive, annual, national statistical database of all elementary and secondary schools and school districts, which contains data that are comparable across all states. The 50 states and the District of Columbia are included in the collection, as well as the outlying territories under U.S. jurisdiction, Department of Defense dependents' schools, and Bureau of Indian Affairs schools. This CD-ROM disc contains portions of 5 years of CCD data, beginning with school year 1996-1997 through 2000-2001 (for Schools, last 4 years; for Agencies, all 5 years; and for States, last 4 years). This disc contains nearly 380,000 School records, nearly 84,000 Agency records, and 234 State-level records. Agency finance data for fiscal years 1997, 1998, 1999, and 2000 have been merged with the appropriate Agency nonfiscal records. Some of the agency and demographic data were obtained from the 1990 Decennial Census and F-33 surveys conducted by the United States Bureau of the Census. State-level nonfiscal and fiscal data have been merged into a single file. State-level fiscal data are available for fiscal years 1998, 1999, and 2000 only. (Author)
Y1  - 2003
PY  - 2003
DA  - 2003
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Common Core of Data Program
KW  - Data Files
KW  - Machine Readable Data
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Databases
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - CD ROMs
KW  - Secondary Schools
KW  - Elementary Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158445?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Common+Core+of+Data+%28CCD%29%3A+School+Years+1996-1997+through+2000-2001.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2003-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the 1996-1997 through 1999-2000 data, see ED 4
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, 2003.
AN  - 62158309; ED482960
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released in a 3-month period. Each issue also contains a message from the NCES on a timely subject and a featured topic with invited commentary. Some of the topics covered include Paying for College, Elementary and Secondary Education, Postsecondary Education, Libraries, International Statistics, Crosscutting Statistics, Data Products, Other Publications, and Funding Opportunities. (AMT)
AU  - Marenus, Barbara
AU  - Burns, Shelley
AU  - Fowler, William
AU  - Greene, Wilma
AU  - Knepper, Paula
AU  - Kolstad, Andrew
AU  - McMillen Seastrom, Marilyn
AU  - Scott, Leslie
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 200
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov.
VL  - 5
IS  - 2
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - National Surveys
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62158309?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Nation's Report Card: Mathematics Highlights, 2003.
AN  - 62157825; ED482944
AB  - This issue of The Nation's Report Card highlights mathematics in 2003. It includes sections on Average Scale Scores, Students Reaching NAEP Achievement Levels, Percentile Results, 2003 Assessment Design, State Results, Subgroup Results, Sample Mathematics Questions, Technical Notes, Additional Data Tables, and NAEP on the Web. (AMT)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel: 877-4-ED-PUBS (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs.edpubs.html; e-mail: edpubs@inet.ed.gov.
KW  - ERIC, Resources in Education (RIE)
KW  - Scores
KW  - Mathematics
KW  - Achievement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62157825?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - College Preparation Checklist, 2003-2004.
AN  - 62154553; ED476565
AB  - This leaflet contains a checklist of actions students should take to prepare for college. The checklist begins with the pre high school years, by advising selection of challenging courses and outlining ways to save for college. Ninth graders are again advised to select challenging courses and to begin to think about possible careers. It is suggested that 10th graders take challenging classes in core curriculum areas and begin to refine their possible career choices. Tenth graders should begin to think about the colleges they might choose and should take the Preliminary SAT/National Merit Scholarship Qualifying Test. Advice for 11th graders become more specific, and includes recommendations for taking college entrance examinations and more specific advice about choosing a college. Advice for 12th graders includes details about student financial aid. Some useful Web sites are listed, and telephone numbers are given for general information about financial aid. (SLD)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 5
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Paying for College
KW  - High Schools
KW  - Middle School Students
KW  - Full Time Students
KW  - Course Selection (Students)
KW  - Higher Education
KW  - Core Curriculum
KW  - College Preparation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62154553?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Highlights from the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching.
AN  - 62154530; ED476619
AB  - This document summarizes the Third International Mathematics and Science Study (TIMSS) 1999 Video Study that is the follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. The 1999 study investigated 8th grade mathematics as well as science. This report focuses on the mathematics lessons major findings and comparison of teaching across countries. (KHR)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 13
VL  - NCES-2003-011
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation
KW  - Cross Cultural Studies
KW  - Grade 8
KW  - Curriculum Development
KW  - Standardized Tests
KW  - Middle Schools
KW  - Mathematics Education
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62154530?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For full report, see SE 067 877.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Meeting the Highly Qualified Teachers Challenge: The Secretary's Second Annual Report on Teacher Quality
AN  - 62001600; ED498864
AB  - One of the most important provisions of the No Child Left Behind Act (NCLB) is the requirement that all teachers of core academic subjects be "highly qualified" by the end of school year 2005-2006. Key principles for recruiting and preparing future teachers have been identified as raising academic standards for teachers and lowering barriers that keep many people out of the teaching profession. This publication provides a progress report and builds on last year's report to suggest specific reforms that have demonstrated promise in boosting teacher quality and meeting the requirements of NCLB. Chapter 1, "The Quest for Highly Qualified Teachers Challenge: A Progress Report," provides an overview of the highly qualified teachers challenge and highlights overall progress towards implementation of policies developed to place a highly qualified teacher in every classroom. Chapter 2, "Promising Innovations to Meet the Highly Qualified Teachers Challenge," discusses specific examples of promising reforms and initiatives that focus on either improving traditional teacher preparation programs, or on alternatives to the traditional certification system. It is noted that alternative systems indicate promise, but further research is required to solidly demonstrate their effectiveness. Chapter 3, "Continuing the Critical Work of Teacher Quality Reform," underscores that the issue of teacher quality is so important that no single proposal will work for every situation and no single entity has the capability to address the entire project: a partnership between local, state and federal levels offers the best chance of delivering the collective benefits that come from giving all students the highly qualified teachers they deserve and need for future success. Appended are: (1) Scientifically Based Research on Teacher Quality: Research on Teacher Preparation and Professional Development; (2) Overview of the No Child Left Behind Act, Public Law 107-110, Section 910; (3) Issues in Implementing Title II Requirements for Data Collection and Reporting; and (4) Data Tables. (Contains 9 footnotes, 13 figures, and 8 tables.)
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 94
PB  - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - No Child Left Behind Act 2001
KW  - West Virginia
KW  - California
KW  - Texas
KW  - New York
KW  - Virginia
KW  - United States (West)
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Postsecondary Education
KW  - Program Descriptions
KW  - State Action
KW  - Problems
KW  - Educational Indicators
KW  - Preservice Teacher Education
KW  - Public School Teachers
KW  - Professional Development
KW  - College School Cooperation
KW  - Educational Improvement
KW  - Teacher Effectiveness
KW  - Professional Development Schools
KW  - Virtual Universities
KW  - Federal Legislation
KW  - Educational Change
KW  - Educational Policy
KW  - Alternative Teacher Certification
KW  - Educational Innovation
KW  - Teacher Recruitment
KW  - Data Collection
KW  - Teacher Qualifications
KW  - Educational Research
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62001600?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NCES Statistical Standards. NCES 2003-601
AN  - 1826533409; ED565642
AB  - This report contains the 2002 revised statistical standards and guidelines for the National Center for Education Statistics (NCES), the principal statistical agency within the U.S. Department of Education. The primary goal is to provide high quality, reliable, useful, and informative statistical information to public policy decision-makers and to the general public. Thus, most of these standards and guidelines are primarily geared toward fulfilling that goal. In particular, the standards and guidelines presented in this report are intended for use by NCES staff and contractors to guide them in their data collection, analysis, and dissemination activities. These standards and guidelines are also intended to present a clear statement for data users regarding how data should be collected in NCES surveys, and the limits of acceptable applications and use. Beyond these immediate uses, we hope that other organizations involved in similar public endeavors will find the contents of some of these standards and guidelines useful in their work as well. All users of these standards and guidelines should be cognizant of the fact that the contents of this document are continually being reviewed for technological and statistical advances. The following are appended: (1) Race and Ethnicity; (2) Imputation; (3) Tabular Guidelines; and (4) Survey Titles. A glossary is also included.
Y1  - 2003
PY  - 2003
DA  - 2003
SP  - 212
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Response Rates (Questionnaires)
KW  - Information Dissemination
KW  - Planning
KW  - Statistical Analysis
KW  - Surveys
KW  - Standards
KW  - Data Collection
KW  - Data Analysis
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826533409?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - Mathematics, Foreign Language, and Science Coursetaking and the NELS:88 Transcript Data. Working Paper No. 2003-01
AN  - 1826527496; ED566861
AB  - This report describes efforts to create and test variables measuring students' high-school coursetaking in mathematics, foreign language, and science, using data from the National Education Longitudinal Study (NELS) NELS:88 transcript file (National Center for Education Statitstics (NCES) projects 1.2.4.13 and 1.2.4.39). The first project (exploring mathematics coursetaking) was completed in September, 1996. The second project (exploring foreign language and science coursetaking) was completed in December, 1997. Both are summarized in this report. As the NCES-sponsored study of mathematics coursetaking and curriculum using the NELS school effects supplement (HSES) data makes use of these same constructs, it made sense to carefully explore the best way to capture the mathematics coursetaking construct with transcript data. As the first section of this report describes in some detail, the authors have conceptualized this construct in two ways: (1) course credits and (2) a pair of pipeline indices based on the most advanced course in a particular subject that students took in high school. Although they also explored the idea of creating a "weighted grades" measure, they argue against this idea in the report. An important part of the report is the exploration of the mathematics course credit and mathematics pipeline measures in bivariate and multivariate analyses (summarized in the second section). The multivariate regression models explore the measures used in two ways: (1) as outcomes, investigating coursetaking as a function of students' demographic and academic background, and (2) as predictors of mathematics achievement, taking students' background characteristics into account. This section is designed to demonstrate to future researchers the possible use of this and other pipeline measures. Building on the success of earlier work in mathematics, parts 3 and 4 of this report explore similar pipeline measures in foreign language and science coursetaking. Foreign language coursework, like mathematics coursework, is relatively sequential, and conceptualizing and constructing language pipelines is relatively straightforward. Science coursework, on the other hand, is far less sequential, and the underlying logic behind pipeline measures is necessarily more complicated. The Appendix includes SPSS programs used to generate all the described measures. The authors conclude the report with some recommendations based on their analyses. The results of these small studies are instructive. They hope that their variables and the analyses that demonstrate their "behavior" may be useful to other researchers who wish to investigate how high-school coursetaking influences students' achievement and learning in mathematics, foreign language, and/or science. Although many researchers like to construct variables measuring important constructs themselves, others may find the work helps to make their work easier, more coherent, and more consistent with other relevant studies.
AU  - Burkam, David T.
AU  - Lee, Valerie E.
Y1  - 2003/01//
PY  - 2003
DA  - January 2003
SP  - 106
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - High Schools
KW  - Secondary Education
KW  - Prediction
KW  - Physics
KW  - Chemistry
KW  - Credits
KW  - Mathematics Instruction
KW  - Science Instruction
KW  - Correlation
KW  - Educational Attainment
KW  - Grades (Scholastic)
KW  - Second Language Instruction
KW  - Enrollment Trends
KW  - Course Selection (Students)
KW  - High School Students
KW  - Biology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1826527496?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - Are America's Schools Safe? Students Speak Out: 1999 School Crime Supplement. Statistical Analysis Report.
AN  - 62225389; ED472826
AB  - The American public continues to be concerned about crime in schools and the safety of students. This report is the first to focus on data collected by the 1999 School Crime Supplement (SCS) to the National Crime Victimization Survey. Following the introduction and background, nine chapters report and provide statistics on various facets of school violence and safety: (1) "Students' Reports of Criminal Victimization"; (2) "Students' Reports of Alcohol or Drug Availability at School"; (3) "Students' Reports of the Presence of Street Gangs at School"; (4) "Students' Reports of the Presence of Guns and Weapons at School"; (5) "Students' Reports of Hate-Related Words and Hate-Related Graffiti at School"; (6) "Students' Reports of Bullying at School"; (7) "Students' Avoidance of School, Classes, and Extracurricular Activities"; (8) "Students' Reports of Fear of Victimization at School and Traveling to and from School"; and (9) "Students' Perceptions of School Environment Before and After the Columbine Shootings." A conclusion summarizes the preceding nine chapters. The report ends with tables of estimates and standard errors. Appendices contain technical notes and a description of methodology, references, glossary of terms, and 1995 and 1999 SCS questionnaires. (Contains 82 references, 51 figures, and 46 tables.) (RT)
AU  - Addington, Lynn A.
AU  - Ruddy, Sally A.
AU  - Miller, Amanda K.
AU  - DeVoe, Jill F.
Y1  - 2002/11//
PY  - 2002
DA  - November 2002
SP  - 206
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2002/2002331_1.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Crime
KW  - Elementary Secondary Education
KW  - School Safety
KW  - Violence
KW  - School Statistics
KW  - Illegal Drug Use
KW  - Weapons
KW  - Guns
KW  - Victims of Crime
KW  - Statistical Analysis
KW  - Statistical Data
KW  - Government Publications
KW  - Bullying
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62225389?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Kathryn A. Chandler.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Programs and Plans of the National Center for Education Statistics. 2002 Edition.
AN  - 62224488; ED472154
AB  - This report summarizes current National Center for Educational Statistics (NCES) programs, including its major publications and plans for future work. In addition to updating the descriptions of long-standing data collections, such as the Common Core of Data, the Integrated Postsecondary Education Data System, and the National Assessment of Educational Progress, this edition focuses on some of the new and innovative work of the NCES, especially noting the release of the Schools and Staffing Survey, 1999-2000. The report also notes the release of the newest findings in the international statistics area, the Program for International Student Assessment, and the newest Early Childhood Longitudinal Survey component, the Birth Cohort study. NCES has increased the availability of data sets on CD-ROM and has added software packages to allow users to customize their search requests. In addition, all recent NCES reports and an increasing proportion of survey data are available from the NCES Web site. Information about NCES programs is grouped into these sections: (1) "Introduction"; (2) "NCES Center-Wide Programs and Services"; (3) "Elementary and Secondary Education"; (4) "Postsecondary and Adult Education"; (5) "Educational Assessment"; (6) "National Longitudinal Studies"; (7) "International Statistics"; (8) "Data on Vocational Education"; (9) "Libraries"; and (10""General Publications of NCES." (SLD)
AU  - Davis, Celestine
Y1  - 2002/11//
PY  - 2002
DA  - November 2002
SP  - 160
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2003-040
KW  - Common Core of Data Program
KW  - Early Childhood Longitudinal Survey
KW  - National Assessment of Educational Progress
KW  - National Center for Education Statistics
KW  - Program for International Student Assessment
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - International Studies
KW  - Program Implementation
KW  - Planning
KW  - Program Development
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Data Collection
KW  - Longitudinal Studies
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62224488?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2001 edition, see ED 458 235.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2012. Pocket Projections.
AN  - 62227203; ED472175
AB  - Each year the National Center for Education Statistics publishes this pocket summary of the annual "Projections of Education Statistics." The complete report contains information on projected enrollment and graduates, teachers, and public elementary and secondary school expenditures. This summary, the 14th "pocket" edition, contains data for 1989-1990 and 2000-2001, with projections for 2011-2012 and information about the percent of change from 2000-2001 to 2011-2012. Tables present data for these periods for: (1) population by age; (2) elementary/secondary enrollment and high school graduates; and (3) degree-granting postsecondary education, with information about enrollment, age, and earned degrees. Technical notes explain how the projections were calculated. (SLD)
AU  - Hussar, William J.
AU  - Gerald, Debra E.
Y1  - 2002/10//
PY  - 2002
DA  - October 2002
SP  - 15
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - High School Graduates
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Expenditures
KW  - Degrees (Academic)
KW  - Public Schools
KW  - Enrollment Trends
KW  - Teachers
KW  - Population Trends
KW  - Tables (Data)
KW  - Private Schools
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62227203?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the Pocket Projections to 2011, see ED 463 317
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2012. Thirty-First Edition.
AN  - 62226723; ED472176
AB  - This report, 31st in a series begun in 1964, provides revisions of projections shown in "Projections of Education Statistics to 2011" and includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections of enrollments and graduates to the year 2012. Projections of teachers and expenditures are not included in this edition, but they are available in "Projections of Education Statistics to 2011." This report also contains projections of public elementary and secondary school enrollment and public high school graduates to the year 2112 at the state level. These projections have been produced by the National Center for Education Statistics, but they are not intended to supplant detailed projections prepared in individual states. The report contains a methodology section describing models and assumptions used to develop the national and state projections. The enrollment models use data and population estimates and projections from the National Center for Education Statistics and the U.S. Census Bureau. Population projections are not based on the 200 Census data, which have not yet been released. Most of the projections of education statistics include three alternatives based on different assumptions about demographic and economic growth plans. The first set of projections (middle alternative) is deemed to represent the most likely projections, but the high and low alternatives provide a reasonable range of outcomes. Projections suggest a 1% increase in public and private elementary and secondary enrollment, with a slight decrease in the lower grades, and an increase of about 4% in the upper grades. Enrollment in degree-granting institutions is projected to increase 15% by 2011, and high school graduates are expected to increase by 9%. Four appendixes contain a discussion of the methodology, supplementary tables, a list of data sources, and a glossary. (Contains 44 figures and 49 tables.) (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 2002/10//
PY  - 2002
DA  - October 2002
SP  - 125
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160512212
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - School Statistics
KW  - Enrollment Projections
KW  - Public Schools
KW  - College Graduates
KW  - Tables (Data)
KW  - Private Schools
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62226723?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the Projections of Education Statistics to 201
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State ESEA Title I Participation Information for 1999-2000. Final Summary Report.
AN  - 62227618; ED472645
AB  - This report summarizes data for two components of the Title I program: the Title I Grants to Local Education Agencies (LEAs) and the State Agency Program for Neglected or Delinquent Children and Youth. The Title I Grants to LEAs provide federal financial assistance to eligible school districts and schools to assist them in providing opportunities for children most at risk, helping them acquire knowledge and skills to meet challenging state content and performance standards. Title I participation data are presented for 1999-2000 as well as comparisons with 1998-99 and previous years. The areas discussed in this report include districts, schools and students served, the range of instructional and support services provided, Title I staffing patterns, and schools' progress toward meeting performance standards, as reported by states on Title I State Performance reports. State-by-state tables follow the text amplifying the participation data and offering readers a more detailed look at several aspects of the Title I program. For 1999-2000, data were submitted beginning in December 2000 and continuing through 2001. Data quality and timeliness are issues, and the U.S. Department of Education is working with states to improve the quality and timeliness of submissions. (Contains 27 tables and 16 figures.) (RT)
AU  - Sinclair, Beth
Y1  - 2002/09//
PY  - 2002
DA  - September 2002
SP  - 52
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. Web site: http://www.ed.gov/offices/OUS/PES/eval.html. For full text: http://www.ed.gov/offices/OUS/PES/esed/title_i_99-00/report.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - At Risk Persons
KW  - Federal Aid
KW  - School Support
KW  - Poverty
KW  - Federal Programs
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Government Publications
KW  - Educational Improvement
KW  - State Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62227618?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2000-01. Statistical Analysis Report.
AN  - 62227465; ED472827
AB  - This publication provides basic descriptive information about the 100 largest school districts (ranked by student membership) in the United States and jurisdictions (Bureau of Indian Affairs, Department of Defense Schools, American Samoa, Guam, the Northern Marianas, Puerto Rico, and the Virgin Islands). Almost one in every four public-school students in this nation is served by one of these 100 districts. They are distinguished from the average school district by characteristics in addition to sheer size of membership, such as average and median school size, pupil/teacher ratios, number of high school graduates, number of pupils receiving special-education services, and minority enrollment as a proportion of total enrollment. Information about these characteristics is found in 18 "basic tables." For the purpose of establishing a meaningful context for the information on the 100 largest districts, four text tables precede the basic tables and provide national data and data on the 100 largest school districts. Appendix A list the 500 largest school districts with some identifying information and basic statistical data. Appendix B is an alphabetical list of the 500 districts and their rank by membership size. Appendix C provides a count of the number of largest districts represented by state. Appendix D provides data for the 1990-91 school year. (RT)
AU  - Young, Beth Aronstamm
Y1  - 2002/09//
PY  - 2002
DA  - September 2002
SP  - 88
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2002/2002351.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Special Education
KW  - Minority Group Children
KW  - School Districts
KW  - Elementary Secondary Education
KW  - School Statistics
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Statistical Analysis
KW  - Enrollment
KW  - School Size
KW  - Government Publications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62227465?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Reading Framework for the 2003 National Assessment of Educational Progress.
AN  - 62226117; ED469764
AB  - Reflecting the ideas of many diverse individuals and organizations involved in reading education, this booklet presents Reading Framework for the 2003 National Assessment of Educational Progress (NAEP), which provides the guidelines and theoretical basis for the 1992-2003 reading assessments. The first chapter, What Is the NAEP Reading Assessment?, discusses goals for reading literacy, definitions of reading literacy, contexts for reading, aspects of reading, and offers a grade 4 sample informational reading passage and questions. The second chapter, How Is the NAEP Reading Assessment Designed?, addresses purpose of the assessment, methodology, format of the assessment, reading passages, item development, the review process, and accommodations. The third chapter of the booklet answers the question: How are the results of the NAEP Reading Assessment Reported? The fourth chapter, What Are the Foundations for the NAEP Reading Assessment?, discusses the reading process, types of assessments, and background surveys. Appendixes contain grade 4, 8, and 12 sample reading passages, items, and scoring rubrics; a brief description of the NAEP 2002 Oral Reading Study; and lists of panel members. (Contains 14 references.) (RS)
Y1  - 2002/09//
PY  - 2002
DA  - September 2002
SP  - 84
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 877-576-7734 (Toll Free; TTY/TDD); Fax: 301-470-1244; e-mail: EdPubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.nagb.org/pubs/read_fw_03.pdf.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Reading Tests
KW  - Grade 12
KW  - Reading Skills
KW  - Elementary Secondary Education
KW  - Student Development
KW  - Test Content
KW  - Grade 8
KW  - Reading Achievement
KW  - Grade 4
KW  - Test Format
KW  - Definitions
KW  - Literacy
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62226117?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - What Students Pay for College: Changes in Net Price of College Attendance between 1992-93 and 1999-2000. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
AN  - 62221095; ED468788
AB  - Using data from the 1993-1993 and 1999-2000 National Postsecondary Student Aid Study (NPSAS:93 and NPSAS:2000), this study examined the most recent trends in net price of college. Changes in net price were analyzed for higher education as a whole and within each type of institution for students with various levels of income and financial need. Students included in this study were full-time undergraduates at public four-year, private not-for-profit, and public two-year institutions. Reflecting both expanded eligibility for federal loans and a response to increased tuition and fees, undergraduate borrowing increased significantly over the period. The percentage of full-time undergraduates who relied on federal student loans to help pay their tuition increased from 30% to 43% overall. Although no increase in borrowing was observed for students in the lowest income quartile, the likelihood of borrowing increased for middle-income and high-income undergraduates. There was a relatively small increase in the percentage of full-time undergraduates who were awarded state grants, but undergraduates were much more likely to receive institutional grant aid in 1999-2000. The percentage of full-time undergraduates who were awarded institutional grant aid increased from 23% to 31% overall, and the average amount of aid also increased. However, when all grants were subtracted from tuition, no change could be detected in the average amount that full-time undergraduates paid between 1992-1993 and 1999-2000. The same was not found for the net price of attendance, a finding that was consistent across all institution types included in the study. Three appendixes contain a glossary, technical notes, and supplementary tables. (Contains 27 tables, 10 figures, and 21 references.) (SLD)
AU  - Horn, Laura
AU  - Wei, Christina Chang
AU  - Berker, Ali
Y1  - 2002/09//
PY  - 2002
DA  - September 2002
SP  - 95
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2002-174
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Costs
KW  - Student Loan Programs
KW  - Paying for College
KW  - Educational Finance
KW  - College Students
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62221095?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, C. Dennis Carroll.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Profile of the Talent Search Program: 1999-2000
AN  - 61989253; ED499054
AB  - Talent Search projects identify and assist individuals from disadvantaged backgrounds who have the potential to succeed in higher education. The program provides academic, career, and financial aid counseling to its participants and encourages them to graduate from high school and continue on to the postsecondary school of their choice. Talent Search also serves high school dropouts by encouraging them to reenter the educational system and complete their education. This report provides a comprehensive profile of the Talent Search Program using the 1999-2000 performance report data. Complete performance reports were submitted by 359 of 361 projects (99 percent) serving a total of 328,070 participants. This report is intended to serve as a resource for the improvement of Talent Search services. Chapter I of the report presents an introduction to the Talent Search program. Chapter II presents a demographic profile of Talent Search participants and target schools. Chapter III discusses the provision of project services. Chapter IV provides an analysis of performance outcomes, and Chapter V discusses data issues as well as plans for future years. (Contains 11 footnotes, 31 tables, and 16 figures. Appended is a set of tables.)
AU  - Humphrey, Justin G.
AU  - Carey, Nancy L.
AU  - Mansfield, Wendy
Y1  - 2002/09//
PY  - 2002
DA  - September 2002
SP  - 60
PB  - US Department of Education. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Higher Education
KW  - Program Descriptions
KW  - Program Effectiveness
KW  - Academic Achievement
KW  - Counseling
KW  - Dropouts
KW  - Student Financial Aid
KW  - Academically Gifted
KW  - Services
KW  - Profiles
KW  - Disadvantaged
KW  - Talent
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61989253?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Private Schools: A Brief Portrait. Findings from "The Condition of Education, 2002."
AN  - 62229502; ED472443
AB  - This special analysis is part of a larger indicator report that summarizes important developments and trends in education. The report is intended for a general audience interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education. This special analysis examines private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools. The analysis compares averages for the private and public schools, but draws no inferences about causality. Sections of the report are titled "Schools and Students"; "School Climate and Staff Perceptions"; and "Academic Coursetaking." The findings are presented through text and 23 tables and figures. On average, private schools have smaller enrollments, smaller average class size, and lower student/teacher ratios than public schools. Private-school teachers are more likely than public-school teachers to report a lot of influence on teaching practices and school policies. Private-school teachers are more likely than public-school teachers to report being satisfied with teaching at their school. Private-school students are more likely than public-school students to complete a bachelor's or advanced degree by their mid-20s. (Contains 40 references.) (WFA)
AU  - Alt, Martha Naomi
AU  - Peter, Katharin
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 36
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.nces.ed.gov. For full text: http://nces.ed.gov/pubs2002/2002013.pdf.
KW  - Profit Making Schools
KW  - ERIC, Resources in Education (RIE)
KW  - Private Sector
KW  - Catholic Schools
KW  - Proprietary Schools
KW  - Educational Environment
KW  - Parochial Schools
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - Educational Attainment
KW  - Private Schools
KW  - Enrollment Rate
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62229502?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Condition of Education 2002 in Brief.
AN  - 62224114; ED471875
AB  - This report is an indicator summary, synopsizing the state of education, monitoring important developments, and showing trends in major aspects of education. It contains a sampling of charts of the 44 indicators in "The Condition of Education, 2002." Graphs depict past and projected trends in early childhood education programs; past and projected elementary and secondary school enrollments; poverty among school-aged children; past and projected undergraduate enrollments; mathematics performance of students in grades 4, 8, and 12; poverty and student achievement; trends in the achievement gap in reading between white and black students; international comparisons of reading literacy; 12th-graders' effort and interest in school; status dropout rates, by race/ethnicity; immediate transition to college; high school academic preparation and postsecondary progress; trends in science and mathematics course-taking; inclusion of students with disabilities in regular classrooms; parental choice of schools; academic background of college graduates who enter and leave teaching; perceived impact of work on postsecondary learning; student participation in distance education; status of women and minority faculty; public effort to fund education; change in public-school revenue sources; and international comparisons of expenditures for education. (RT)
AU  - Wirt, John
AU  - Livingston, Andrea
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 29
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.nces.ed.gov. For full text: http://www.nces.ed.gov/pubs2002/2002011.pdf.
KW  - Condition of Education (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Indicators
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Early Childhood Education
KW  - National Surveys
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Foreign Countries
KW  - Poverty
KW  - Educational Practices
KW  - Educational Change
KW  - Enrollment
KW  - Program Evaluation
KW  - Tables (Data)
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62224114?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K): Psychometric Report for Kindergarten through First Grade. Working Paper Series.
AN  - 62222952; ED470320
AB  - The Early Childhood Longitudinal Study-Kindergarten Class of 1998-99 (ECLS-K), selected a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998 and is following these children through the end of the fifth grade. Baseline data about these children, their families, and their kindergarten programs were collected by means of telephone interviews with the children's parents or guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. This report documents the design, development, and psychometric characteristics of the assessment instruments used in the ECLS-K. The focus is on the psychometric results of the assessment instruments for four time points: Fall- and Spring-kindergarten and Fall- and Spring-first grade. The assessment instrument examined three domains: the cognitive (direct and indirect), socioemotional, and psychomotor. In addition, the report discusses issues involved in analyzing longitudinal measures of cognitive skills, including the use of total scores and of proficiency probabilities to measure longitudinal change. Initial results revealed sex differences in prereading skills at kindergarten entry and the areas of gain. Public school children had the lowest reading skills at kindergarten entry, followed by Catholic school children, with private non-Catholic school children having the highest reading skills. There were differences in the areas of gain in children attending different types of schools. The report's five appendices include a summary of national mathematics and science curriculum standards, reading assessment content classifications used for test item development, ECLS item parameters and item fit by rounds, and score statistics for indirect and psychomotor measures for selected subgroups. (Contains 60 references.) (KB)
AU  - Rock, Donald A.
AU  - Pollack, Judith M.
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 199
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubsearch.
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Catholic Schools
KW  - Item Response Theory
KW  - Academic Achievement
KW  - Psychometrics
KW  - Measurement Techniques
KW  - Test Reliability
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Public Schools
KW  - Test Construction
KW  - Kindergarten Children
KW  - Measures (Individuals)
KW  - Elementary School Students
KW  - Primary Education
KW  - Mathematics Achievement
KW  - Test Validity
KW  - Longitudinal Studies
KW  - Cognitive Measurement
KW  - Cognitive Ability
KW  - Interpersonal Competence
KW  - Sex Differences
KW  - Research Problems
KW  - Psychomotor Skills
KW  - Private Schools
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62222952?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared with contributions by Sally Atkins-Burnet
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Education Longitudinal Study: 1988-2000 Data Files and Electronic Codebook System. Base Year through Fourth Follow-Up ECB/CD-ROM. [CD-ROM].
AN  - 62222238; ED468719
AB  - The National Education Longitudinal Study of 1988 (NELS:88) was the first nationally representative study of eighth graders in public and private schools. It was sponsored by the National Center for Education Statistics to provide longitudinal data about critical transitions experienced by young people as they develop, attend school, and embark on their careers. This CD-ROM contains the data files and electronic codebook system for the base year through the fourth followup. In the base year, some 25,000 eighth graders, their parents, teachers, and school principals were surveyed. In 2000, 12,144 sample members responded. The CD-ROM contains four files: (1) ECBW, which contains data files, documentation, and an installation program for the electronic codebook; (2) Report, which contains the data file users manual; (3) AMstat, which explains how to download the AMstat statistical software; and (4) Derived, which contains Statistical Analysis System program code for the fourth followup. TYPE OF SURVEY: National; Longitudinal; Followup; Sample Survey. POPULATION: Students; Parents; Teachers; Principals. SAMPLE: Students; Parents; Teachers; Principals (12,144). RESPONDENTS: Students; Parents; Teachers; Principals. FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1988. YEAR OF LATEST DATA: 2000. (SLD)
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
EP  - 0
PB  - National Center for Education Statistics (ED), 555 New Jersey Avenue, Washington, DC 20208.
KW  - National Education Longitudinal Study 1988
KW  - Transition Management
KW  - ERIC, Resources in Education (RIE)
KW  - Principals
KW  - Change
KW  - Student Characteristics
KW  - Junior High Schools
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Career Choice
KW  - Secondary School Teachers
KW  - Outcomes of Education
KW  - Dropouts
KW  - Public Schools
KW  - Enrollment
KW  - Child Development
KW  - Parents
KW  - Private Schools
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62222238?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=National+Education+Longitudinal+Study%3A+1988-2000+Data+Files+and+Electronic+Codebook+System.+Base+Year+through+Fourth+Follow-Up+ECB%2FCD-ROM.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2002-08-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the data files through the third followup, see
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Measurement of Instructional Background Indicators: Cognitive Laboratory Investigations of the Responses of Fourth and Eighth Grade Students and Teachers to Questionnaire Items. Working Paper Series.
AN  - 62221905; ED469768
AB  - Cognitive interviews were conducted with 12 teachers and 66 of their students to learn how to improve National Assessment of Educational Progress (NAEP) questionnaire items asking about instructional practices and teacher development experiences. Items were purposively selected from those used in the 1996 and 1998 NAEP student and teacher background questionnaires in fourth grade reading, mathematics, and science, and eighth grade mathematics and science. NAEP items that were administered in analogous forms to teachers and their students were chosen, to facilitate validation, and items known or thought to be problematic were selected. Several general types of item problems were found: (1) behavioral frequency items; (2) time frame problems; (3) problems with response options; (4) comprehension problems; (5) problems with list format items (loss of content); (6) problems with check all that apply items; and (7) other problems and issues. The cognitive interviews, with validation components, enabled detection of many survey design problems and an understanding of the reasons for their occurrence so that these problems can be avoided in the development of future NAEP and other background survey items. (Contains 9 tables and 16 references.) (SLD)
AU  - Levine, Roger
AU  - Huberman, Mette
AU  - Buckner, Kathryn
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 296
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
VL  - NCES-WP-2002-06
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Elementary School Students
KW  - Questionnaires
KW  - Cognitive Processes
KW  - Research Methodology
KW  - Educational Practices
KW  - Professional Development
KW  - National Surveys
KW  - Interviews
KW  - Elementary School Teachers
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62221905?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public High School Dropouts and Completers from the Common Core of Data: School Years 1998-99 and 1999-2000. NCES 2002-382
AN  - 1651854605; ED547121
AB  - Two of the most important indicators of the educational system's success are the rates that young people complete and drop out of school each year. The Common Core of Data (CCD) survey system of the National Center for Education Statistics (NCES) annually collects information about public school dropouts and completers. This report presents the number and percentage of students dropping out and completing public school (among states that reported dropouts) for school years 1998-99 and 1999-2000.
AU  - Young, Beth Aronstamm
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 10
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - High Schools
KW  - Secondary Education
KW  - High School Graduates
KW  - Public Schools
KW  - Educational Indicators
KW  - Dropout Rate
KW  - Statistical Data
KW  - Academic Persistence
KW  - High School Students
KW  - State Standards
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651854605?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - Nontraditional Undergraduates: Findings from the Condition of Education 2002. NCES 2002-012
AN  - 1651830642; ED546117
AB  - "The Condition of Education" summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. 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 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from early childhood education to graduate and first-professional programs; (2) student achievement and the longer-term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, parental and community support for learning, and public and private financial support of education at all levels. The 2002 edition also includes a special analysis that describes nontraditional undergraduates in terms of their demographic characteristics, enrollment patterns, ways of combining school and work, participation in distance education, and persistence patterns. To make the special analysis available to audiences interested in the enrollment of nontraditional students in postsecondary education, the special analysis is reprinted here as a separate volume.
AU  - Choy, Susan
Y1  - 2002/08//
PY  - 2002
DA  - August 2002
SP  - 26
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Higher Education
KW  - Postsecondary Education
KW  - Student Employment
KW  - Nontraditional Students
KW  - Undergraduate Students
KW  - Enrollment Trends
KW  - Student Characteristics
KW  - Academic Persistence
KW  - Educational Attainment
KW  - Distance Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830642?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - A New Era: Revitalizing Special Education for Children and Their Families.
AN  - 62228072; ED473830
AB  - The report of the President's Commission on Excellence in Special Education followed 13 hearings and meetings throughout the nation on ways to strengthen the education of students with disabilities. An executive summary summarizes nine findings and the resulting three major recommendations: first, focus on results, not process; second, embrace a model of prevention, not a model of failure; and third, consider children with disabilities as general education children first. The following seven sections report on findings concerning the following areas: (1) federal regulations and monitoring, paperwork reduction and increased flexibility; (2) assessment and identification; (3) special education finance; (4) accountability, flexibility and parental empowerment; (5) postsecondary results for students with disabilities and effective transition services; (6) teacher and administrator preparation, training and retention; and (7) special education research and dissemination of information. Also included are a glossary, a list of hearings and meetings, brief biographies of Commission members, and the text of Executive Order 13227 establishing the Commission. (Contains 75 references.) (DB)
Y1  - 2002/07/01/
PY  - 2002
DA  - 2002 Jul 01
SP  - 89
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/edpubs.html. For full text: http://www.ed.gov/inits/commissionsboards/whspecialeducation.
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Special Education
KW  - Educational Finance
KW  - Teacher Education
KW  - Elementary Secondary Education
KW  - Research and Development
KW  - Disability Identification
KW  - Accountability
KW  - Educational Improvement
KW  - Regular and Special Education Relationship
KW  - Outcomes of Education
KW  - Models
KW  - Prevention
KW  - Disabilities
KW  - Federal Regulation
KW  - Student Evaluation
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62228072?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Produced by Diskey & Associates, LLC. Accompanying
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Beginning Postsecondary Students Longitudinal Study: 1996-2001 (BPS: 1996/2001) Methodology Report. Technical Report.
AN  - 62227808; ED469501
AB  - This report describes the methods and procedures used for the full-scale data collection effort of the Beginning Postsecondary Students Second Follow-up Student 1996-2001 (BPS:1996/2001). These students, who started their postsecondary education in the 1995-1996 academic year, were first interviewed during 1996, and subsequently interviewed in 1998. At the beginning of BPS:96/98, more than 12,400 students had been identified as potentially eligible for the National Postsecondary Student Aid Study and the BPS. About 10,350 of these student participated in BPS:96/98, and most of the BPS:1996/2001 were these respondents, with a few additions. The BPS:1996/2001 study is the second follow-up of this cohort. BPS:1996/2001 included important changes from the BPS:90/94 follow-up surveys. The data collection instrument was considerably refined to reduce respondent burden while still collecting key information on postsecondary enrollment, employment, and demographics. In addition, BPS:1996/2001 was conducted during the sixth academic year, thus collecting attainment information for students who completed their degree in either their fifth or sixth years. Evaluation of the procedures used in the full-scale data collection were developed and refined as part of the field test conducted in 2000. The methodology report contains these chapters: (1)"Overview of BPS:1996/2001"; (2) "Design and Method"; (3) "Data Collection Outcomes"; (4) "Evaluation of Data Quality"; (5) "Data File Development"; and (6) "Weighting and Variance Estimation." Seven appendixes contain details about aspects of methodology. (Contains 47 tables and 28 figures.) (SLD)
AU  - Wine, Jennifer S.
AU  - Heuer, Ruth E.
AU  - Wheeless, Sara C.
AU  - Francis, Talbric L.
AU  - Franklin, Jeff W.
AU  - Dudley, Kristin M.
Y1  - 2002/07//
PY  - 2002
DA  - July 2002
SP  - 87
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2002-171
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Followup Studies
KW  - Research Methodology
KW  - College Students
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Interviews
KW  - Longitudinal Studies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62227808?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Paula R. Knepper, Project Officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Developments in School Finance, 1999-2000. Fiscal Proceedings from the Annual State Data Conference (July 1999 and July 2000).
AN  - 62222533; ED470015
AB  - This volume includes six papers from the 1999 and 2000 Summer Data Conferences that address a variety of educational finance topics intended to promote the exchange of ideas among researchers and policymakers. After the introduction and overview by William J. Fowler, Jr., the six essays are: (1) "Evaluating School Performance: Are We Ready for Prime Time?" (Robert Bifulco and William Duncombe); (2) "Using National Data to Assess Local School District Spending on Professional Development" (Kieran M. Killeen, David H. Monk, and Margaret L. Plecki); (3) "Making Money Matter: Financing America's Schools" (Helen F. Ladd and Janet S. Hansen); (4) "Reform and Resource Allocation: National Trends and State Policies" (Jane Hannaway, Shannon McKay, and Yasser Nakib); (5) "School Finance Litigation and Property Tax Revolts: How Undermining Local Control Turns Voters Away from Public Education" (William A. Fischel); and (6) "Where Does New Money Go? Evidence from Litigation and a Lottery" (Thomas S. Dee). (RT)
AU  - Fowler, William J.
Y1  - 2002/07//
PY  - 2002
DA  - July 2002
SP  - 138
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2002/2002316.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Performance Based Assessment
KW  - Evaluation
KW  - Educational Policy
KW  - Educational Finance
KW  - School District Spending
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Government Publications
KW  - Court Litigation
KW  - Data Analysis
KW  - State Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62222533?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Vocational Education Offerings in Rural High Schools. Issue Brief.
AN  - 62222213; ED468838
AB  - A study examined the types of vocational education programs offered in rural, suburban, and urban schools. Data from the 1999 Survey on Vocational Programs in Secondary Schools indicate no significant differences in the distribution of vocational education offerings in urban and suburban schools, so they were combined into a single category of nonrural schools that was compared to rural high schools. Rural schools were less likely than nonrural schools to offer programs for four of the five listed technical occupations, all four listed service occupations, and three of the four listed mechanical occupations. Rural schools were also less likely than nonrural schools to offer three of the six listed programs for health and life science occupations, including the relatively common nurse/nurse's aide programs, and two of the four programs for business and marketing occupations. Rural schools were as likely as nonrural schools to offer the two most common business and marketing programs and all five building trade programs. Rural schools were more likely than nonrural schools to offer welding and agriscience programs. An average of 25 percent of programs offered by nonrural schools were for projected fast-growing occupations, compared to 17 percent for rural schools. These differences do not necessarily mean that rural schools are less responsive to the labor market than other schools--they could reflect labor market differences in rural and nonrural areas. (TD)
AU  - Hudson, Lisa
AU  - Shafer, Linda
Y1  - 2002/07//
PY  - 2002
DA  - July 2002
SP  - 6
PB  - National Center for Education Statistics, Washington, DC 20208. Tel: 877-433-7827 (toll-free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002120.
VL  - NCES-2002-120
KW  - Rural Suburban Differences
KW  - ERIC, Resources in Education (RIE)
KW  - Rural Urban Differences
KW  - Rural Schools
KW  - High Schools
KW  - Vocational Education
KW  - School Surveys
KW  - Occupations
KW  - Job Training
KW  - Demand Occupations
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62222213?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Financing of Graduate and First-Professional Education, 1999-2000: Profiles of Students in Selected Degree Programs and Their Use of Assistantships. Statistical Analysis Report.
AN  - 62221129; ED467022
AB  - In 1999-2000, approximately 2.7 million students were enrolled in graduate and first-professional programs in colleges and universities in the United States. Using data from the 1999-2000 National Postsecondary Student Aid Study (NPSAS:2000), this report profiles students in various degree programs and examines how they paid for their education, with particular attention to their use of teaching and research assistantships. In addition, the report contains a compendium of tables providing detailed data on four topics: (1) student characteristics; (2) enrollment characteristics; (3) types of financial aid; and (4) employment. In 1999-2000, more than one-half of all graduate and first-professional students were enrolled at the Masters level, with most enrolled less than full time. Sixty percent of all graduate and first-professional students and 82% of those enrolled full time, full year, received some type of financial aid, including grants, loans, assistantships, or work study. Twenty percent of all graduate and first professional students and 32% of full-time, full-year students received an assistantship in 1999-2000, although variations existed across program levels and fields of study. Assistantships were more common at the doctoral level. Findings from this study show that graduate and first-professional students are a diverse group, with notable differences in student characteristics. (SLD)
AU  - Choy, Susan P.
AU  - Geis, Sonya
Y1  - 2002/07//
PY  - 2002
DA  - July 2002
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002166.
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Degrees (Academic)
KW  - Student Employment
KW  - Graduate Students
KW  - Paying for College
KW  - Professional Education
KW  - Part Time Students
KW  - Higher Education
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62221129?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Andrew G. Malizio. For a previous
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Profile of Undergraduates in U.S. Postsecondary Institutions: 1999-2000. Statistical Analysis Report. National Postsecondary Student Aid Study.
AN  - 62220077; ED468124
AB  - This report profiles undergraduates who were enrolled in U.S. postsecondary institutions in the academic year 1999-2000. It is based on data from the 1999-2000 National Postsecondary Student Aid Study (NPSAS:2000), the fifth in a series of surveys conducted by the U.S. Department of Education. Each NPSAS survey is a comprehensive nationwide study to determine how students and their families pay for postsecondary education. The report begins with an overview that describes the demographic diversity of the undergraduate population. In particular, it documents gender, age, race/ethnicity, parenthood, and the disability status of undergraduates. The overview is followed by a compendium of tables describing in detail all undergraduates with respect to enrollment, student characteristics, financial aid receipt, participation in community service, and remedial coursetaking. The estimates in this report were produced using the National Center for Education Statistics Data Analysis System, a microcomputer application that allows users to specify and generate tables for the NPSAS:2000 undergraduate survey. This profile suggests that the postsecondary education system in the United States offers opportunities to a diversegroup of individuals. In spite of the enrollment opportunities, however, gaining access to postsecondary education does not necessarily lead to obtaining a degree or certificate. (Contains 9 figures, 45 tables, and 17 references.) (SLD)
AU  - Horn, Laura
AU  - Peter, Katharin
AU  - Rooney, Kathryn
Y1  - 2002/07//
PY  - 2002
DA  - July 2002
SP  - 186
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Undergraduate Students
KW  - Student Characteristics
KW  - Educational Finance
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Student Financial Aid
KW  - Demography
KW  - Profiles
KW  - Disabilities
KW  - Sex Differences
KW  - Enrollment
KW  - Tables (Data)
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62220077?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project officer, Andrew G. Malizio. For the 1995 p
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Condition of Education, 2002.
AN  - 62203665; ED468184
AB  - "The Condition of Education, 2002" is an indicator report, summarizing the health of education, monitoring important developments, and showing trends in major aspects of education. Indicators examine relationships; show changes over time; compare or contrast subpopulations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. An indicator is policy relevant and problem oriented; it typically incorporates a standard against which to judge progress or regression. This year, 44 indicators were selected that represent a consensus of professional judgment about significant national measures of the condition and progress of education at this time. The report leads with special analyses of private schools and nontraditional undergraduates. The indicators that follow are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; (5) Contexts of Postsecondary Education; and (6) Societal Support for Learning. The report includes text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Appendices compose over half of the publication and contain supplemental tables and notes, estimates of standard errors for the statistics, data sources, a glossary, and a bibliography that includes publications and surveys of the National Center for Education Statistics. (RT)
AU  - Wirt, John
AU  - Choy, Susan
AU  - Gerald, Debra
AU  - Provasnik, Stephen
AU  - Rooney, Patrick
AU  - Watanabe, Satoshi
AU  - Tobin, Richard
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 357
PB  - ED Pubs, P.O. Box 1398, Jessup, Md. 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2002/2002025.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Access to Education
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - National Competency Tests
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Preschool Education
KW  - Enrollment
KW  - Social Indicators
KW  - Performance Based Assessment
KW  - Kindergarten Children
KW  - Teacher Characteristics
KW  - School Demography
KW  - Educational Indicators
KW  - School Statistics
KW  - Adult Learning
KW  - Foreign Countries
KW  - Paying for College
KW  - Participation
KW  - Parent Attitudes
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Educational Quality
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Managing Editor was Barbara Kridl. Senior Editor w
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Study of Postsecondary Faculty (NSOPF:99) Methodology Report, 1999. Technical Report.
AN  - 62199664; ED468171
AB  - This report describes the methods and procedures used for the 1999 National Study of Postsecondary Faculty (NSOPF:99). As did the first 2 cycles of this survey, NSOPF:99 serves the continuing need for data on faculty and other instructional personnel. NSOPF:99 used a sample of 960 institutions and 28,576 full- and part-time faculty employed at these institutions. The sample was designed to allow detailed comparisons and high levels of precision at both the institution and faculty levels. The sampled institutions represent all public and private not-for-profit Title IV-participating, degree-granting institutions in the 50 states and the District of Columbia. Both the sample of institutions and that of faculty were stratified, systematic samples. In addition to the institution and faculty samples, a third sample of 19,123 faculty members was selected from the initial sample for intensive follow-up. NSOPF:99 involved a multistage effort to collect data from the sampled faculty, with faculty sampled in 7 waves. This report also discusses issues of quality control, item nonresponse, and discrepancies in faculty counts. Eleven appendixes contain supplemental information and instruments used in the surveys. (Contains 57 tables and 11 figures.) (SLD)
AU  - Abraham, Sameer Y.
AU  - Steiger, Darby Miller
AU  - Montgomery, Margrethe
AU  - Kuhr, Brian D.
AU  - Tourangeau, Roger
AU  - Montgomery, Bob
AU  - Chattopadhyay, Manas
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 259
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Missing Data
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Colleges
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Higher Education
KW  - Data Collection
KW  - Sampling
KW  - National Surveys
KW  - Quality Control
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62199664?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written by the Government and Education Division o
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Summer 2002.
AN  - 62198488; ED470224
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data products, and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issues featured topic is The National Education Longitudinal Study of 1988 (NELS:88). This section contains the first three articles: (1) Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later (Steven J. Ingels, Thomas R. Curtin, Phillip Kaufman, Martha Naomi Alt, and Xianglei Chen); (2) Invited Commentary: Tracing Educational Trajectories through Longitudinal Studies (Aaron M. Pallas); (3) Invited Commentary: Transitioning to Adulthood in a Turbulent Time (Samuel R. Lucas). The second section, Elementary and Secondary Education, contains: (4) The Nations Report Card: U.S. History 2001 (Michael S. Lapp, Wendy S. Grigg, and Brenda S.-H. Tay-Lin); (5) Beyond School-Level Internet Access: Support for Instructional Use of Technology (Lawrence Lanahan);(6) Arts Education in Public Elementary and Secondary Schools: 1999-2000 (Nancy Carey, Brian Kleiner, Rebecca Porch, and Elizabeth Farris); (7) Early Estimates of Public Elementary and Secondary Education Statistics: School Year 2001-02 (Lena M. McDowell and Frank Johnson); (8) Public High School Dropouts and Completers from the Common Core of Data: School Years 1991-92 through 1997-98 (Beth Aronstamm and Lee Hoffman); (9) Public School Student, Staff, and Graduate Council by State: School Year 2000-01 (Beth Aronstamm Young); (10) Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1999-2000 (Frank Johnson); and (11) Financing Elementary and Secondary Education in the States: 1997-98 (Joel D. Sherman, Elizabeth Rowe, and Laura Peternick). The third section, Postsecondary Education, contains: (12) Persistence and Attainment of Beginning Students with Pell Grants (Christina Chang Wei and Laura Horn); and (13) Part-Time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think (Valerie Martin Conley and David W. Leslie). The fourth section, Methodology, contains: (14) National Postsecondary Student Aid Study 1999-2000 (NPSAS:2000) Methodology Report (John A. Riccobono, Melissa B. Cominole, Peter H. Siegel, Tim J. Gabel, Michael W. Link, and Lutz K. Berkner); and (15) Classification of Instructional Programs: 200 Edition (National Center for Education Statistics). (Contains 28 figures and 43 tables.) (SLD)
AU  - Dillow, Sally
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 123
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov.
VL  - 4
IS  - 1
KW  - Common Core of Data Program
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Junior High Schools
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Young Adults
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Junior High School Students
KW  - Educational Research
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62198488?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. The individual articles are a
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Coming of Age in the 1990s: The Eighth-Grade Class of 1988 12 Years Later. Initial Results from the Fourth Follow-Up to the National Educational Longitudinal Study of 1988. Statistical Analysis Report.
AN  - 62193737; ED468715
AB  - This report examines the eighth grade cohort of 1888 in the year 2000. It presents findings from the fourth followup survey of the National Education Longitudinal Study of 1988 (NELS:88), from the year in which most cohort members turned 26. The period in which this cohort attended school saw major initiatives in educational reform in the United States, with one of the most notable changes being an increase in student loans for higher education. Many social and economic forces may have affected this cohort as well. The data of the fourth followup were collected at a key stage of life transitions for the class of 1988. Most had been out of high school for nearly 8 years, and many had completed their educations and started to form families. By 2000, most had earned a high school diploma (83%), and an additional 9% had earned a GED. In 2000, 29% of the cohort had obtained a bachelors degree, and nearly 47% had some postsecondary credits. About 96% were employed in a full- or part-time job, with those who had a high school degree more likely to be employed than those who did not. Information is also provided on labor market experiences, current work and education activities, income, family formation activities, and civic and leisure activities. Three appendixes contain technical notes and a glossary, a list of areas of inquiry pursued with NELS:88 data, and standard error tables. (Contains 19 tables, 12 figures, and 103 references.) (SLD)
AU  - Ingels, Steven J.
AU  - Curtin, Thomas R.
AU  - Kaufman, Phillip
AU  - Alt, Martha Naomi
AU  - Chen, Xianglei
AU  - Owings, Jeffrey A.
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 197
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2002-321
KW  - ERIC, Resources in Education (RIE)
KW  - Leisure Time
KW  - Junior High Schools
KW  - Young Adults
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Career Choice
KW  - Income
KW  - Family Involvement
KW  - Life Events
KW  - Employment Patterns
KW  - Junior High School Students
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Geography, 2001.
AN  - 62191781; ED466436
AB  - In 2001, the National Assessment of Educational Progress (NAEP) conducted a geography assessment of the nation's fourth-, eighth-, and twelfth-grade students. This report presents the results of that assessment. Results in 2001 are compared to results of 1994's NAEP geography assessment, which was the preceding NAEP geography assessment and the only other geography assessment conducted under the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and of percentage of students attaining three achievement levels: (1) basic; (2) proficient; and (3) advanced. Average geography scores for fourth and eighth graders were higher in 2001 than in 1994, while the performance of twelfth graders was not significantly different. At both grades 4 and 8, score increases occurred among the lower-performing students. The 2001 assessment showed that 21% of fourth graders, 30% of eighth graders, and 25% of twelfth graders performed at or above the proficient level for their respective grades. These levels are identified as those at which all students should perform. Both grades 4 and 8 showed an increase from 1994 to 2001 in the percentage of students at or above basic. No significant changes occurred in the percentage at or above "Proficient" at any grade. In addition to overall results, the report provides data on the performance of various subgroups of students and information about the contexts for learning by administering questionnaires to assessed students, their teachers, and their school administrators. The report contains six chapters, each of which includes extensive figures and tables. Appended are additional data and an overview of procedures used for the assessment. (BT)
AU  - Weiss, Andrew R.
AU  - Lutkus, Anthony D.
AU  - Hildebrant, Barbara S.
AU  - Johnson, Matthew S.
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 196
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-576-7734 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Classroom Environment
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Knowledge Level
KW  - Grade 4
KW  - Statistical Data
KW  - Program Evaluation
KW  - Geography Instruction
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Geography
KW  - Tables (Data)
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written in collaboration with Scott Davis, Wendy S
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - NAEP Year-at-a-Glance 2001. 2nd Edition. NCES 2002-487
AN  - 1651847937; ED547107
AB  - This document highlights National Assessment of Educational Progress (NAEP) related milestone events, meetings, and publication dates in the year 2001. This is followed by a brief description of important aspects of "No Child Left Behind" relevant to NAEP participation. Next, a tally of 2001 NAEP assessment booklets processed, items administered, and responses scored by subject is provided. Information is then presented about NAEP assessment sample sizes of students, sessions, and schools, categorized by grade (4, 8, and 12). A final fact sheet highlights select pages of the NAEP web site and monthly usage statistics for 2001.
Y1  - 2002/06//
PY  - 2002
DA  - June 2002
SP  - 8
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Assessment of Educational Progress
KW  - No Child Left Behind Act 2001
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Secondary Education
KW  - Elementary Secondary Education
KW  - Grade 4
KW  - Grade 8
KW  - Grade 12
KW  - Intellectual Disciplines
KW  - Elementary School Students
KW  - Web Sites
KW  - Federal Legislation
KW  - Educational Legislation
KW  - Academic Achievement
KW  - Secondary School Students
KW  - Educational Assessment
KW  - Courses
KW  - Statistical Surveys
KW  - National Competency Tests
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LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - Classification of Instructional Programs: 2000 Edition.
AN  - 62290666; ED465363
AB  - This third revision of the Classification of Instructional Programs (CIP) updates and modifies education program classifications, providing a taxonomic scheme that supports the accurate tracking, assessment, and reporting of field of study and program completions activity. This edition has also been adopted as the standard field of study taxonomy by Canada. The CIP contains these sections: (1) an introduction, with information about CIP development and contents; (2) an index of CIP-2000 codes and program titles; and (3) the taxonomy, with the full listing of program codes, titles, and definitions in four chapters devoted to academic and occupationally specific programs; dental, medical, and veterinary residency programs; technology education and industrial arts programs; and personal improvement and leisure arts programs. Five appendixes list French (Canadian) language and literature programs, programs deleted from CIP taxonomies, CIP codes added to this edition, an alphabetical listing of CIP-2000 programs, and a glossary. (SLD)
AU  - Morgan, Robert L.
AU  - Hunt, Stephen E.
Y1  - 2002/05//
PY  - 2002
DA  - May 2002
SP  - 544
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Canada
KW  - Classification of Instructional Programs
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Foreign Countries
KW  - Course Descriptions
KW  - Classification
KW  - Program Content
KW  - Higher Education
KW  - Nontraditional Education
KW  - Occupations
KW  - Allied Health Occupations
KW  - Adult Education
KW  - Foreign Countries
KW  - Course Descriptions
KW  - Classification
KW  - Program Content
KW  - Higher Education
KW  - Nontraditional Education
KW  - Occupations
KW  - Allied Health Occupations
KW  - Adult Education
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the public comment draft of this classificatio
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: U.S. History, 2001.
AN  - 62289428; ED464893
AB  - The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2001, NAEP conducted a national United States history assessment of fourth-, eighth-, and twelfth-grade students. This report presents a summary of the results of the NAEP 2001 U.S. history assessment for the nation. Results in 2001 are compared to results in 1994, the next most recent year in which the NAEP conducted a U.S. history assessment and the only other assessment year in which the test questions were based on the current framework. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and in terms of the percentage of students attaining 3 achievement levels: (1) Basic; (2) Proficient; and (3) Advanced. The report provides results for subgroups of students at the three grade levels defined by various background and contextual characteristics. Appended are an overview of the procedures used in the NAEP assessment and data collection. (BT)
AU  - Lapp, Michael S.
AU  - Grigg, Wendy S.
AU  - Tay-Lim, Brenda S.
Y1  - 2002/05//
PY  - 2002
DA  - May 2002
SP  - 179
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 877-576-7734 (Toll Free; TTY/TDD); Fax: 301-470-1244; e-mail: EdPubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 12
KW  - Comparative Analysis
KW  - Public Schools
KW  - Grade 4
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Student Evaluation
KW  - School Surveys
KW  - United States History
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written in collaboration with Tatyana Petrovicheva
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey, 1999-2000: Overview of the Data for Public, Private, Public Charter, and Bureau of Indian Affairs Elementary and Secondary Schools. E.D. Tabs.
AN  - 62200573; ED468963
AB  - The Schools and Staffing Survey (SASS) is the most extensive survey of elementary and secondary schools in the United States and the teachers and administrators who staff them. Sponsored by the National Center for Education Statistics, SASS has been conducted four times. This report introduces the data from the 1999-2000 SASS. The SASS for 1999-2000 covered four school sectors, each of which is covered in a section of the report: traditional public, private, public charter, and Bureau of Indian Affairs. The SASS design features parallel questionnaires for districts, schools, principals, teachers, and school library media centers. In 1999-2000, interviews were obtained from approximately 4,700 school districts, 12,000 schools, 12,300 principals, 52,400 teachers, and 9,900 school library media centers. Data are presented in a series of tables for each component. Some selected findings are presented with reference to school safety, class size, school programs, teacher salaries, prior teaching experience of principals, professional development, and school library media specialists. Seven appendixes provide supporting information, including standard error tables and technical notes. (Contains 136 tables and 24 references.) (SLD)
AU  - Gruber, Kerry J.
AU  - Wiley, Susan D.
AU  - Broughman, Stephen P.
AU  - Strizek, Gregory A.
AU  - Burian-Fitzgerald, Marisa
Y1  - 2002/05//
PY  - 2002
DA  - May 2002
SP  - 246
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Bureau of Indian Affairs Schools
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Principals
KW  - Elementary Secondary Education
KW  - School Safety
KW  - National Surveys
KW  - Teacher Salaries
KW  - Charter Schools
KW  - School Libraries
KW  - Public Schools
KW  - Teaching Experience
KW  - Teachers
KW  - American Indian Education
KW  - Interviews
KW  - Tables (Data)
KW  - Private Schools
KW  - Faculty Development
KW  - Class Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62200573?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report.
AN  - 62199471; ED468740
AB  - This study examined teacher qualifications and out-of-field teaching using National Center for Education Statistics' Schools and Staffing Survey (SASS) data from 1988-00. It emphasized teachers without a major, minor, or certification in the subject taught and teachers without a major and certification in the subject taught. Overall, in middle school in 1999-00, 11-14 percent of students taking social science, history, and foreign languages, and 14-22 percent of students taking English, math, and science were in classes led by teachers without a major, minor, or certification. In high school in 1999-00, 5-10 percent of students in English, math, science, social science, arts and music, and physical education had teachers without these credentials. When examining teachers without a major or certification, out-of field teaching increased. About 6 out of 10 middle school students in English, foreign language, math, science, history, and ESL/bilingual education were taught by such teachers, while 6 out of 10 high school students in physical science, history, and ESL/bilingual education had these teachers. Middle schools had relatively fewer teachers with certification and in-field majors than high schools. Out-of-field teaching tended to decrease over time. Three appendixes present technical notes, detailed data tables, and standard error tables. (Contains 23 references.) (SM)
AU  - Seastrom, Marilyn McMillen
AU  - Gruber, Kerry J.
AU  - Henke, Robin
AU  - McGrath, Daniel J.
AU  - Cohen, Benjamin A.
Y1  - 2002/05//
PY  - 2002
DA  - May 2002
SP  - 101
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov.
VL  - NCES-2002-603
KW  - Out of Field Teacher Assignment
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Preservice Teacher Education
KW  - Majors (Students)
KW  - Higher Education
KW  - Secondary School Teachers
KW  - Middle Schools
KW  - Middle School Teachers
KW  - Degrees (Academic)
KW  - Teacher Certification
KW  - High Schools
KW  - Teacher Placement
KW  - Teacher Qualifications
KW  - Misassignment of Teachers
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Financing Elementary and Secondary Education in the States: 1997-98. Research and Development Report.
AN  - 62191812; ED466564
AB  - This publication reports on an annual survey, conducted by the National Public Education Financial Survey (NPEFS), of state financial data that is part of the Common Core of Data. The report presents state-level analyses of revenues and expenditures for the 1997-98 school year for grades prekindergarten through 12 in public schools in the 50 states, District of Columbia, and the outlying territories. Major findings include: (1) total education revenues per pupil averaged $7,067, but the range per pupil was substantial across the 50 states; (2) state wealth showed a positive relationship with unadjusted local revenues per pupil and total revenues per pupil, but no relationship with either state or federal revenues per pupil; (3) total expenditures for elementary and secondary education, which comprise both current and capital expenditures, were $334 billion; (4) within current expenditures, the range in expenditures per pupil was highest for student and instructional staff support services, and lowest for instruction; and (5) all 3 measures of state wealth were consistently related to all measures of expenditure per pupil except capital expenditures. Appendix A contains supplementary tables; Appendix B describes the survey methodology, imputations and adjustments, data-analysis procedures, geographic cost adjustments, weighted and unweighted data, and references; and Appendix C is a glossary. (Contains 14 references.) (RT)
AU  - Sherman, Joel D.
AU  - Rowe, Elizabeth
AU  - Peternick, Lauri
Y1  - 2002/05//
PY  - 2002
DA  - May 2002
SP  - 191
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Government Publications
KW  - Annual Reports
KW  - Tables (Data)
KW  - School Statistics
KW  - State Aid
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public High School Dropouts and Completers from the Common Core of Data: School Years 1991-92 through 1997-98. Statistical Analysis Report.
AN  - 62294372; ED465841
AB  - This report examines data from the National Center for Education Statistics' Common Core of Data (CCD) on public high school dropout and four-year completion rates. The four-year completion rate is the proportion of students who leave school from grades 9-12 as completers. The CCD four-year completion rate is limited to public school data from grades 9-12. Findings show that between 1993-94 and 1997-98, the high school dropout rates were between 4-7 percent in almost two-thirds of reporting states. White and Asian/Pacific Islander students were less likely to drop out than were American Indian, black, or Hispanic students. Students were more likely to drop out of high school in urban than rural districts. High school four-year completion rates were 80 percent or higher in 20 of 33 reporting states in 1997-98. The average four-year completion rate was less than 60 percent for American Indian students in 9 reporting states, Hispanic students in 6 states, and black students in 6 states in 1997-98. In every reporting state except Alabama, Maine, and West Virginia, the four-year completion rate of Asian students was higher than that of the other minority groups in 1997-98. (SM)
AU  - Young, Beth Aronstamm
AU  - Hoffman, Lee
Y1  - 2002/04//
PY  - 2002
DA  - April 2002
SP  - 113
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Student Characteristics
KW  - Dropout Rate
KW  - Urban Schools
KW  - Asian American Students
KW  - American Indians
KW  - Dropouts
KW  - White Students
KW  - Dropout Research
KW  - High Schools
KW  - Sex Differences
KW  - Black Students
KW  - Hispanic American Students
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Beyond School-Level Internet Access: Support for Instructional Use of Technology. Issue Brief.
AN  - 62199510; ED469128
AB  - This Issue Brief presents data from two surveys conducted through the National Center for Education Statistics' (NCES) Fast Response Survey System (FRSS)a 1999 survey of public school Internet access and a 1999 survey of public school teachers use of computers and the Internetto examine whether teachers who report having classroom access and support (as measuredby both training and assistance for Internet use) are more likely to report using computers and the Internet for instruction during class time. This Issue Brief also examines teacher-reported school-level differences in support for Internet use and classroom access to the Internet. Classroom-level access to the Internet and support in the form of training and assistance appear to be important factors in instructional use of the Internet during class time. Half or less of teachers reported that all three resources were available, and of these teachers, about two-thirds indicated that they used computers or the Internet for instruction during class time. Furthermore, among teachers who reported having all of these resources, the percentage reporting instructional use of computers or the Internet during class time did not vary by the proportion of poor and minority students at these teachers schools. However, teachers in schools with high enrollments of poor and minority students were generally less likely to report the availability of these resources. The rapid pace of change in the world of education technology necessitates the further collection of data. A figure and two tables present data on: percent of public school teachers reporting use of computers or the Internet for instruction during class time, by the availability of resources (1999); percentage of teachers reporting use of computers or the Internet for instruction during class time, by availability of resources (1999); and percent of public school teachers reporting the availability of various Internet-related resources, by selected school characteristics (1999). (AEF)
AU  - Lanahan, Lawrence
Y1  - 2002/04//
PY  - 2002
DA  - April 2002
SP  - 6
PB  - National Center for Education Statistics
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Computer Uses in Education
KW  - Public Schools
KW  - Educational Resources
KW  - Teachers
KW  - Access to Computers
KW  - School Surveys
KW  - Data Analysis
KW  - Computer Assisted Instruction
KW  - Educational Technology
KW  - Internet
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62199510?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Analytic assistance from Yann-Yann Shieh of ESSI.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Loan Programs Data Book, Fiscal Years 1997-2000.
AN  - 62195656; ED467024
AB  - This book presents information on two major federal loan programs: the Federal Family Education Loan (FFEL) program and the William D. Ford Federal Direct Loan Program (FDLP). It is designed to provide information on borrower and lender activity, presenting factual and statistical data on the various FFEL program and FDLP loan components that include: (1) Stafford Subsidized; (2) Stafford Unsubsidized; (3) Parent Loans for Undergraduate Students (PLUS); and (4) the Consolidation Loan Program. Like earlier editions, this Data Book continues to include cumulative loan volume commitment data and loan portfolio data for the FFEL program. Comparable data are presented for the FDLP when available. (Contains 78 tables and 30 figures.) (SLD)
AU  - Conner, Donald
Y1  - 2002/04//
PY  - 2002
DA  - April 2002
SP  - 331
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://www.ed.gov/offices/OPE/Data.
KW  - Direct Lending
KW  - Family Education Loan Program
KW  - Stafford Student Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Statistical Data
KW  - College Students
KW  - Higher Education
KW  - Tables (Data)
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Part-Time Instructional Faculty and Staff: Who They Are, What They Do, and What They Think. 1993 National Study of Postsecondary Faculty (NSOPF:93). Statistical Analysis Report.
AN  - 62298439; ED464527
AB  - Part-time faculty members are a sizeable part of the workforce in postsecondary institutions today. Forty-two percent of all instructional faculty and staff were employed part time by their institutions in the fall of 1992, and 44 percent of those individuals were teaching in two-year institutions. Data from the 1993 National Study of Postsecondary Faculty provide valuable insight into the characteristics of this group of faculty from a national perspective. Responses were received from 817 eligible institutions and 25,780 faculty and staff members. A nationally representative sample of faculty and instructional staff received questionnaires in 1993 that asked about their employment in the fall of 1992. This report contains estimates of the characteristics, qualifications, motivations, work patterns, and attitudes of part-time instructional faculty and staff in four-year and two-year institutions by program area in fall 1992. The report compares part-time and full-time faculty, examines some common perceptions about part-time faculty, and provides a comprehensive source of descriptive statistics about part-time faculty. Appendixes contain technical notes and a glossary. (Contains 69 tables, 7 figures, and 23 references.) (SLD)
AU  - Conley, Valerie Martin
AU  - Leslie, David W.
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 146
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2002-163
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Part Time Faculty
KW  - Teacher Attitudes
KW  - Higher Education
KW  - National Surveys
KW  - Faculty Workload
KW  - College Faculty
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Linda J. Zimbler, Project Officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Children's Reading and Mathematics Achievement in Kindergarten and First Grade.
AN  - 62297114; ED461438
AB  - This report is the third in a series based on findings about young children's early experiences with school from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). Sponsored by the U.S. Department of Education, National Center for Education Statistics, the ECLS-K study selected a nationally representative sample of kindergartners in the fall of 1998 and is following these children through the spring of their fifth-grade year. The study collects information directly from the children, their families, teachers, and schools. This report looks at children's school performance during first grade in terms of their reading and mathematical knowledge and skills by relating them to child, family, and school characteristics. The report finds that some of the differences in children's reading and mathematics knowledge and skills by child, family, and school characteristics that are present as they enter kindergarten persist into the spring of their kindergarten and spring of their first-grade year. For example, poor children consistently score below the national average in both reading and mathematics across the kindergarten year and into the spring of first grade. These findings also suggest differences that are beginning to emerge by children's sex. By spring of first grade, females are more likely to be reading (understanding words in context), whereas, males are more likely be proficient at advanced mathematics (multiplication and division). However, some differences do seem to wane. For example, in both reading and mathematics, Hispanic children's scores tend to move upward toward the national mean over these two school years. The longitudinal nature of the ECLS-K will enable researchers to track these differences in terms of children's third- and fifth-grade reading and mathematics performance. The report also notes that children who bring certain knowledge and skills with them to kindergarten are likely to be at an advantage in classroom learning compared to peers who do not possess such resources. The descriptive analyses of the report show that children who have specific cognitive knowledge and skills, are read to frequently, possess positive approaches to learning, and enjoy very good or excellent general health, perform better in reading and mathematics than those without these resources. (Includes data and standard error tables. Appended is a table of regression coefficients for the relationship between children's resources and skills to their spring kindergarten and spring first-grade reading performance. Contains 18 references.) (HTH)
AU  - Denton, Kristin
AU  - West, Jerry
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 90
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpuds@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html; Web site: http://nces.ed.gov.
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Reading Achievement
KW  - Elementary School Students
KW  - Primary Education
KW  - Kindergarten
KW  - Grade 1
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Achievement Gains
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2011. Thirtieth Edition. Pocket Projections.
AN  - 62291864; ED463317
AB  - Each year the National Center for Education Statistics publishes this pocket summary of the annual Projections of Education Statistics. The complete report contains information on projected enrollment and graduates, teachers, and public elementary and secondary school expenditures. This summary contains figures for 1988-1989, estimates for 1999-2000, and projections for 2010-2011, with information about the percent of change from 1988-1989 to 1999-2000 and from 1999-2000 to 2010-2011. Tables present data for these periods for: (1) population by age; (2) elementary and secondary enrollment in public and private schools; (3) high school graduates; (4) numbers of classroom teachers; (5) pupil/teacher ratios; (6) elementary and secondary education expenditures; (7) enrollment in degree-granting postsecondary education; and (8) earned degrees. Technical notes explain how the projections were calculated. (SLD)
AU  - Hussar, William J.
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 13
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - High School Graduates
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Expenditures
KW  - Degrees (Academic)
KW  - Public Schools
KW  - Enrollment Trends
KW  - Teachers
KW  - Population Trends
KW  - Tables (Data)
KW  - Private Schools
KW  - Trend Analysis
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the complete report, see ED 457 241. For the p
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Digest of Education Statistics, 2001.
AN  - 62291451; ED463334
AB  - This document, the ninth edition of the Mini-Digest of Education Statistics, provides a pocket-sized compilation of statistical information about U.S. education from kindergarten through graduate school. The statistical highlights provide a quantitative description of the current U.S. education scene. Data are from many government sources, especially surveys carried out by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the Digest of Education Statistics. Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers, faculty, and staff; (3) educational outcomes; and (4) educational finance. Statistics show that education was the occupation of more than 77 million people in the United States in the fall of 2001. Included in this total were about 68.5 million students enrolled in U.S. schools and colleges. More than 4 million people were employed as elementary and secondary school teachers and as college faculty. Other professional, administrative, and support staff of educational institutions numbered 4.8 million. (Contains 1 figure and 38 tables.) (SLD)
AU  - Hoffman, Charlene
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 68
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Racial Differences
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
KW  - Trend Analysis
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2000 Mini-Digest, see ED 457 199.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 1999-2000.
AN  - 62289723; ED464396
AB  - This directory lists all public elementary and secondary education agencies in the 50 states, the District of Columbia, five outlying areas, the Bureau of Indian Affairs, and the Department of Defense, as reported from the National Center for Education Statistics (NCES) Common Core of Data (CCD) Local Education Agency Universe data collection of spring 2000. In the introduction, several tables summarizing the file contents are provided. The seven types of agencies listed include regular school districts, supervisory union components, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies that cannot be appropriately classified using another CCD designation. The directory provides up to 12 items of information for each public elementary and secondary agency listed: state, name of agency, mailing address, telephone number, name of county, metropolitan status code, grade span, total student membership, number of regular high school graduates for the 1998-99 school year, number of students with an individualized education program (IEP), number of teachers, and number of schools. An appendix provides state education agency addresses. (RT)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 811
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - Grade Span Configuration
KW  - Public Schools
KW  - Public Agencies
KW  - School Districts
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Government Publications
KW  - School Statistics
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - National Postsecondary Student Aid Study 1999-2000 (NPSAS:2000), CATI Nonresponse Bias Analysis Report. Working Paper Series.
AN  - 62201096; ED469645
AB  - Unit nonresponse causes bias in survey estimates when the outcomes of respondents and nonrespondents are different. In the National Postsecondary Student Aid Study of 1999-2000 (NPSAS:2000) there were three levels of response, one of which was computer-assisted telephone interview (CATI) response. Because the response rates were less than 70% in some sectors or overall, an analysis was conducted to determine if CATI estimates were significantly biased due to CATI nonresponse. Through other databases, considerable information was available about CATI nonrespondents to this survey, and these data were used to analyze and reduce bias. The distribution of several variables using the design-based, adjusted weights for study respondents were found to be biased before CATI nonresponse adjustments. The CATI nonresponse and poststratification procedures, however, reduced the bias for these variables, and when the weighting was completed, no variables available for most respondent and nonrespondents had significant bias for all students combined. The bias was significantly reduced, and the remaining bias is small. Section 2 discusses the characterization of the bias before CATI nonresponse adjustment, and section 3 describes the weight adjustments used to reduce bias. Section 4 describes the bias for CATI variables, and section 5 discusses the bias remaining after weight adjustments. Section 6 discusses the overall predictive ability of the three nonresponse models, and section 7 presents conclusions. (SLD)
AU  - Siegel, Peter H.
AU  - Whitmore, Roy W.
AU  - Johnson, Ruby E.
AU  - Yu, Di
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
SP  - 59
VL  - NCES-WP-2002-03
KW  - National Postsecondary Student Aid Study
KW  - Nonresponse Bias
KW  - Weighting (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Telephone Surveys
KW  - Responses
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Statistical Bias
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Andrew G. Malizio, Project Officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Using the National Assessment of Educational Progress To Confirm State Test Results. A Report of the Ad Hoc Committee on Confirming Test Results.
AN  - 62197282; ED469170
AB  - The National Assessment Governing Board has recognized the need to study associated policy and technical issues to ensure that the National Assessment of Educational Progress (NAEP) is ready to do the best job possible if called on to confirm the results of state achievement testing under the No Child Left Behind Act. This report describes the work that was undertaken at the Boards direction and sets forth recommendations to guide the use of NAEP data as confirmatory evidence. Committees of the National Assessment Governing Board and the Planning Work Group studied the NAEPs capacity to serve as a source of confirmatory evidence for state test results. Through the examination of state test results in eight states, the preparation of arguments about performance in three of those states, and the use of NAEP data, the Ad Hoc Committee concludes that the NAEP can serve this role effectively. The Committee identified factors than may limit this role and made recommendations to address these factors. The Committee also recommends new ways of representing achievement gains and gaps and encourages work to provide this information in formats accessible to the general public. The first appendix lists members of the Planning Work Group. Appendixes B and C contain these papers prepared in the course of the study: (1) Measuring Progress in Student Achievement: Changes in Scores and Score Gaps over Time (Paul W. Holland); (2) How Big Is Big When It Comes to Gaps in Scores? (Paul W. Holland); (3) The Use of NAEP Results in a Confirming Role for ESEA: A Thought Experiment with Historical Data from State A (Wendy Yen); (4) State B Argument for Meeting the Requirements of the ESEA Legislation (Mark Rechase); and (5) Using NAEP Data To Confirm Progress in State C (Paul W. Holland). (Contains 6 charts, 49 figures and 25 tables). (SLD)
Y1  - 2002/03/01/
PY  - 2002
DA  - 2002 Mar 01
SP  - 130
KW  - Confirmation (Strategy)
KW  - National Assessment Governing Board
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - State Programs
KW  - Testing Programs
KW  - Elementary Secondary Education
KW  - Test Use
KW  - National Competency Tests
KW  - Achievement Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62197282?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Electronic Codebook and Data Files, 1991-1997. [CD-ROM].
AN  - 62193676; ED467582
AB  - The National Household Education Survey (NHES) is an ongoing project of the National Center for Education Statistics. The NHES used random digit dial sampling and computer-assisted telephone interviewing to conduct studies on important education issues. There are 13 NHES data sets, covering 6 broad educational topics. The six NHES components on this CD-ROM are: (1) Early Childhood Education and School Readiness Surveys (1991, 1993, 1995, and 1999), which cover child care, early childhood education programs, early school experiences, home activities, and characteristics and experiences of preschool children; (2) School Safety and Discipline Survey (1993), which covers school environment, discipline, safety, in a parent file for grades 3 through 12 and a youth file for grades 6 through 12; (3) Parent and Family Involvement in Education Surveys (1996 and 1999), surveys of family involvement in education for children age 3 through grade 12; (4) Civic Involvement Surveys (1996 and 1999), covering the civic involvement of adults, parents, and youth in grades 6 through 12; (5) Household and Public Library Use Survey (1996), the use of public libraries by households in the United States; and (6) Adult Education and Lifelong Learning Surveys (1991, 1995, and 1999), which survey participation in a broad range of educational activities by people aged 16 and older. Installation directions and the electronic codebook are included. TYPE OF SURVEY: Sample Survey; Followup Survey. POPULATION: Parents; Students. SAMPLE: Parents; Students. RESPONDENTS: Parents; Students. FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1991. YEAR OF LATEST DATA: 1999. (SLD)
Y1  - 2002/03//
PY  - 2002
DA  - March 2002
EP  - 0
PB  - National Center for Education Statistics (NCES), Washington, DC 20208.
KW  - Data Files
KW  - Machine Readable Data
KW  - National Household Education Survey
KW  - Random Digit Dialing
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - Child Care
KW  - School Safety
KW  - National Surveys
KW  - CD ROMs
KW  - Adults
KW  - Discipline
KW  - Telephone Surveys
KW  - Educational Environment
KW  - Preschool Education
KW  - Educational Experience
KW  - School Readiness
KW  - Family (Sociological Unit)
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62193676?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Electronic+Codebook+and+Data+Files%2C+1991-1997.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1992-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=0160415918&rft.btitle=Private+School+Universe+Survey%2C+1989-90.+E.D.+TABS.&rft.title=Private+School+Universe+Survey%2C+1989-90.+E.D.+TABS.&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the 1991, 1993, 1995, and 1996 survey informat
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Participation Trends and Patterns in Adult Education: 1991-1999. Statistical Analysis Report.
AN  - 62298556; ED463449
AB  - Participation of U.S. adults in formal learning activities during the 1990s was examined by analyzing data from the 1991, 1995, and 1999 Adult Education Surveys that were part of the National Household Education Surveys Program. Overall, participation in adult education between 1991 and 1999 increased among all but one age group (35-44 years), all racial/ethnic groups, all education levels, all labor force groups, and all occupation groups (except those in professional or managerial positions). The groups that did not increase their participation rates had some of the highest participation rates in 1991 and constant rates of participation thereafter. However, more in-depth statistical analyses revealed that participation in work-related courses by Hispanics, individuals with lower levels of education, individuals with lower-status jobs, and individuals who are employed part time is lower than that of other groups. Adults with lower levels of education were also less likely to participate in nonwork-related courses, even after other factors were accounted for. Despite elimination of some inequalities, highly educated and high-status groups remained the main beneficiaries of adult education. A discussion of the survey methodology and data reliability is appended along with nine standard error and logistic regression tables. (Contains 48 references and 27 tables/figures.) (MN)
AU  - Creighton, Sean
AU  - Hudson, Lisa
Y1  - 2002/02//
PY  - 2002
DA  - February 2002
SP  - 95
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2002/2002119.pdf.
VL  - NCES-2002-119
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Influences
KW  - Postsecondary Education
KW  - Adult Programs
KW  - Research Methodology
KW  - Student Characteristics
KW  - National Surveys
KW  - Enrollment Influences
KW  - Educational Attainment
KW  - Educational Attitudes
KW  - Comparative Analysis
KW  - Enrollment Trends
KW  - Continuing Education
KW  - Statistical Analysis
KW  - Definitions
KW  - Student Educational Objectives
KW  - Age Differences
KW  - Womens Education
KW  - Educational Demand
KW  - Adult Students
KW  - Race
KW  - Equal Education
KW  - Educational Supply
KW  - English (Second Language)
KW  - Adult Learning
KW  - Participation
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Occupations
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62298556?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Persistence of Employees Who Pursue Postsecondary Study. Stats in Brief.
AN  - 62295085; ED462899
AB  - This report uses data from the base year and first follow-up to the 1995-1996 Beginning Postsecondary Students Longitudinal Study to answer questions about college student employment and the persistence of employed students in higher education. Findings from the study show that among those who expect to earn a certificate from their first postsecondary institution, students who define themselves as employees who study seem to do as well as their peers at persisting in and completing their postsecondary programs. But employees who study seem to have a more difficult time than other working students in persisting when their expectations are to earn an associate's degree, and have a more difficult time than all other students when their expectations are to earn a bachelor's degree or higher level degree. One reason is the time constraints of employees who study. In addition, since the primary role of these individuals is as an employee, they are more likely to forgo schooling when time becomes an issue. Employees who study are also more likely to have personal backgrounds that are related to lower postsecondary completion. (SLD)
AU  - Hudson, Lisa
AU  - Hurst, David
Y1  - 2002/02//
PY  - 2002
DA  - February 2002
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2002-118
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Employment
KW  - Part Time Students
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Part Time Employment
KW  - Dropouts
KW  - Time Factors (Learning)
KW  - Academic Aspiration
KW  - College Students
KW  - Academic Persistence
KW  - Student Responsibility
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - School Locale Codes, 1987-2000. Working Paper Series.
AN  - 62195622; ED469767
AB  - A school locale code defines show a school is situated in a particular location in terms of the size of the community in which it is located and the proximity of that community to urban and metropolitan areas. School locale codes are part of the general information reported by the National Center for Education Statistics (NCES) in the Common Core of Data (CCD) Public School Universe file. This paper includes information on the history of locale codes; the definitions of codes and how they have changed since the original codes were developed; the original methodology for assigning school locale codes, metro status codes, and district-level locale codes; and the changes that have taken place in the methodologies. It is intended as a resource for those who use local code statistics from multiple years of the NCES CCD files. Locale codes were first used in the school year 1987-1988 data collection, but their definitions have changed over the years, and will continue to change as the need arises. (SLD)
AU  - Speicher, Nancy
Y1  - 2002/02//
PY  - 2002
DA  - February 2002
SP  - 49
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
VL  - NCES-WP-2002-02
KW  - Common Core of Data Program
KW  - Locale Definitions
KW  - ERIC, Resources in Education (RIE)
KW  - Coding
KW  - Schools
KW  - Public Schools
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Geographic Regions
KW  - Data Analysis
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62195622?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Use of Scientifically Based Research in Education. Working Group Conference Proceedings (Washington, D.C., February 6, 2002).
AN  - 62195479; ED466791
AB  - This paper, which presents the transcript of a working conference session on elementary and secondary education, explores the logic of scientifically-based evidence or research and strives to begin to understand both its definition as well as its intent. The paper also addresses how to begin to put this into practice and how to begin to suggest guidance. The paper focuses on trying to define what is scientifically-based evidence, what is its logic, what are its characteristics, what it is and what it is not. The contributions and contributors to the session are the following: "Welcome and Introduction" (Susan Neuman); "What Is Scientifically Based Evidence? What Is Its Logic?" (Valerie Reyna); "The Logic and the Basic Principles of Scientific Based Research" (Michael Feuer and Lisa Towne); "Research" (Stephen Raudenbush); "Math Education and Achievement" (Russell Gersten); "Implications for Scientific Based Evidence Approach in Reading" (Eunice Greer); "Safe and Drug-Free Schools" (Judy Thorne); and "Comprehensive School Reform" (Becki Herman). (NKA)
Y1  - 2002/02//
PY  - 2002
DA  - February 2002
SP  - 78
KW  - Implications
KW  - Research Integration
KW  - ERIC, Resources in Education (RIE)
KW  - Reading Instruction
KW  - Mathematics Instruction
KW  - Elementary Secondary Education
KW  - School Safety
KW  - Reading Research
KW  - Mathematics Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62195479?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. ECLS-K First Grade Public-Use, Child File. Data Files and Electronic Code Book. [CD-ROM].
AN  - 62293931; ED463872
AB  - The Early Childhood Longitudinal Study (ECLS-K), Kindergarten Class of 1998-99, selected a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998 and is following these children through the end of the fifth grade. Baseline data about these children, their families, and their kindergarten programs were collected by means of telephone interviews with the children's parents or guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. This CD-ROM contains the complete ECLS-K first grade public-use electronic code book (ECB) and includes the data files (including the base year data) with complete documentation. The ECLS-K first grade public-use documentation is in portable document format (pdf). The ECB documentation is in chapter 8 of the user guide contained on the First Grade User Manual chapters 6 through 9.pdf file. The ECLS-K First Grade Questionnaires are pdf files contained in the Appendix A folder of the disc. Documentation included with the CD-ROM provides instructions for installation and a selected directory listing of the content of the CD-ROM. (HTH)
Y1  - 2002/01//
PY  - 2002
DA  - January 2002
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary School Students
KW  - Primary Education
KW  - Mathematics Achievement
KW  - Child Health
KW  - Academic Achievement
KW  - Optical Data Disks
KW  - Longitudinal Studies
KW  - Achievement Gains
KW  - Databases
KW  - Data
KW  - Interpersonal Competence
KW  - Kindergarten
KW  - Grade 1
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Early+Childhood+Longitudinal+Study%2C+Kindergarten+Class+of+1998-99.+ECLS-K+First+Grade+Public-Use%2C+Child+File.+Data+Files+and+Electronic+Code+Book.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2002-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Highlights from the 2000 Program for International Student Assessment (PISA).
AN  - 62291209; ED463318
AB  - The Program for International Student Assessment (PISA) is a new system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. PISA, which is sponsored by the Organization for Economic Cooperation and Development (OECD), also measures general or cross-curricular competencies such as learning strategies. PISA will be implemented on a 3-year cycle that began in 2000. In the first cycle, PISA 2000, reading literacy was the major focus, with less attention given to science and mathematics literacy. In 2003, PISA will focus on mathematics literacy, and in 2006, the focus will be on science literacy. This brochure, based on the report "Outcomes of Learning: Results from the 2000 Program for International Student Assessment" presents highlights of the U.S. results from PISA 2000. On the combined reading literacy scale, students in Canada, Finland, and New Zealand outperformed U.S. students, but U.S. students performed at about the same level as students in 19 other participating countries. For each of the three specific reading process subscales, U.S. scores did not differ from OECD averages. About one third of U.S. students performed at the two highest levels on the combined reading literacy scale. In both mathematics and science literacy, the U.S. average did not differ from the OECD average. Some information is also given about the attitudes of students toward reading and learning strategies. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 13
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/surveys/pisa.
VL  - NCES-2002-116
KW  - Organisation for Economic Cooperation Development
KW  - ERIC, Resources in Education (RIE)
KW  - Cross Cultural Studies
KW  - Reading Achievement
KW  - Foreign Countries
KW  - Mathematics Achievement
KW  - Science Achievement
KW  - International Education
KW  - Secondary School Students
KW  - Literacy
KW  - Secondary Education
KW  - Learning Strategies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62291209?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the complete report, see ED 462 449.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Winter 2001.
AN  - 62290072; ED464126
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released in a 3-month period. Each issue also contains a message from the NCES on a timely subject and a featured topic with invited commentary. The articles in the first section, Featured Topic: National Household Education Surveys Program, are: (1) "Efforts by Public K-8 Schools To Involve Parents in Children's Education: Do School and Parent Reports Agree?" (Xianglei Chen); (2) "Participation Trends and Patterns in Adult Education: 1991 to 1999" (Sean Creighton and Lisa Hudson); (3) "Household Data in the Federal Statistical System: The Role of the National Household Education Surveys Program" (Susan Schechter); and (4) "When School Surveys Just Aren't Enough: Uses of the National Household Education Surveys Program" (David B. Bills). The second section, Elementary and Secondary Education, contains: (5) "The Nations Report Card: Science Highlights 2000" (National Center for Education Statistics); (6) "Assessing the Best: NAEP's 1996 Assessment of Twelfth-Graders Taking Advanced Science Courses" (Christine Y. O'Sullivan and Wendy S. Grigg); (7) "Dropout Rates in the United States: 2000" (Phillip Kaufman, Martha Naomi Alt, and Christopher D. Chapman); (8) "Indicators of School Crime and Safety: 2001" (Phillip Kaufman, Xianglei Chen, Susan P. Choy, Katharin Peter, Sally A. Ruddy, Amanda K. Miller, Jill K. Fleury, Kathryn A. Chandler, Michael G. Planty, and Michael R. Rand); and (9) "Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1999-2000" (Beth Aronstamm Young). Postsecondary Education, the third section, contains: (10) "Institutional Policies and Practices: Results from the 1999 National Study of Postsecondary Faculty, Institution Survey" (Andrea Berger, Rita Kirshstein, and Elizabeth Rowe). The next section, Lifelong Learning, contains: (11) "Adult Literacy and Education in America" (Carl F. Kaestle, Anne Campbell, Jeremy D. Finn, Sylvia T. Johnson, and Larry Mikulecky); (12) "English Literacy and Language Minorities in the United States" (Elizabeth Greenberg, Reynaldo F. Macias, David Rhodes, and Tsze Chan). The section on Libraries contains: (13) "State Library Agencies: Fiscal Year 2000" (P. Elaine Kroe, Patricia Garner, and Cindy Sheckells); and (14) "Public Library Trends Analysis: Fiscal Years 1992-1996" (Denise Glover). Crosscutting Statistics contains: (15) "Projections of Education Statistics to 2011" (Debra E. Gerald and William J. Hussar). The final section, Methodology, contains "The NAEP 1998 Technical Report" (Nancy L. Allen, John R. Donoghue, and Terry L. Schoeps). (Contains 31 figures and 23 tables.) (SLD)
AU  - Dillow, Sally
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 121
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov.
VL  - 3
IS  - 4
KW  - Condition of Education (NCES)
KW  - National Center for Education Statistics
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Parent Participation
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - National Surveys
KW  - School Statistics
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62290072?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Quality Analysis for Windows, 2002-2003: A Verification Tool. EDExpress Training. Participant Guide.
AN  - 62290001; ED465321
AB  - This training manual introduces "Quality Analysis for Windows: A Verification Tool," personal computer software developed by the U.S. Department of Education to assist institutions of higher education in increasing the accuracy of student financial aid awards, improving campus verification procedures, and enhancing management effectiveness. The Tool is part of the EDExpress suite of software and is available to all schools. It helps schools analyze student data from the Free Application for Student Financial Aid to determine if changes in student reported data elements had an impact on eligibility for aid. This manual explains how to acquire the software, how to set it up, and how to create a database of records. It also describes data entry, initiating queries, and setting up the verification edit profiles. Three individual exercises are included, and resources for additional help are described. An appendix contains samples of additional verification reports. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 54
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - EDExpress
KW  - Free Application for Federal Student Aid
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Training
KW  - Administration
KW  - Higher Education
KW  - Data Analysis
KW  - Computer Software
KW  - Quality Control
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62290001?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Software available at: http://www.sfadownload.ed.g
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Pell Grants, 2002-2003. EDExpress Training. Participant Guide.
AN  - 62286731; ED465322
AB  - This training manual describes new features the U.S. Department of Education has developed to improve the administration of the Pell Grant program. It explains how to set up the electronic data transfer system EDExpress for processing Pell Grant information. Six online resources are described to help the institution's financial aid office use EDExpress to administer Pell Grant processing. The learner is provided opportunities to practice creating queries with the EDExpress software and is introduced to techniques for building the database for financial aid. It also shows how reports can help the institution resolve errors and suggests ways to maintain and track student financial aid records. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 261
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794.
KW  - EDExpress
KW  - Pell Grant Program
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Federal Aid
KW  - Training
KW  - Grants
KW  - Educational Finance
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62286731?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Software available at: http://www.sfadownload.ed.g
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 2: Institutional Eligibility and Participation.
AN  - 62202949; ED475535
AB  - The purpose of this volume is to describe how schools become eligible to participate in the Federal Student Aid (FSA) programs and to explain the administrative and fiscal requirements of FSA program participation. In addition, the publication discusses other issues relevant to the general administration of the FSA programs. Major changes from the preceding year are summarized by chapter. The majority of the changes are related to the return of Title IV funds by an institution. The chapters are: (1) "Institutional and Program Eligibility"; (2) "General Participation Requirements"; (3) "Administrative Capability"; (4) "Financial Responsibility"; (5) "Cash Management"; (6) "Return of Title IV Funds"; (7) "Consumer Information"; (8) "Recordkeeping and Disclosure"; (9) "Written Agreements between Schools"; (10) "Applying for and Maintaining Participation in the FSA Programs"; (11) "Program Integrity"; and (12) "Distance Education." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 354
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Institutional Characteristics
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - Eligibility
KW  - Student Financial Aid
KW  - Paying for College
KW  - Colleges
KW  - Participation
KW  - Financial Aid Applicants
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DB  - ERIC
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N1  - SuppNotes - Developed by Research & Publications Group. For th
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ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 3: Federal Pell Grant Program.
AN  - 62202928; ED475536
AB  - The Federal Pell Grant Program provides grants to undergraduate students who have financial need and meet the other requirements for Federal Student Aid. Schools do not have to make decisions about who gets Pell funds or how much they receive. The Department of Education pays Pell funds to all eligible students, and formulas determine how much each student receives. Schools do have many responsibilities in administering the program, and these responsibilities are discussed in this publication. The chapters are: (1) "Student Eligibility"; (2) "Calculating the Federal Pell Grant"; (3) "Pell Reporting"; (4) "Disbursing Pell Awards"; and (5) "Recalculations and Overpayments." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 86
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Pell Grant Program
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Financial Aid Applicants
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student aid Handbook, 2002-2003. Volume 6: Federal Work-Study.
AN  - 62202909; ED475538
AB  - The Federal Work-Study (FWS) Program allows undergraduate and graduate students to work part-time to help pay for the cost of their education. Schools must use 75% of their FSW Program funds to compensate students employed in community service jobs. This volume describes the ways schools are required to use money from FSW program funds to compensate students in community service jobs. The chapters are: (1) "Participation, Fiscal Procedures, and Records"; (2) "Selecting Recipients & Assigning Jobs"; (3) "Calculating FWS Awards"; (4) "Paying Students"; (5) "Types of Employment"; and (6) "Job Location & Development and Work-Colleges." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 55
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Federal Aid
KW  - Higher Education
KW  - Work Study Programs
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 8: Direct Loan and FFEL Programs.
AN  - 62202881; ED475539
AB  - This volume describes the institutional eligibility and administrative requirements for the William D. Ford Federal Direct Loan (Direct Loan) Program and the Federal Family Education Loan (FFEL) Program. While the borrower's eligibility is the same under either program, the procedures are different because funds for Direct Loans are provided directly to the school by the federal government, while loan funds under FFEL are usually provided by a private lender and are guaranteed by a state agency. There were no significant changes to regulations related to these programs in 2002-2003, but the delivery process has continued to evolve. The chapters are: (1) "Institutional Eligibility and Administrative Requirements for DL/FFEL"; (2) "Borrower Eligibility for DL/FFEL"; (3)"Determining the Loan Period"; (4) "Starting the Loan Process: The MPN & the School's Role"; (5) "Loan Counseling"; (6) "Payment to the Borrower"; and (7) "Following Up: After the Loan Is Made." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 66
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Direct Lending
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Higher Education
KW  - Work Study Programs
KW  - Financial Aid Applicants
KW  - Eligibility
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N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 9: State Grant Programs.
AN  - 62202857; ED475542
AB  - This volume describes federal student financial aid programs that are administered at the state level. Students must meet state eligibility requirements to receive assistance or benefits from these programs. The State grant programs are: (1) the Leveraging Educational Assistance Partnership (LEAP) Program; (2) the Special Leveraging Educational Assistance Partnership (SLEAP) Program; (3) the Robert C. Byrd Honors Scholarship Program; and (4) Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR Up). Chapter 1 describes the LEAP program and its administration, while chapter 2 describes the Byrd Scholarship Program. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 25
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Student Financial Aid
KW  - State Programs
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 4: Campus-Based Common Provisions.
AN  - 62202841; ED475543
AB  - The Federal Perkins Loan, Federal Supplemental Educational Opportunity Grant (FSEOG), and Federal Work-Study (FWS) programs are called "campus-based" programs because each school is responsible for administering them on its own campus. A school applies for and receives funds from the U.S. Department of Education, and the school's financial aid administrator is responsible for ensuring that eligible students receive program funds. This volume covers provisions common to the Perkins Loan, FSEOG, and FSW programs, and the next three volumes discuss each of these individually. This volume contains: (1) "Participation, Fiscal Procedures, & Records"; (2) "Selecting Recipients"; and (3) "Awarding Campus-Based Aid." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 24
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2002: Grade 4, Reading and Writing. National Assessment of Educational Progress (NAEP).
AN  - 62202046; ED473490
AB  - This demonstration booklet illustrates the kind of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP) for 2002. Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 4 is divided into four sections: Part One contains the general background questionnaire that students will be asked to answer; Parts Two and Three contain descriptions of each assessment, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover) presents information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three of the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use. (PM)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 33
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Grade 4
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
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N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - National Household Education Surveys Programs: Learning at All Ages: 1991-2003.
AN  - 62201227; ED471658
AB  - This pamphlet describes the National Household Education Surveys (NHES) program, a system of telephone surveys of the noninstitutionalized civilian population of the United States. This data collection system provides information on a wide range of education-related issues. The surveys provide descriptive data on the educational activities of the U.S. population. About 45,000 to 64,000 households are contacted to identify persons eligible for the surveys, which are conducted by WESTAT through computer-assisted telephone interviewing. The survey topics for 1991 through 2003 are: (1) Adult Education (1991, 1995, 1999, 2001, 2003); (2) Before- and After-School Programs and Activities (1999, 2001); (3) Civic Involvement (1996, 1999); (4) Early Childhood Program Participation (1991, 1995, 1999, 2001); (5) Household and Library Use (1996); (6) Parent and Family Involvement in Education (1996, 1999, 2003); (7) School Readiness (1993, 2003); and (8) School Safety and Discipline (1993). (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 5
VL  - NCES-2002-037
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - After School Programs
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Higher Education
KW  - School Safety
KW  - National Surveys
KW  - Educational Attainment
KW  - Discipline
KW  - Telephone Surveys
KW  - Attitudes
KW  - Participation
KW  - School Readiness
KW  - Adult Education
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N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal School Code List, 2003-2004.
AN  - 62200358; ED470328
AB  - This list contains the unique codes assigned by the U.S. Department of Education to all postsecondary schools participating in Title IV student aid programs. The list is organized by state and alphabetically by school within each state. Students use these codes to apply for financial aid on Free Application for Federal Student Aid (FAFSA) forms or on the Web, entering the name of the school and its Federal School Code for schools that should receive their information. The list includes schools in the United States and selected foreign schools. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 163
PB  - Office of Federal Student Aid, U.S. Department of Education, 830 First Street, NE, Washington, DC 20202.
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Coding
KW  - Colleges
KW  - Higher Education
KW  - College Applicants
KW  - Student Financial Aid
KW  - Coding
KW  - Colleges
KW  - Higher Education
KW  - College Applicants
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - The Federal School Code List is published once a y
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2002: Grade 12, Reading and Writing. National Assessment of Educational Progress (NAEP).
AN  - 62199065; ED473492
AB  - This demonstration booklet illustrates the kind of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP) for 2002. Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 12 is divided into four sections: Part One contains the general background questionnaire that students will be asked to answer; Parts Two and Three contain descriptions of each assessment, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover) presents information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three of the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use. (PM)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 30
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
KW  - Secondary Education
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N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 1: Student Eligibility.
AN  - 62198866; ED475534
AB  - This volume of the Federal Student Aid (FSA) Handbook discusses the eligibility requirements for students and parent borrowers and the responsibilities of institutions in checking to be sure that recipients qualify for their aid awards. The guide also describes recent changes to FSA requirements and procedures. The biggest change for this year is the addition of the automated secondary confirmation process in the Immigration and Naturalization Service citizenship match. The chapters are: (1) "School-Based Requirements"; (2) "Citizenship"; (3) "NSLDS Financial Aid History"; (4) "Social Security Administration"; (5) "Selective Service"; (6) "Expected Family Contribution"; (7) "Financial Need and Packaging"; and (8) "Overpayments and Overawards." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 137
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Grants
KW  - Educational Finance
KW  - Higher Education
KW  - Work Study Programs
KW  - Parents
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 5: Perkins Loans.
AN  - 62198791; ED475537
AB  - This volume describes the Federal Perkins Loan Program, which comprises Federal Perkins Loans, National Direct Student Loans (NDSLs), and National Defense Student Loans (Defense Loans). Perkins Loans and NDSLs are low-interest long-term loans made through school financial aid offices to help needy undergraduate and graduate students pay for postsecondary education. Some recent changes in student eligibility, types of promissory notes, and loan discharges due to death or disability are outlined for the 2002-2003 academic year. The chapters are: (1) "Participation, Fiscal Procedures, & Records"; (2) "Student Eligibility"; (3) "Making & Disbursing Loans"; (4) "Repayment"; (5) "Forbearance & Deferment"; (6) "Cancellation"; (7) "Due Diligence: Billing & Collection"; and (8) "Default." An appendix discusses November 2001 Perkins and NDSL Promissory Notes. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 109
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Perkins Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - Higher Education
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Student Aid Handbook, 2002-2003. Volume 7: FSEOG.
AN  - 62198742; ED475546
AB  - The purpose of the Federal Supplemental Educational Opportunity Grant Program (FSEOG) is to encourage schools to provide grants to exceptionally needy undergraduate students to help pay for postsecondary education. This volume provides information about the FSEOG eligibility and payments. The chapters are: (1) "Participation, Fiscal Procedures, and Records"; (2) "Selecting Recipients"; and (3) "Payments to Students." (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 18
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Need Analysis (Student Financial Aid)
KW  - Paying for College
KW  - Grants
KW  - College Students
KW  - Higher Education
KW  - Eligibility
KW  - Selection
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LA  - English
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N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2002: Grade 8, Reading and Writing. National Assessment of Educational Progress (NAEP).
AN  - 62197774; ED473491
AB  - This demonstration booklet illustrates the kind of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP) for 2002. Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require 90 minutes of a student's time. The booklet for Grade 8 is divided into four sections: Part One contains the general background questionnaire that students will be asked to answer; Parts Two and Three contain descriptions of each assessment, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover) presents information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three of the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use. (PM)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 33
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., NW, Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Literacy
KW  - National Competency Tests
KW  - Middle Schools
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Application and Verification Guide. Federal Student Aid Handbook, 2002-2003.
AN  - 62197528; ED473246
AB  - This section of the 2002-2003 Federal Student Aid Handbook is intended for financial aid administrators and counselors who are helping students in the initial phases of the student aid process as they file the Free Application for Federal Student Aid (FAFSA), verify the information they submit, and make corrections and changes to FAFSA information. Chapters are: (1) "The Application Process: FAFSA to ISIR" (Individual Student Information Report); (2) "Filling Out the FAFSA"; (3) "Verification"; and (4) "Corrections, Updates, and Adjustments." Some changes from the previous year's application and verification process are highlighted. Chief among these is that the Renewal FAFSA is not mailed to students automatically. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 70
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ifap.ed.gov. For full text of the Guide: http://ifap.ed.gov/sfahandbooks/0203AppVerGuide.html. For full text of the entire Handbook: http://ifap.ed.gov/IFAPWebApp/currentSFAHandbooksYearPag.jsp?p1=2002-2003&p2=c.
KW  - Free Application for Federal Student Aid
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Counselors
KW  - Practitioners
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Paying for College
KW  - Federal Aid
KW  - Higher Education
KW  - Financial Aid Applicants
KW  - Eligibility
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LA  - English
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Developed by Research & Publications Group. For th
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Spring 2002.
AN  - 62197390; ED467431
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data products, and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issues featured topic is the Digest of Education Statistics." The first section contains: (1) Digest of Education Statistics: 2001 (Thomas D. Snyder and Charlene M. Hoffman); and (2) Invited Commentary: A 40-Year Perspective on the Digest of Education Statistics (Grant, W. Vance). The second section, Elementary and Secondary Education, contains: (3) Childrens Reading and Mathematics Achievement in Kindergarten and First Grade (Kristin Denton and Jerry West). Section 3, Postsecondary Education, contains: (4) Fall Enrollment in Title IV Degree-Granting Postsecondary Institutions: 1998 (Frank B. Morgan); (5) The Persistence of Employees Who Pursue Postsecondary Study (Lisa Hudson and David Hurst); (6) Distance Education Instruction by Postsecondary Faculty and Staff, 1998 (Ellen M. Bradburn); (7) Postsecondary Institutions in the United States: Fall 2000 and Degrees and Other Awards Conferred: 1999-2000 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, Lorraine M. Gallego, and Eric Grau); and (8) Study of College Costs and Prices: 1988-89 to 1997-98 (Alisa F. Cunningham, Jane V. Wellman, Melissa E. Clinedinst, and Jamie P. Merisotis). The next section, Libraries, contains: (9) Public Libraries in the United States: Fiscal Year 1999 (Adrienne Chute, P. Elaine Kroe, Patricia Garner, Maria Polcari, and Cynthia Jo Ramsey). The next section, International Statistics, contains: (10) Outcomes of Distance Learning: Results from the 2000 Program for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy (Mariann Lemke, Christopher Calsyn, Laura Lippman, Leslie Jocelyn, David Kastberg, Yan Yun Liu, Stephen Roey, Trevor Williams, Thea Kruger, and Ghedam Bairu). A section on Crosscutting Statistics contains: (11) Federal Support for Education: Fiscal Years 1980 to 2001 (Charlene M. Hoffman); and (12) Labor Market Outcomes of Non-College-Bound High School Graduates (Peter Teitelbaum and Phillip Kaufman). A list of NCES products and publications is included. (SLD)
AU  - Dillow, Sally
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 81
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov.
VL  - 4
IS  - 1
KW  - Digest of Education Statistics
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Library Collections
KW  - Enrollment
KW  - Academic Achievement
KW  - Public Libraries
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Tables (Data)
KW  - School Statistics
KW  - Educational Research
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LA  - English
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Nontraditional Undergraduates: Findings from "The Condition of Education, 2002."
AN  - 62197389; ED471077
AB  - "The Condition of Education" summarizes important developments and trends in education using the latest data available. The 2002 edition included a special analysis that describes nontraditional undergraduates in terms of their demographic characteristics, enrollment patterns, ways of combining school and work, participation in distance education, and persistence patterns. The special analysis is reprinted in this document as a separate volume. In today's higher education context, the "traditional" undergraduate has become the exception rather than the rule. In the 1999-2000 academic year, just 27% of all undergraduates met the criteria of enrolling immediately after high school, depending on parents for financial support, and working only part-time or not at all. The first part of this discussion uses National Postsecondary Student Aid Study information to describe nontraditional students. The second part examines the relationship between nontraditional status and persistence using the Beginning Postsecondary Students Longitudinal Studies, which followed cohorts of students enrolling in postsecondary education for the first time in the school years 1989-1990 and 1995-1996. Findings show that the most highly nontraditional students (those with four or more nontraditional characteristics) were concentrated in public two-year institutions, with two-thirds enrolled in this kind of institution. Two-thirds of nontraditional students perceived their primary role to be that of an employee, and among those who considered themselves primarily students, many found that work limited their class and scheduling options. Nontraditional students were more likely to leave without a degree than traditional students, and were most at risk of dropping out during the first year. (SLD)
AU  - Choy, Susan
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 26
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2002/2002012.pdf.
VL  - NCES-2002-012
KW  - ERIC, Resources in Education (RIE)
KW  - Nontraditional Students
KW  - Undergraduate Students
KW  - Undergraduate Study
KW  - Student Characteristics
KW  - Part Time Students
KW  - Enrollment
KW  - Employment Patterns
KW  - Academic Persistence
KW  - Dropouts
KW  - Distance Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62197389?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "The Condition of Education 2002," see EA 031
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Como Solicitar la Asistencia Economica Federal para Estudiantes (How To Apply for Federal Student Aid).
AN  - 62197048; ED471497
AB  - This guide, written in Spanish, discusses reasons for going to college, how to pay for college, and how to apply for federal student aid in a series of brief, clear illustrations. Following outlines of financial benefits of college, college costs, and space to note costs for the student's area, the guide outlines these steps in the application process: (1) how to apply; (2) complete the Free Application for Federal Student Aid (FAFSA); (3) contact other sources; (4) review the Student Aid Report; (5) review award letters; and (6) identify additional sources of funds. Paying back the loan is also discussed, and the application steps are summarized in chart form. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Spanish
KW  - Student Loan Programs
KW  - Paying for College
KW  - Federal Aid
KW  - College Bound Students
KW  - High Schools
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62197048?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version, see HE 535 531.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Student Guide: Financial Aid from the U.S. Department of Education, 2003-2004.
AN  - 62196777; ED471256
AB  - This publication explains what federal student financial aid is and the types of student aid that are available. The introduction, "Student Aid at a Glance," presents information about what student aid is, who gets it, and how to get it. The second section discusses "Finding Out about Student Aid." The next section provides general information about student aid, including eligibility, need, the application process, and other details. The fourth section describes the types of student aid available, and the final section outlines student borrower rights and responsibilities. A glossary of "Important Terms" is included. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 41
PB  - Federal Student Aid Information Center, P.O. Box 84, Washington, DC 20044-0084. Tel: 800-433-3243 (Toll Free). For full text: http://www.ed.gov/prog_info/SFA/StudentGuide.
KW  - Federal Direct PLUS Loan Program
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Stafford Student Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Paying for College
KW  - Loan Repayment
KW  - Federal Aid
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62196777?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Available in English and Spanish. For the 2002-200
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Your Renewal FAFSA: Free Application for Federal Student Aid, 2003-2004 School Year.
AN  - 62196680; ED472310
AB  - This form is used to renew an application for federal and state grants, work study, and loans. The renewal version contains preprinted information that the student reported for the 2002-2003 school year. As a result, it is faster and easier for the student to use than the Free Application for Federal Student Aid (FAFSA). The form contains instructions, deadline information, and instructions for renewing an application on the Web. Sections request student and family financial information, and information is also provided about the Privacy Act and use of social security numbers and state certification. Students submitting the Renewal FAFSA should expect to receive a Student Aid Report (SAR) within 4 weeks. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 14
PB  - United States Department of Education, 400 Maryland Ave., S.W., Washington, DC 20202-4651. Tel: 800-433-3243 (Toll Free). For full text: http://ifap.ed.gov/fafsa/attachments/0304RAPP.pdf.
KW  - Free Application for Federal Student Aid
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Records (Forms)
KW  - Federal Aid
KW  - Higher Education
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62196680?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Repaying Your Student Loans.
AN  - 62196297; ED471498
AB  - This guide explains available repayment options for federal student loans so that students can repay their debts successfully. It also tells the steps students should take so that they will not get behind in payments or go into default. It is emphasized that federal student loans are real loans, just like car loans or mortgages, that must be repaid. Repayment is usually delayed for a grace period that depends on the type of loan. How interest is calculated, where to send repayments, and the types of repayment plans for the various kinds of loans are outlined. Repayment options, including consolidation, deferment, and forbearance, are described. Loan discharge and default are discussed, and facts a student should know and remember are summarized. Frequently asked questions and answers are presented. A glossary of important terms is included. (SLD)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 40
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - Federal Aid
KW  - College Graduates
KW  - Loan Default
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62196297?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Geography Highlights, 2001.
AN  - 62194275; ED466440
AB  - National Assessment of Educational Progress (NAEP) 2001 geography results show student improvement since 1994 at grades 4 and 8. The average score of twelfth-grade students, however, has not changed significantly when compared to 1994 results. This colorfully illustrated and easy-to-read report, which highlights findings of "The Nation's Report Card" for 2001 in geography, contains eight sections: (1) "Average Scale Scores"; (2) "Students Reaching NAEP Achievement Levels"; (3) "Percentile Scores"; (4) "2001 Assessment"; (5) "Student Subgroup Findings"; (6) "School Factors"; (7) "Sample Test Questions"; and (8) "NAEP on the Web." (BT)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 22
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pdf/main2001/2002485.pdf.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Competency Tests
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Statistical Data
KW  - Program Evaluation
KW  - Geography Instruction
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Geography
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62194275?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Color photographs and text on color backgrounds ma
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 2001.
AN  - 62193649; ED467580
AB  - The 2001 edition of the Digest of Education Statistics is the 37th in a series of publications initiated in 1962. Its purpose is to provide a compilation of statistical information covering the broad field of U.S. education from prekindergarten through graduate school. The Digest includes data form many sources, both government and private, and draws especially on the surveys and activities carried out by the National Center for Education Statistics. Information is provided on a number of subjects, including the number of schools and colleges, teachers, enrollments, libraries, and various aspects of educational finance. The Digest contains these chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Educational Technology. Also included is a brief overview of current trends in U.S. education that supplements the tabular materials in chapters one through seven. The Digest concludes with an appendix that provides definitions and supplemental information. New material in this years Digest includes information on the use of instructional approaches by kindergarten teachers, information on student-teacher ratios, and the percent distribution of elementary and secondary school students by average grades. (Contains 441 tables.) (SLD)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 672
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160511011
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Federal Aid
KW  - School Demography
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Federal Programs
KW  - Statistical Data
KW  - School Personnel
KW  - Vocational Education
KW  - Tables (Data)
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62193649?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2000 "Digest of Education Statistics," see
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly. Volume 4 Issue 4, 2002.
AN  - 1651854661; ED547109
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released in a 3-month period. Each issue also contains a message from the NCES on a timely subject and a featured topic with invited commentary. The feature topic covered in this publication is School Crime and Safety. Following the note from Kathryn A. Chandler, articles in this issue include: (1) Are America's Schools Safe? Students Speak Out: 1999 School Crime Supplement (Lynn A. Addington, Sally A. Ruddy, Amanda K. Miller, and Jill F. DeVoe); (2) Indicators of School Crime and Safety: 2002 (Jill F. DeVoe, Katharin Peter, Phillip Kaufman, Sally A. Ruddy, Amanda K. Miller, Mike Planty, Thomas D. Snyder, Detis T. Duhart, and Michael R. Rand); (3) Invited Commentary: The Federal Government's Role in Measuring and Reporting on School Crime and Safety (Richard Lawrence, Professor of Criminal Justice, St. Cloud State University); (4) Internet Access in U.S. Public Schools and Classrooms: 1994-2001 (Anne Kleiner and Elizabeth Farris); (5) What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000 (Laura Horn, Christina Chang Wei, and Ali Berker); (6) Short-Term Enrollment in Postsecondary Education: Student Background and Institutional Differences in Reasons for Early Departure, 1996-98 (Ellen M. Bradburn); (7) A Profile of Participation in Distance Education: 1999-2000 (Anna C. Sikora); (8) Beyond 9 to 5: The Diversity of Employment Among 1992-93 College Graduates in 1997 (Ellen M. Bradburn and Rachael Berger); (9) Gender and Racial/Ethnic Differences in Salary and Other Characteristics of Postsecondary Faculty: Fall 1998 (Ellen M. Bradburn and Anna C. Sikora); (10) Enrollment in Postsecondary Institutions, Fall 2000 and Financial Statistics, Fiscal Year 2000 (Laura G. Knapp, Janice E. Kelly, Roy W. Whitmore, Shiying Wu, and Lorraine M. Gallego); (11) Hispanic Serving Institutions: Statistical Trends From 1990 to 1999 (Christina Stearns and Satoshi Watanabe); (12) Programs for Adults in Public Library Outlets (Laurie Lewis and Elizabeth Farris); (13) State Library Agencies: Fiscal Year 2001 (Barbara Holton, Elaine Kroe, Patricia O'Shea, Cindy Sheckells, Suzanne Dorinski, and Michael Freeman); and (14) Federal Support for Education: Fiscal Years 1980 to 2002 (Charlene M. Hoffman). Listings and information on data products, other publications, funding opportunities, and an index conclude the issue. (Individual articles contain references.)
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 115
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Postsecondary Education
KW  - Compensation (Remuneration)
KW  - Employment Level
KW  - Crime
KW  - Government Role
KW  - Educational Finance
KW  - College Attendance
KW  - Adults
KW  - Teacher Salaries
KW  - Withdrawal (Education)
KW  - Technology Uses in Education
KW  - Public Schools
KW  - College Graduates
KW  - Enrollment
KW  - College Students
KW  - Salary Wage Differentials
KW  - Universities
KW  - Student Costs
KW  - Financial Support
KW  - Nontraditional Students
KW  - Measures (Individuals)
KW  - Ethnicity
KW  - Gender Differences
KW  - Government Libraries
KW  - Public Libraries
KW  - Federal Government
KW  - Racial Differences
KW  - School Safety
KW  - School Statistics
KW  - College Faculty
KW  - Distance Education
KW  - Public Agencies
KW  - Paying for College
KW  - Standards
KW  - Hispanic American Students
KW  - Educational Assessment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651854661?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - Congressionally Mandated Studies of College Costs and Prices. NCES 2003-171
AN  - 1651848084; ED547122
AB  - In its 1998 Amendments to the Higher Education Act, Congress directed the Commissioner of Education Statistics to conduct a study of higher education costs paid by institutions and prices paid by students and their families for a postsecondary education. (For the full law, see: http://www.ed.gov/legislation/HEA/sec101C.html). Section 131 of the 1998 amendments also required that the National Center for Education Statistics (NCES) standardize definitions, redesign data systems to improve timeliness and usefulness, and provide consumer information to students and their families about college prices and student financial aid. The congressionally-mandated study was influenced by the work and report of the National Commission on the Cost of Higher Education, Straight Talk About College Costs and Prices, which was delivered to Congress in 1998 after an intensive 6-month study of the trends and causes of tuition increases. The Commission distinguished between prices and costs, and found that prices (what students pay) had been increasing faster than inflation in both the public and private not-for-profit sectors. Costs (what institutions spend) were also increasing, but at a slower rate than prices. This overview presents the findings of three studies commissioned by the National Center for Education Statistics as part of its report to Congress: "Study of College Costs and Prices, 1988-89 to 1997-98"; "What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000"; and "A Study of Higher Education Instructional Expenditures: The Delaware Study of Instructional Costs and Productivity". The first study, "What Students Pay for College," examines how increases in financial aid have helped students and their families meet the growing price of a postsecondary education. This "net price" study examines the relationship between price and various forms of student financial aid in order to consider "affordability" for low- and middle-income students. The second study, "A Study of Higher Education Instructional Expenditures," focuses exclusively on instructional costs, which, on average, account for 80 percent of institutional expenditures. The study examines direct instructional expenditures within the disciplinary mix of an institution and for academic disciplines across institutional types. "The Study of College Costs and Prices" examines the relationship between costs and prices and attempts to determine the extent to which spending (expenditure) patterns contribute to tuition increases in higher education.
Y1  - 2002
PY  - 2002
DA  - 2002
SP  - 8
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Higher Education
KW  - Postsecondary Education
KW  - Two Year Colleges
KW  - Student Financial Aid
KW  - Expenditures
KW  - Research Reports
KW  - Private Colleges
KW  - Public Colleges
KW  - Tuition
KW  - Educational Research
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651848084?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - GEN
T1  - Adult Literacy and Education in America: Four Studies Based on the National Adult Literacy Survey.
AN  - 62279165; ED461718
AB  - Based on the National Adult Literacy Survey of 1992, which described the literacy skills of adults in the United States (based on data drawn from a random sample of 13,600 adults across the United States, and from telephone interviews with additional adults and from other sources, with a total of 26,000 adult participants), this report contains four research essays that investigate the relationship between formal schooling and adult literacy proficiency. (The most pervasive finding in the National Adult Literacy Survey was that literacy proficiency is strongly related to levels of formal schooling.) "Formal Education and Adult Literacy Proficiencies" (Carl F. Kaestle) explores the interrelationships of race/ethnicity and age to literacy proficiency and formal schooling. "School Non-completers and Literacy" (Jeremy D. Finn) provides a picture of who drops out and what impact that decision has on literacy proficiency. "Adults Performing at the Two Lowest Literacy Levels" (Sylvia T. Johnson) looks at those least effectively served by schools. "Education for the Workplace" (Larry J. Mikulecky) explores the adult literacy proficiencies of those in various occupations. (The report includes five appendixes that contain information on interpreting the literacy scales, 97 tables and figures, an overview of the procedures used in the National Adult Literacy Survey, definitions, and information about participants in the development of the study and the authors.) (KC)
AU  - Kaestle, Carl F.
AU  - Campbell, Anne
AU  - Finn, Jeremy D.
AU  - Johnson, Sylvia T.
AU  - Mikulecky, Larry J.
Y1  - 2001/12//
PY  - 2001
DA  - December 2001
SP  - 284
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Adult Literacy Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Competence
KW  - Ethnicity
KW  - Student Characteristics
KW  - Males
KW  - Reading Skills
KW  - Race
KW  - Academic Achievement
KW  - Workplace Literacy
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Outcomes of Education
KW  - Dropouts
KW  - Demography
KW  - Older Adults
KW  - High Schools
KW  - School Effectiveness
KW  - Females
KW  - Literacy Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62279165?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Support for Education: Fiscal Years 1980 to 2001.
AN  - 62287578; ED463591
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year 1980. Federal support for education, excluding estimated federal tax expenditures, was an estimated $128.1 billion in fiscal year 2001, an increase of $65.3 billion since fiscal year 1990. The report divides federal education funding into three categories: (1) on-budget funding for federal programs, generally set through congressional appropriations; (2) off-budget support and nonfederal funds, which are federal monies excluded from the budget by law; and (3) nonfederal funds generated by federal programs, resulting from federal loan guarantees and interest subsidies to support loan capital raised through various private and public sources. Fiscal year 2001 highlights include the following observations: On-budget federal funds for education programs were estimated at $92.8 billion--an increase of 80 percent since FY 1980 in current dollars; a little over 60 percent of federal education support went to educational institutions; and schools and colleges derived 11 percent of their revenues from the federal government, with remaining revenues coming from state and local governments, individuals, and private organizations. Definitions of financial terms are provided. Seven appendices detail federal financial support, federal tax expenditures, and on-budget funds for education for FY 1965 to 2001. (Contains 18 tables and 3 figures.) (RT)
AU  - Hoffman, Charlene M.
Y1  - 2001/11//
PY  - 2001
DA  - November 2001
SP  - 46
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs/html; e-mail: Edpubs@inet.ed.gov.
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Money Management
KW  - Federal Aid
KW  - School Support
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Government Publications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62287578?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Dropout Rates in the United States, 2000. Statistical Analysis Report.
AN  - 62283790; ED460174
AB  - This report is the 13th in a series that focuses on high school dropout and completion rates, presenting data on 2000 rates and including time series data on high school dropout and completion rates for 1972-00. In addition to extending time series data reported in earlier years, this report examines the characteristics of high school dropouts and high school completers in 2000. It shows that while progress was made during the 1970s and 1980s in reducing high school dropout rates and increasing high school completion rates, these rates remained comparatively stable during the 1990s. Data are presented on event and status dropout rates and high school completion rates, with statistics on income, race/ethnicity, age and sex, and region and state. Overall, in October 2000, 5 out of every 100 youths enrolled in high school in October 1999 had dropped out. They accounted for approximately one-half million of the 10 million people age 15-14 years enrolled in high school in the previous October. Four appendices, which comprise half of the report, feature standard error tables for text tables, tables in support of figures, supplemental tables, and technical notes. (Contains 27 tables and 6 figures.) (SM)
AU  - Kaufman, Phillip
AU  - Alt, Martha Naomi
AU  - Chapman, Christopher D.
Y1  - 2001/11//
PY  - 2001
DA  - November 2001
SP  - 93
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2002/2002114.pdf.
SN  - 0160509742
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Graduation
KW  - Dropout Research
KW  - High Schools
KW  - Dropout Rate
KW  - Sex Differences
KW  - Student Attrition
KW  - Racial Differences
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62283790?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1999 report, see ED 452 308.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1999-2000. Statistical Analysis Report.
AN  - 62287617; ED458257
AB  - The information provided in this publication was reported by state education agencies to the National Center for Education Statistics for the Common Core of Data. It relates to student membership and staff in public schools and school districts in the United States and outlying areas during the 1999-2000 school year, graduate and dropout counts for the 1998-1999 school year, and to revenues and expenditures for fiscal year (FY) 1998. The 100 largest public school districts, representing less than 1% (0.6%) of all school districts in the United States, were responsible for the education of 23.0% of all public school students. These 100 largest districts employed 21.2% of U.S. public school teachers and accounted for 16.5% of all public schools and 19.1% of public high school completers. The 100 largest school districts had larger school sizes than the average school district and higher mean pupil/teacher ratios. Three states, Florida, Texas, and California, accounted for almost 40% of the 100 largest school districts. The proportion of minority students in the 100 largest school districts was 68.0%, compared to 39.6% in all school districts, and 53.6% of students in the 100 largest school districts were eligible for free and reduced-price lunch, compared to 38.9% of all students in the reporting states. In FY 19989, current expenditures per pupil in the 100 largest school districts ranged from a low of $3,210 in the Puerto Rico Department of Education to a high of $10,293 in the Boston School District, Massachusetts. While the number of students, teachers, and schools has increased between 1989-1990 and 1999-2000, the proportion of the national totals that the 100 largest school districts comprised of all these dimensions was essentially unchanged. Four appendixes contain more detailed data tables. (Contains 20 tables and 1 figure.) (SLD)
AU  - Young, Beth Aronstamm
Y1  - 2001/10//
PY  - 2001
DA  - October 2001
SP  - 76
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160509629
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Minority Groups
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School Size
KW  - Tables (Data)
KW  - School Statistics
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62287617?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's report, see ED 446 155.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Jobs and Volunteer Service.
AN  - 62280170; ED461611
AB  - The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment found that 12th-graders who participated in volunteer service had higher scores than those who did not. Furthermore, 12th-graders who worked 6 to 15 hours a week had higher scores than those who either worked longer hours or did not work at all. (Contains two tables and Web sites for further information.) (MR)
AU  - Johnson, Carol
AU  - Vanneman, Alan
Y1  - 2001/10//
PY  - 2001
DA  - October 2001
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - 6
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Volunteers
KW  - Citizenship Education
KW  - Social Studies
KW  - Standardized Tests
KW  - National Surveys
KW  - National Competency Tests
KW  - Evaluation Methods
KW  - High Schools
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Civics
KW  - Tables (Data)
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62280170?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Civics: What Do 8th-Graders Know, and What Can They Do?
AN  - 62202559; ED473775
AB  - The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured student knowledge, intellectual and participatory skills, and civic dispositions at the eighth grade level. This publication describes eighth graders performance based on 37 questions from the eighth-grade assessment. Thirty of the thirty-seven questions were multiple choice. The remaining seven were constructed response questions that required students to write their answers. The goal of the NAEP 1998 Civics Assessment was to measure how well U.S. youth are being prepared to meet their citizenship responsibilities. The framework for the 1998 Civics Assessment specifies three interrelated components which, taken together, reflect broad civic competency: knowledge, intellectual and participatory skills, and civic dispositions. The questions required eighth graders to read and answer questions based on a variety of materials. The assessment was designed to evaluate student ability to recall specific information, make inferences, or perform more analytical/evaluative tasks, such as distinguishing opinion from fact or defending a position. (Author/BT)
AU  - Johnson, Carol
AU  - Vanneman, Alan
Y1  - 2001/10//
PY  - 2001
DA  - October 2001
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); e-mail: edpubs@inet.ed.gov. For full text: http://www.ed.gov/pubs/edpubs.html.
VL  - 6
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Thinking Skills
KW  - Performance Based Assessment
KW  - Grade 8
KW  - Citizenship
KW  - Knowledge Level
KW  - Citizenship Education
KW  - Junior High Schools
KW  - Social Studies
KW  - Student Evaluation
KW  - Civics
KW  - Middle Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62202559?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related documents, see SO 034 500-502.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Civics: What Do 12th-Graders Know, and What Can They Do?
AN  - 62199724; ED473776
AB  - The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured students' knowledge, their intellectual and participatory skills, and their civic dispositions at the 12th-grade level. This publication describes 12th graders performance on 38 questions from the 12th-grade assessment. Thirty-one of the thirty-eight questions were multiple choice. The remaining seven were constructed response questions that required students to write their answers. The goal of the NAEP 1998 Civics Assessment was to measure how well U.S. youth are being prepared to meet their citizenship responsibilities. The framework for the 1998 Civics Assessment specifies three interrelated components which, taken together, reflect broad civic competency: knowledge, intellectual and participatory skills, and civic dispositions. The questions required 12th graders to read and answer questions based on a variety of materials. The assessment was designed to evaluate student ability to recall specific information, make inferences, or perform more analytical/ evaluative tasks, such as distinguishing opinion from fact or defending a position. (Author/BT)
AU  - Johnson, Carol
AU  - Vanneman, Alan
Y1  - 2001/10//
PY  - 2001
DA  - October 2001
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); e-mail: edpubs@inet.ed.gov. For full text: http://www.ed.gov/pubs/edpubs.html.
VL  - 6
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Thinking Skills
KW  - Performance Based Assessment
KW  - Grade 12
KW  - Citizenship
KW  - Knowledge Level
KW  - High Schools
KW  - Citizenship Education
KW  - Social Studies
KW  - Student Evaluation
KW  - Civics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62199724?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Previous issues also titled "NAEP Facts." For rela
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Civics: What Do 4th-Graders Know, and What Can They Do?
AN  - 62196266; ED473774
AB  - The National Assessment of Educational Progress (NAEP) 1998 Civics Assessment measured student knowledge, intellectual and participatory skills, and civic dispositions at the fourth grade level. This publication describes fourth graders' performance based on 30 questions from the fourth-grade assessment. Twenty-three of the thirty questions were multiple choice. The remaining seven were constructed response questions that required students to write their answers. The goal of the NAEP 1998 Civics Assessment was to measure how well U.S. youth are being prepared to meet their citizenship responsibilities. The framework for the 1998 Civics Assessment specifies three interrelated components which, taken together, reflect broad civic competency: knowledge, intellectual and participatory skills, and civic dispositions. The assessment was designed to evaluate students' ability to recall specific information, make inferences based on a written passage or graphical stimulus, or perform more analytical/evaluative tasks, such as distinguishing opinion from fact or defending a position. (Author/BT)
AU  - Johnson, Carol
AU  - Vanneman, Alan
Y1  - 2001/10//
PY  - 2001
DA  - October 2001
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); e-mail: edpubs@inet.ed.gov. For full text: http://www.ed.gov/pubs/edpubs.html.
VL  - 6
IS  - 2
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Thinking Skills
KW  - Performance Based Assessment
KW  - Intermediate Grades
KW  - Citizenship
KW  - Knowledge Level
KW  - Grade 4
KW  - Citizenship Education
KW  - Social Studies
KW  - Student Evaluation
KW  - Civics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62196266?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related documents, see SO 034 501-502. For num
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Effects of Accommodations on the Assessment of LEP Students in NAEP. Working Paper Series. Working Paper No. 2001-13
AN  - 742872688; ED509435
AB  - This publication reports the results of a research study on the feasibility and validity of various accommodations in the context of mathematics assessment. The study compared limited English proficiency (LEP) and non-LEP students' scores on 20 science items under three different conditions: standard National Assessment for Educational Progress (NAEP) condition (no accommodation), customized dictionary, and glossary. The analyses provided clear results with respect to the performance levels of LEP/non-LEP students, the effectiveness of the accommodations for LEP students, and the validity of the accommodated assessment. It was found that some accommodations would actually benefit all students, while others are useful in removing barriers to participation of special-needs students. Appended are: (1) Follow-up Questionnaires for three groups: Control, Dictionary, Glossary; (2) Science Background Questionnaire; (3) Demographic Form; (4) Science Teacher Questionnaire; (5) Test Administrator Script; (6) Administrator Feedback Form; (7) Letter to the Principal; and (8) Multivariate ANOVA Results for Follow-Up Questions, Dictionary Booklet. (Contains 16 tables, 2 figures, and 2 footnotes.)
AU  - Abedi, Jamal
AU  - Lord, Carol
AU  - Kim, Christy
AU  - Miyoshi, Judy
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 122
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Middle Schools
KW  - Program Effectiveness
KW  - Measures (Individuals)
KW  - Barriers
KW  - Questionnaires
KW  - Administrators
KW  - Special Needs Students
KW  - Examiners
KW  - Test Validity
KW  - Feedback (Response)
KW  - Multivariate Analysis
KW  - Comparative Analysis
KW  - Science Teachers
KW  - Mathematics Tests
KW  - Dictionaries
KW  - Student Evaluation
KW  - Limited English Speaking
KW  - Science Tests
KW  - Testing Accommodations
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/742872688?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Institutional Policies and Practices: Results from the 1999 National Study of Postsecondary Faculty (NSOPF:99), Institution Survey. Statistical Analysis Report.
AN  - 62288383; ED457732
AB  - This report presents findings from the "Institution Survey" of the 1999 National Study of Postsecondary Faculty (NSOPF). Institutions were asked about their policies and practices related to faculty as of fall 1998. The distribution of faculty across U.S. degree-granting postsecondary institutions reflects the diversity of postsecondary education in the United States. A large proportion of all faculty, about two-fifths, worked part time, and at two-year institutions, almost two-thirds of the faculty held part-time appointments. Full-time faculty were responsible for teaching most of the undergraduate credit hours (71%), and public research institutions assigned more undergraduate credit hours to teaching assistance than any other institution type (14%). Survey results indicate that most institutions have policies for evaluating the quality of faculty instruction, and most institutions had tenure systems in place in fall 1998. As of fall 1998, 48% of all faculty had tenure at their institutions, and 19% of the remaining faculty were on tenure track. About two-fifths of institutions experienced average growth of 20% in the size of their faculty, and other two-fifths experienced no change in the number of full-time faculty from fall 1993 to fall 1998. Survey results also show that, as part of compensation packages, institutions supported a variety of benefits for their faculty in fall 1998. Many institutions provided benefits for part-time faculty, but in almost every case, the benefit was less commonly offered to part-time faculty, or the eligibility requirements were more stringent. The final chapter summarizes the characteristics of institutions of higher education by the type of institution. Three appendixes contain technical notes, a glossary, and standard error tables. (Contains 17 figures and 38 tables.) (SLD)
AU  - Berger, Andrea
AU  - Kirshstein, Rita
AU  - Rowe, Elizabeth
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 231
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/surveys/nsopf.
VL  - NCES-2001-201
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Evaluation
KW  - Full Time Faculty
KW  - Part Time Faculty
KW  - Educational Practices
KW  - Educational Policy
KW  - Surveys
KW  - Higher Education
KW  - Teacher Salaries
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62288383?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the NSOPF:93 report, see ED 402 858.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 1998-99.
AN  - 62287945; ED457597
AB  - This directory provides a listing of local public-school systems and other education agencies for 1998-99. Information is provided from all 50 states, plus the District of Columbia, American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, Puerto Rico, the Virgin Islands, the Bureau of Indian Affairs, and the U.S. Department of Defense (its dependent schools overseas). The directory has up to 12 items of information per agency: state, name of agency, mailing address, telephone number, name of county, metropolis status code, grade span, total student membership, number of regular high school graduates (1997-98 school year), number of students with an individualized education program, number of teachers, and number of schools. Seven different types of agencies are listed: regular school districts, supervisory union components, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies. A glossary of abbreviations is provided in the introductory part of the directory along with six tables summarizing directory contents. Appendices include state education agency addresses, and sample survey documents for the public elementary and secondary education agency universe and the public elementary/secondary school universe. (RT)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 817
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov.
SN  - 0160509114
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - Demography
KW  - Grade Span Configuration
KW  - Public Schools
KW  - Agencies
KW  - School Districts
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Government Publications
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62287945?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Programs and Plans of the National Center for Education Statistics. 2001 Edition.
AN  - 62286518; ED458235
AB  - This report summarizes current statistical programs of the National Center for Education Statistics (NCES), including its major publications and plans for future work. In addition to updating the descriptions of long-standing data collections, such as the Common Core of Data, the Integrated Postsecondary Education Data System, and the National Assessment of Educational Progress, this edition focuses on some of the new and innovative work of the NCES, such as the Third International Mathematics and Science Study-Repeat and the Early Childhood Longitudinal Study-Kindergarten cohort. An introduction describes NCES data collection efforts. Information on NCES programs is grouped into these sections: (1) NCES Center-wide programs and services; (2) elementary and secondary education; (3) postsecondary and adult education; (4) educational assessment; (5) national longitudinal studies; (6) international statistics; (7) vocational education; (8) libraries; and (9) general publications of the NCES. (SLD)
AU  - Davis, Celestine
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 165
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2001-038
KW  - Common Core of Data Program
KW  - National Assessment of Educational Progress
KW  - National Center for Education Statistics
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - International Studies
KW  - Program Implementation
KW  - Planning
KW  - Program Development
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Data Collection
KW  - Longitudinal Studies
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62286518?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous "Programs and Plans" report, see
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2011. Thirtieth Edition.
AN  - 62284861; ED457241
AB  - This report, 30th in a series begun in 1964, provides revisions to projections shown in "Projections of Education Statistics to 2010." It includes statistics on elementary and secondary schools and degree-granting institutions. Included are projections for enrollment, graduates, teachers, and expenditures to the year 2011. The report also included projections of public elementary and secondary enrollment and high school graduates to the year 2011 at the high school level. The projections in this report reflect revisions influenced by the 1990 Census, but exclude the net undercount of 4 to 5 million. Most of the projections include three alternatives, based on different assumptions about demographic and economic growth paths. The middle alternative, the first set of projections, is considered to represent the most likely scenario. Total public and private elementary and secondary enrollment is projected to increase from 52.9 million in 1999 to 53.4 million in 2005. Total enrollment is then projected to decrease to 53.0 million by 2011, resulting in a less than 1% increase from 1999 to 2011. Enrollment in degree-granting institutions is projected to increase by 20% over the period. Five appendixes contain a discussion of projection methodology, supplementary tables, data sources, a glossary, and a discussion of methodology for the Integrated Postsecondary Education Data System. (Contains 59 figures and 61 tables.) (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 168
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160509106
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - School Statistics
KW  - Census Figures
KW  - Enrollment Projections
KW  - Public Schools
KW  - College Graduates
KW  - Tables (Data)
KW  - Private Schools
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62284861?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For projections to 2010, see ED 447 146.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Study of Imputation Algorithms. Working Paper Series.
AN  - 62194485; ED469378
AB  - Many imputation techniques and imputation software packages have been developed over the years to deal with missing data. Different methods may work well under different circumstances, and it is advisable to conduct a sensitivity analysis when choosing an imputation method for a particular survey. This study reviewed about 30 imputation methods and 5 imputation software packages. Eleven of the most popular imputation methods were evaluated through a Monte Carlo simulation study. The first four chapters of this report are methodology discussions based on a review of the literature on imputation. Chapter 1, describes about 30 commonly used methods, including those used by the National Center for Education Statistics, and discusses their strengths and weaknesses. Chapter 2 focuses on five software packages for imputation, Nonresponse bias correction through imputation is addressed in chapter 3, and variance estimation with imputed data and multiple imputation inference is discussed in chapter 4. Chapter 5 reports the results of the simulation study, which evaluated 11 methods according to 8 evaluation criteria for 4 types of distributions, 5 types of missing mechanisms, and 4 types of missing rates. (Contains 31 tables and 45 references.) (SLD)
AU  - Hu, Ming-xiu
AU  - Salvucci, Sameena
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 120
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
VL  - NCES-WP-2001-17
KW  - Imputation
KW  - Missing Data
KW  - ERIC, Resources in Education (RIE)
KW  - Computer Simulation
KW  - Monte Carlo Methods
KW  - Research Methodology
KW  - Algorithms
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Data Analysis
KW  - Selection
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62194485?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Imputation of Test Scores in the National Education Longitudinal Study of 1988 (NELS:88). Working Paper Series.
AN  - 62193200; ED469377
AB  - This report describes the imputation procedures used to deal with missing data in the National Education Longitudinal Study of 1988 (NELS:88), the only current National Center for Education Statistics (NCES) dataset that contains scores from cognitive tests given the same set of students at multiple time points. As is inevitable, cognitive test data are missing for some individuals in each test round, especially the second followup (F2). The NCES has decided to use imputation to reduce the bias caused by nonresponse. The first step was to conduct a simulation study to evaluate two different imputation procedures currently used at NCES: the model-based random imputation method (PROC IMPUTE) and a within-class random hot-deck imputation. Simulation findings confirmed that PROC IMPUTE performed better. The second step involved using PROC IMPUTE to impute missing F2 test scores in four subject areas: mathematics, reading, science, and history/citizenship/geography. Results provide end users with complete cognitive test data for both cross-sectional and longitudinal research. (Contains 18 tables, 4 figures, and 7 references.) (SLD)
AU  - Bokossa, Maxime C.
AU  - Huang, Gary G.
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 47
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
VL  - NCES-WP-2001-16
KW  - Imputation
KW  - Missing Data
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Data Analysis
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62193200?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Baccalaureate and Beyond Longitudinal Study: 2000/01 Follow-Up Field Test Methodology Report. Working Paper Series.
AN  - 62190798; ED469646
AB  - This report describes and evaluates the methods and procedures used for the field test of the Baccalaureate and Beyond Longitudinal Study (B&B:2000/01). The B&B:2000/01 field test included important changes from previous B&B surveys (conducted in 1994 and 1997) in its sample design and collection of data. The introductory chapter describes the background, purposes, schedule, and products of the B&B:2000/01 study and the unique purposes of the field test. In chapter 2, the field test design and method are described. Overall outcomes of data collection, as well as results of special studies, are presented in chapter 3. Chapter 4 documents the quality of the data collected, and chapter 5 summarizes the major recommendations for changes in design for the full-scale study. Materials used during the field test are provided as five appendixes to the report, and cited, where appropriate, in the text. (Contains 33 tables and 6 figures.) (SLD)
AU  - Biber, Melissa R.
AU  - Link, Michael W.
AU  - Riccobono, John A.
AU  - Siegel, Peter H.
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 194
VL  - NCES-WP-2001-15
KW  - Baccalaureate and Beyond Longitudinal Study (NCES)
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Field Tests
KW  - Longitudinal Studies
KW  - Data Analysis
KW  - Research Design
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62190798?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For full text: http://www.nces.ed.gov/pubsearch/.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Study of Variance Estimation Methods. Working Paper Series.
AN  - 62190390; ED469766
AB  - This working paper contains reports of five studies of variance estimation methods. The first, An Empirical Study of Poststratified Estimator, by Fan Zhang uses data from the National Household Education Survey to illustrate use of poststratified estimation. The second paper, BRR Variance Estimation Using BPLX Hadamard Procedure, by Stanley Weng attempts to provide information on the use and performance of VPLXs balanced repeated replicates (BRR) capability, the Hadamard procedure, by comparing it with other variance estimation procedures. An Alternative Jackknife Variance Estimation for NAEP, by Stanley Weng and Sameena Salvucci explores an alternative method for performing jackknife variance estimation. On the Performance of Replication-based Variance Estimation Methods with Small Numbers of PSUs by Ming-xiu Hu evaluates six replication-based variance estimation approaches for use when small numbers of primary sample units (PSUs) are available. An Empirical Study of the Limitations of Using SUDAAN for Variance Estimation by Fan Zhang uses Schools and Staffing Survey public school component data to compare approaches to developing variance estimates, including use of the SUDAAN software package. Individual papers contain references. (Contains 22 tables and 2 figures.) (SLD)
AU  - Zhang, Fan
AU  - Weng, Stanley
AU  - Salvucci, Sameena
AU  - Hu, Ming-xiu
Y1  - 2001/09//
PY  - 2001
DA  - September 2001
SP  - 104
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 1990 K Street NW, Room 9048, Washington, DC 20006. For full text: htpp://www.nces.ed.gov/pubsearch/.
KW  - Variance (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Estimation (Mathematics)
KW  - National Surveys
KW  - Longitudinal Studies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62190390?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Mathematics, 2000.
AN  - 62358855; ED453086
AB  - The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2000, NAEP conducted a national mathematics assessment of fourth-, eighth-, and twelfth-grade students. State-level results were also collected at the fourth and eighth grades within participating states and jurisdictions. This report presents the results of the NAEP 2000 mathematics assessment for the nation and the states. Comparisons are made to performance in previous national assessments in 1990, 1992, and 1996 at grades 4, 8, and 12. Comparison data are given both within and across participating jurisdictions for 1992, 1996, and 2000 at grade 4, and for 1990, 1992, 1996, and 2000 at grade 8. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, percentile distributions and demographic subgroup results are presented, including results by gender, race/ethnicity, region of the country, type of school location, school type, and student eligibility for the free/reduced price lunch program. One chapter focuses on a second set of results that includes the performance of special needs students who were permitted accommodations in the test administration, both in the national and state samples. The report features information on contexts for learning mathematics including teacher characteristics, classroom practices, use of computers/calculators, student attitudes toward mathematics, and out-of-classroom activities. The report also includes sample test questions and examples of student responses. (ASK)
AU  - Braswell, James S.
AU  - Lutkus, Anthony D.
AU  - Grigg, Wendy S.
AU  - Santapau, Shari L.
AU  - Tay-Lim, Brenda
AU  - Johnson, Matthew
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 364
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 12
KW  - Mathematics Instruction
KW  - Grade 4
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62358855?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Based on work performed by the Educational Testing
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teacher Preparation and Professional Development: 2000. E.D. Tabs.
AN  - 62286901; ED458204
AB  - In 2000, researchers conducted surveys on teacher preparation and qualifications, measuring change since 1998. Respondents were 5,253 K-12 teachers nationwide. The survey repeated some indicators of teacher quality examined in 1998 and explored new issues. Virtually all teachers held bachelor's degrees, and nearly half held master's degrees. Teachers were more likely to have participated in professional development emphasizing state or district curriculum and performance standards. For all but one content area of professional development, teachers reported having spent 1-8 hours on the activity during the preceding 12 months. Number of hours spent in professional development related to extent to which teachers believed that participation improved their teaching. Collaboration with other teachers was the most frequent collaborative activity. Over 60 percent of teachers felt very well prepared to meet the overall demands of teaching. They most often reported feeling very well prepared to maintain order and discipline in the classroom. The proportion of teachers participating in professional development was lower in 2000 than 1998 for three of seven content areas. For most classroom activities, teachers in 2000 were more likely than teachers in 1998 to report feeling very well prepared. Appended are research methodology, technical notes, and the survey instrument. (SM)
AU  - Parsad, Basmat
AU  - Lewis, Laurie
AU  - Farris, Elizabeth
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 78
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Collaboration
KW  - Inservice Teacher Education
KW  - Teacher Improvement
KW  - Teacher Attitudes
KW  - Preservice Teacher Education
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Tables (Data)
KW  - Faculty Development
KW  - Teacher Competencies
KW  - Educational Quality
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project officer: Bernard Greene.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Features of Occupational Programs at the Secondary and Postsecondary Education Levels. Statistical Analysis Report.
AN  - 62285728; ED457347
AB  - Two Spring 1999 surveys collected data weighted to provide national estimates of occupational program activities. Respondents in public secondary schools (SSs) were asked about program activities for 28 selected occupations within 6 broad occupational areas; those in less than four-year postsecondary institutions (PIs) were asked about activities for 32 selected occupations in the same 6 occupational areas. A majority of SSs and 90 percent of PIs offered at least one occupational program. Respondents of both surveys indicated that procedures for ensuring a match between course content and occupational skill requirements were used. Most SSs and PIs had developed or adopted skill competency lists. The most commonly used vocational completer criterion for SSs was passage of specific vocational courses. PIs offered a variety of educational or occupational credentials. (The 29-page report presents selected highlights from the 29 tables in narrative form and in 13 figures. Tables 1 and 2 present data for both surveys; tables 3-19 present data from the SS survey; and tables 20-29 show data from the PI survey. Every table, except Table 1, is presented as part of a pair. For each pair, the first page or pages are tables of counts and percentages of schools or institutions listed for certain program or sample characteristics followed by tables of the standard errors associated with those counts and percentages. Appendixes consist of a methodology section and survey instruments.) (YLB)
AU  - Phelps, Richard P.
AU  - Parsad, Basmat
AU  - Farris, Elizabeth
AU  - Hudson, Lisa
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 143
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2001/2001018.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Programs
KW  - Postsecondary Education
KW  - Course Content
KW  - National Surveys
KW  - Criteria
KW  - School Business Relationship
KW  - Credentials
KW  - Occupational Information
KW  - Job Skills
KW  - Vocational Schools
KW  - High Schools
KW  - Program Content
KW  - Statistical Analysis
KW  - Vocational Education
KW  - Occupations
KW  - Tables (Data)
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Selected Papers in School Finance, 2000-01.
AN  - 62285290; ED457587
AB  - The National Center for Education Statistics commissioned the papers in this publication to address education-finance issues of interest to the education-finance community. Although teacher salaries rose between 1980 and 1997 by 120 percent, that is only equal to a 19 percent increase after removing inflation, or a little over 1 percent per year. Moreover, starting salaries have changed little in comparison to average salaries. Another paper discusses school financial statements, which are only one source of information that is relevant to assessing a school district's finances. School-district employee pensions, often the largest long-term obligations, may not appear in these reports. A third paper discusses two approaches to reporting school-level finance information, and how to make inflation and geographic cost adjustments in education. Adjustments for inflation and geographic differences are not easily implemented in education, because most of the costs in education are in personnel, rather than in things, which are easier to measure in terms of quality and quantity. Measuring cost differences in education is even more difficult that measuring changes in automobiles, for example. The final paper deals with the consideration of who will be the primary users of school-level data, what new data they need, and for what purposes. The authors suggest that principal stakeholders should be schools and school districts, state and national policymakers, researchers and policy analysts, and the public, represented by parents and taxpayers, special interest groups in education, and the financial community. (Each paper contains references.) (DFR)
AU  - Fowler, William J.
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 120
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160509157
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Researchers
KW  - Geographic Location
KW  - Educational Finance
KW  - School Districts
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Inflation (Economics)
KW  - Teacher Salaries
KW  - Teacher Competencies
KW  - Public Schools
KW  - Program Budgeting
KW  - Budgeting
KW  - Educational Change
KW  - Cost Effectiveness
KW  - Government Publications
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Private School Universe Survey, 1999-2000. Statistical Analysis Report.
AN  - 62284553; ED457555
AB  - This report on the private school universe presents data on schools with grades K-12 by school size, school level, religious orientation, geographical region, community type, and program emphasis. The numbers of students and teachers are reported in the same categories. The number of students is also reported by race/ethnicity, gender, and grade level. Three figures and twenty-two tables present data by private-school typology, religious orientation, and association membership. Each of the primary divisions (Catholic, other religious, and nonsectarian) is subdivided into three additional categories: "Catholic" into parochial, diocesan, and private order; "other religious" into conservative Christian, affiliated with a national denomination or other religious school association, and unaffiliated; and "nonsectarian" into regular program, special emphasis, and special education. The survey design is described in the Technical Notes section. Selected results show that the South had the most private schools, private school students, and teachers, and the West the fewest of all three. Appendix A contains standard-error tables; Appendix B, values and standard-error tables for Kindergarten-terminal schools; Appendix C, item response-rate tables; and Appendix D, the Private School Survey Questionnaire, 1999-2000. (RT)
AU  - Broughman, Stephen P.
AU  - Colaciello, Lenore A.
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 106
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/about/ordering.jsp.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Parochial Schools
KW  - School Demography
KW  - Research Methodology
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Tables (Data)
KW  - Private Schools
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - High School Academic Curriculum and the Persistence Path through College: Persistence and Transfer Behavior of Undergraduates 3 Years after Entering 4-Year Institutions. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
AN  - 62284283; ED456694
AB  - This report examines the relationship between high school academic curricula and students' persistence path through college, approximately 3 years after first enrolling. Data are from the 1995-1996 Beginning Postsecondary Students Survey, a longitudinal study of beginning postsecondary students who first enrolled in a four-year college in 1995-1996. Measures of high school academic preparation are based on academic courses taken in high school as reported by students on their college entrance examination applications. Approximately one-third of the students reported completing course work no higher than core curricula. One-half reported completing mid-level curricula, and the remaining one-fifth completed rigorous curricula. As of 1998, roughly two-thirds of students who had first enrolled in a four-year college in 1995-1996 were still enrolled in the same college. One-fifth had transferred to another institution, and 13% had left and not returned. The level of college students' high school curriculum was strongly related to their persistence in postsecondary education. This was true both for maintaining enrollment at their initial institution and, if they transferred, staying on track to a bachelor's degree. The difference between levels of academic curricula was especially notable with respect to staying on track to a bachelor's degree. Findings demonstrate a consistent advantage experienced by students who completed rigorous high school curricula, and to a lesser extent, by those competing mid-level curricula, over their peers completing core curricula or lower. However, the level of high school curricula students reported completing was also related to their family background characteristics and indicators of socioeconomic status. Two appendixes contain a glossary and technical notes. (Contains 14 tables, 10 figures, and 16 references.) (SLD)
AU  - Horn, Laura
AU  - Kojaku, Lawrence K.
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 74
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - High Schools
KW  - Course Selection (Students)
KW  - Transfer Students
KW  - College Students
KW  - Higher Education
KW  - Academic Persistence
KW  - Core Curriculum
KW  - Tables (Data)
KW  - High School Students
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - C. Dennis Carroll, Project Officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Educational Achievement and Black-White Inequality. Statistical Analysis Report.
AN  - 62280916; ED456169
AB  - This study explored relationships between black-white differences in educational achievement and black-white differences in various educational and economic outcomes. Three data sets examined the extent to which black-white differences in labor market outcomes, in educational attainment, and in mathematics and reading achievement were present for young adults as a whole and for young adults with similar levels of prior educational achievement. For women with similar levels of prior educational achievement, blacks earned as much or more per year as whites. For men with similar levels of prior achievement, black-white gaps in annual earnings were at least two-fifths lower than black-white gaps for men overall. Black-white employment disparities for young adults with similar levels of prior achievement were at least one-half lower than black-white employment disparities for young adults overall. For young adults with similar levels of prior educational achievement, blacks were more likely to attend college than whites, and blacks' college completion rates were as high as, or higher than, those of whites. Throughout elementary and secondary school, blacks scored lower overall on mathematics and reading tests than whites. The black-white mathematics gap differed in size across grades. (Contains 47 references.) (SM)
AU  - Jacobson, Jonathan
AU  - Olsen, Cara
AU  - Rice, Jennifer King
AU  - Sweetland, Stephen
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 124
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160508894
KW  - ERIC, Resources in Education (RIE)
KW  - Salaries
KW  - College Attendance
KW  - Academic Aspiration
KW  - Academic Achievement
KW  - Wages
KW  - Elementary Secondary Education
KW  - Black Students
KW  - Higher Education
KW  - Racial Differences
KW  - Educational Attainment
KW  - Outcomes of Education
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project officer was John Ralph.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Mathematics Highlights, 2000.
AN  - 62280722; ED457037
AB  - The National Assessment of Educational Progress (NAEP) is the nation's only ongoing representative sample survey of student achievement in core subject areas. In 2000, NAEP conducted a national mathematics assessment of fourth-, eighth-, and twelfth-grade students. State-level results were also collected at the fourth and eighth grades within participating states and jurisdictions. This report presents highlights of the results of the NAEP 2000 mathematics assessment for the nation and the states. Comparisons are made to performance in previous national assessments in 1990, 1992, and 1996 at grades 4, 8, and 12. Comparison data are given both within and across participating jurisdictions for 1992, 1996, and 2000 at grade 4, and for 1990, 1992, 1996, and 2000 at grade 8. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, percentile distributions and demographic subgroup results are presented, including results by gender, race/ethnicity, region of the country, type of school location, school type, and student eligibility for the free/reduced price lunch program. The report also includes sample test questions and examples of student responses. (MM)
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 17
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 12
KW  - Mathematics Instruction
KW  - Grade 4
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Test Interpretation
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Some type may be very small. For the full report,
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Assessing the Lexile Framework: Results of a Panel Meeting. Working Paper No. 2001-08
AN  - 1651830386; ED545932
AB  - This working paper summarizes the results of an expert panel review of the Lexile Framework (LF). The review was conducted by five panel members through readings, the preparation of brief individual reports, and participation in a meeting held on April 26, 2001 in Washington, D.C. The list of panel members and invited observers, along with brief biographical statements, is contained in Attachment 1. The Lexile Framework is a linguistic-theory-based method for measuring the reading difficulty of prose text. Information about the Framework can be found in a number of published documents, and at the website (http://www.lexile.com). The panel's charge was to provide NCES with informed judgment on the theoretical underpinnings and construct validity of the Framework. Specifically, panel members were asked to address the Lexile Framework's basis in linguistic theory. The following questions framed the panel's work and deliberations: (1) Are word frequency and sentence length solid criteria to use in determining text difficulty?; (2) Are these criteria sufficient to determine text difficulty? If not, can they be improved or used for only a subset of reading passages?; (3) Are the procedures used to determine word frequency and sentence length, and their calibration through Rasch analysis, adequate? If not, how can they be improved? Are there alternative procedures for assessing readability?; and (4) What is the relationship between the Lexile Framework and other measures of text difficulty? In conclusion, the panel affirmed the value of both sentence length and word frequency as overall measures of semantic and syntactic complexity (although participants diverged on whether these constructs were best viewed as proxies or as direct measures). The following attachments are included: (1) Lexile Framework Assessment Panel Members and Invited Observers; (2) Invited Papers: Adams, M. J.; Kamil, M.; Larson, R.; Smith, C.; and Wrigley, H. S.; and (3) Comments from Lexile Framework Developers.
AU  - White, Sheida
AU  - Clement, John
Y1  - 2001/08//
PY  - 2001
DA  - August 2001
SP  - 74
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Assessment of Educational Progress
KW  - National Assessment of Adult Literacy
KW  - ERIC, Resources in Education (RIE)
KW  - Sentence Structure
KW  - Item Response Theory
KW  - Word Frequency
KW  - Syntax
KW  - Evaluation Criteria
KW  - Construct Validity
KW  - Linguistic Theory
KW  - Readability Formulas
KW  - Educational Assessment
KW  - Psychometrics
KW  - Semantics
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LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - Community College Transfer Rates to 4-Year Institutions Using Alternative Definitions of Transfer. Research and Development Report.
AN  - 62358275; ED454301
AB  - This report uses the 1990-1994 Beginning Postsecondary Students Longitudinal Study (BPS:1990/1994) to examine several ways of estimating the transfer rate from public two-year to four-year institutions. The report focuses on different approaches to defining the pool of potential transfer students or the group of community college students who appear to be planning or hoping to transfer to a four-year institution. The relationship of these definitions of potential transfers to student background characteristics is explored, as is the relationship of each definition to the resulting transfer rate. The report concludes with a discussion of the results in the context of other studies of community college students and transfer. Overall, 71% of beginning community college students responded to a survey that they anticipated earning a bachelor's degree or higher. The majority of students also met three other definitions of potential transfers: (1) being enrolled in an academic program; (2) enrolling continuously in 1989-1990; and (3) enrolling during the 1990-1991 academic year. Less than half the students met another four definitions used in the report, and only 11% had an academic major and were taking courses leading toward a bachelor's degree. In general, transfer rates increased across increasingly restrictive definitions of potential transfers, with the lowest rate (25%) of ever enrolling in a four-year institution found for all beginning community college students compared to 52% among students meeting the most restrictive definition of potential transfers. Three appendixes contain a glossary, technical motes, and supplemental and standard error tables. (Contains 11 tables, 11 figures, and 24 references.) (SLD)
AU  - Bradburn, Ellen M.
AU  - Hurst, David G.
AU  - Peng, Samuel
Y1  - 2001/07//
PY  - 2001
DA  - July 2001
SP  - 110
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-433-7827 (Toll Free).
VL  - NCES-2001-197
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year College Students
KW  - Academic Aspiration
KW  - Community Colleges
KW  - Definitions
KW  - Higher Education
KW  - Student Educational Objectives
KW  - National Surveys
KW  - Educational Attainment
KW  - College Transfer Students
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Digest of Education Statistics, 2000.
AN  - 62288364; ED457199
AB  - This document, the eighth edition of the "Mini-Digest of Education Statistics," provides a pocket-sized compilation of statistical information about U.S. education from kindergarten through graduate school. The statistical highlights provide a quantitative description of the current U.S. education scene. Data are from many government sources, especially surveys carried out by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the "Digest of Education Statistics." Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers, faculty, and staff; (3) educational outcomes; and (4) educational finance. Statistics show that education was the occupation of more than 76 million people in the United States in the fall of 2000. Included in this total were about 68.0 million students enrolled in U.S. schools and colleges. About 4 million people were employed as elementary and secondary school teachers and college faculty. Other professional, administrative, and support staff of educational institutions numbered about 4.4 million. (Contains 1 figure and 41 tables.) (SLD)
AU  - Hoffman, Charlene
Y1  - 2001/07//
PY  - 2001
DA  - July 2001
SP  - 72
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Racial Differences
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
KW  - Trend Analysis
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's "Mini-Digest," see ED 445
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Homeschooling in the United States: 1999.
AN  - 62285054; ED455926
AB  - The National Household Education Surveys Program (NHES), 1999, is a telephone survey data collection program conducted by the National Center for Education Statistics (NCES). Based on NCES data, this report provides an estimate of the number of home-schooled students in the United States, characteristics of home-schooled children and their families, parents' reasons for home-schooling, and public school support for home-schoolers. The findings are based on surveys conducted with parents/guardians of children ages 5 to 17 with a grade equivalent of kindergarten to grade 12. For the analyses reported in this document, data were obtained from 275 home-schooled students and 16,833 nonhome-schooled students. Among the major findings of this Parent-NHES are that an estimated 850,000 students nationwide were being schooled at home, 1.7 percent of U.S. students. A greater percentage of home-schoolers compared to nonhome-schoolers were white, non-Hispanic (75 percent compared to 65 percent). The household income of home-schoolers in 1999 was no different from that of nonhome-schoolers. Parents of home-schoolers had higher levels of educational attainment than parents of nonhome-schoolers. Parents gave a wide variety of reasons for home-schooling their children, including being able to give their child a better education at home, religious reasons, and a poor learning environment in school. Twenty-eight percent of home-schoolers' parents reported that public schools/districts offered them extracurricular activities, 21 percent reported receiving curriculum support, and 23 percent reported receiving books and materials. The report concludes with future research plans and information on the study's methodology and technical notes. (Contains 19 references.) (KB)
AU  - Bielick, Stacey
AU  - Chandler, Kathryn
AU  - Broughman, Stephen P.
Y1  - 2001/07//
PY  - 2001
DA  - July 2001
SP  - 34
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2001-033
KW  - National Household Education Survey
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Family School Relationship
KW  - Parent Background
KW  - Parent Attitudes
KW  - Home Schooling
KW  - Elementary Secondary Education
KW  - Parents as Teachers
KW  - National Surveys
KW  - Tables (Data)
KW  - Statistical Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62285054?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Assessment of Educational Progress Achievement Levels 1992-1998 for Mathematics
AN  - 61924066; ED501004
AB  - The National Assessment of Educational Progress (NAEP) is a survey of American students' knowledge and skills in different subjects at grades 4, 8, and 12. NAEP combines the samples of performances to provide information about the knowledge and skills of students in the nation as a whole, in each participating state, and in different demographic groupings. The purpose of this report is to increase understanding of the achievement levels for the NAEP: what they are, and what they are not. The report is a reference for the American public, especially educators, parents, students, and policymakers. Seven booklets make up the report; each booklet focuses on one of the subjects for which NAEP achievement levels have been set. These include mathematics, science, reading, writing, civics, U.S. history, and geography. The information in this report will be helpful in interpreting accurately the meaning of the "Mathematics" NAEP achievement levels and student performance relative to the levels. The information will also aid in understanding the NAEP reports, commonly known as "The Nation's Report Card." Contents for this report include: (1) Understanding Achievement Levels for the Mathematics National Assessment of Educational Progress; (2) Overview of the Framework for the National Assessment of Educational Progress in Mathematics; (3) Achievement Levels: Descriptions and Cutscores; (4) Achievement Levels: Sample Items; and (5) Performance Data. (Contains 28 exhibits and 1 figure.)
AU  - Loomis, Susan Cooper
AU  - Bourque, Mary Lyn
Y1  - 2001/07//
PY  - 2001
DA  - July 2001
SP  - 67
PB  - National Assessment Governing Board. 800 North Capital Street NW Suite 825, Washington, DC 20002.
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Students
KW  - Teachers
KW  - Policymakers
KW  - Elementary Secondary Education
KW  - Grade 12
KW  - Grade 4
KW  - Grade 8
KW  - Mathematics Achievement
KW  - Cutting Scores
KW  - National Competency Tests
KW  - Achievement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61924066?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Next Generation of Citizens. NAEP Civics Assessments--1988 and 1998.
AN  - 62185351; ED466439
AB  - Civics education in the nation's schools informs students about the structures, functions, and processes of government and about the meaningful ways in which citizens can make decisions about public issues and participate in governance. This report, part of the Nation's Report Card program and based on findings from the 1998 National Assessment of Educational Progress (NAEP), provides a view of student achievement in civics over a 10-year period from 1988 to 1998. In 1998, NAEP conducted two national assessments of student civics knowledge in grades 4, 8, and 12. One assessment employed a set of new test specifications, while the other assessment was a special study that repeated a number of multiple-choice test questions used in 1988. The special study results are reported here as a summary of trends in student knowledge and classroom teacher practices over the 10-year period. Results are based on the assessment of a student sample at each grade that is statistically representative of the entire nation. Student performance is described in terms of average percentage correct, rather than the traditional NAEP scaled scores. The report provides results for subgroups of students defined by various background and contextual characteristics. Analysis focuses on differences between 1988 and 1998, rather than differences among groups within each year. To illustrate the civics knowledge that was assessed, numerous samples of test questions are provided. The report also explores trends in the classroom coverage of civics topics from 1988 to 1998, as well as trends in classroom instructional activities over the decade. Four appendices are included: (1) "Overview of Procedures Used in the 1988 and 1998 NAEP Civics Special Study"; (2) "Standard Errors"; (3) "Average Percentage Correct"; and (4) "Members of the NAEP Civics Standing Committee." (Contains approximately 95 tables and figures.) (BT)
AU  - Weiss, Andrew R.
AU  - Lutkus, Anthony D.
AU  - Grigg, Wendy S.
AU  - Niemi, Richard G.
Y1  - 2001/06//
PY  - 2001
DA  - June 2001
SP  - 87
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/civics/.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Citizenship
KW  - Citizenship Education
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Knowledge Level
KW  - Grade 4
KW  - Program Evaluation
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Civics
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62185351?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written in collaboration with Edward Kulick, Spenc
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teacher Preparation and Professional Development: 2000. E.D. Tabs. NCES 2001-088
AN  - 1651830108; ED546035
AB  - Concerns about the quality of the nation's public education system have drawn attention to key elements of teacher effectiveness (Darling-Hammond 2000; Lewis et al. 1999; Mayer, Mullens, and Moore 2001; National Commission on Teaching and America's Future 1996). While there is little consensus on what constitutes high-quality teachers, past research has emphasized two broad dimensions of teacher effectiveness: (1) the level of knowledge and skills that teachers bring to the classroom, as measured by teacher preparation and qualifications, and (2) classroom practices. In 1998, the National Center for Education Statistics (NCES) conducted a survey to provide a national profile on the first dimension of teacher quality--teacher preparation and qualifications (Lewis et al. 1999). In 2000, NCES conducted a second survey on Teacher Professional Development and Training to revisit the issue of teacher preparation and qualifications and measure change since 1998. The 2000 survey repeated key indicators of teacher quality examined in the 1998 survey, in addition to exploring issues such as follow up to professional development. This survey was designed to provide a national profile of all public school teachers and examines three indicators of teacher quality: (1) teacher education; (2) teacher participation in formal professional development and collaborative activities related to teaching; and (3) teachers' feelings of preparedness for various classroom demands. In addition to presenting current findings on teacher professional development and training from the 2000 survey, this report makes comparisons with the 1998 data. The 2000 survey was conducted by NCES using the Fast Response Survey System (FRSS). The FRSS is a survey system designed to collect small amounts of issue-oriented data with minimal burden on the respondents and disseminate findings within a relatively short time period. Questionnaires were mailed to a nationally representative sample of 5,253 public school teachers in the 50 states and the District of Columbia. Data have been weighted to yield national estimates. In addition to national estimates, selected survey findings are presented by the following teacher and school characteristics: (1) Teachers' years of teaching experience (3 or fewer years, 4 to 9 years, 10 or more years); (2) School instructional level (elementary, middle, secondary, combined); (3) School enrollment size (less than 500, 500 to 999, 1,000 or more); (4) School locale (central city, urban fringe/large town, rural/small town); (5) Percent minority enrollment in the school (5 percent or less, 6 to 20 percent, 21 to 50 percent, more than 50 percent); and (6) Percent of students eligible for free or reduced-price lunch (less than 35 percent, 35 to 49 percent, 50 to 74 percent, 75 percent or more). Two appendices present: (1) Methodology and Technical Notes; and (2) Survey Instrument.
AU  - Parsad, Basmat
AU  - Lewis, Laurie
AU  - Farris, Elizabeth
Y1  - 2001/06//
PY  - 2001
DA  - June 2001
SP  - 75
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Fast Response Survey System
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Institutional Characteristics
KW  - Questionnaires
KW  - Lunch Programs
KW  - Teacher Education
KW  - Surveys
KW  - Public School Teachers
KW  - Eligibility
KW  - Classroom Techniques
KW  - Teacher Effectiveness
KW  - Minority Groups
KW  - Enrollment Trends
KW  - Teaching Experience
KW  - Faculty Development
KW  - Teacher Qualifications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830108?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - NEWS
T1  - GRADUATION AND DROPOUT STATISTICS
AN  - 404131120
AB  - * Since 1985, the high school completion rate has been about 85 or 86 percent each year. It represents 18- to 24-year-olds who have finished high school by earning a regular diploma or its equivalent, such as the General Educational Development -- or GED -- credential. The U.S. Department of Education's goal is at least 90 percent.
JF  - St. Louis Post - Dispatch
AU  - National Center for Education Statistics
Y1  - 2001/05/20/
PY  - 2001
DA  - 2001 May 20
CY  - St. Louis, Mo.
SN  - 19309600
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/404131120?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Anorthcentralnews&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=St.+Louis+Post+-+Dispatch&rft.atitle=GRADUATION+AND+DROPOUT+STATISTICS%3A+%5BFIVE+STAR+LIFT+EDITION%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2001-05-20&rft.volume=&rft.issue=&rft.spage=B.5&rft.isbn=&rft.btitle=&rft.title=St.+Louis+Post+-+Dispatch&rft.issn=19309600&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Pulitzer Publishing Company May 20, 2001
N1  - Last updated - 2010-08-19
ER  - 



TY  - NEWS
T1  - VOCATIONAL EDUCATION: HISTORY AND FACTS
AN  - 404105363
AB  - Schools received federal dollars for vocational and agricultural programs under the Smith-Hughes Act of 1917. The traditional goal of vocational education has been to prepare students for entry-level jobs that don't require a college degree. That focus has changed in the past 15 years or so. The goal now is to give students a broader education that develops their academic skills, not just vocational ones.
JF  - St. Louis Post - Dispatch
AU  - National Center for Education Statistics
Y1  - 2001/05/20/
PY  - 2001
DA  - 2001 May 20
CY  - St. Louis, Mo.
SN  - 19309600
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/404105363?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Anorthcentralnews&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=St.+Louis+Post+-+Dispatch&rft.atitle=VOCATIONAL+EDUCATION%3A+HISTORY+AND+FACTS%3A+%5BFIVE+STAR+LIFT+EDITION%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=2001-05-20&rft.volume=&rft.issue=&rft.spage=B.5&rft.isbn=&rft.btitle=&rft.title=St.+Louis+Post+-+Dispatch&rft.issn=19309600&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Pulitzer Publishing Company May 20, 2001
N1  - Last updated - 2010-08-27
ER  - 



TY  - GEN
T1  - Staff Data Handbook; Elementary, Secondary, and Early Childhood Education: 2001 Edition.
AN  - 62359089; ED454300
AB  - This handbook was developed to provide guidance concerning the consistent maintenance of staff information by education agencies, schools, early childhood centers, and other institutions and for researchers involved in the collection of staff data. The handbook is not a data collection instrument, nor does it reflect any federal data maintenance requirements. Chapter 1 provides an introduction to the handbook and its uses. Chapter 2 contains a more detailed description of the Handbook's contents and uses, and Chapter 3, discusses the collection, use, and dissemination of data and information about individual staff members and how staff record systems can benefit the staff and school system. Chapter 4 contains the elements and definitions that describe staff members and their jobs. Chapter 5 describes possible applications of the handbook. A table is provided that includes information about data element type and field length. Following a glossary and index are 13 appendixes that contain supplemental information, including lists of coding options. (SLD)
Y1  - 2001/05//
PY  - 2001
DA  - May 2001
SP  - 298
PB  - Superintendent of Documents, U. S. Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-0001.
SN  - 0160508215
KW  - ERIC, Resources in Education (RIE)
KW  - Information Dissemination
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - School Personnel
KW  - Data Collection
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62359089?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - By Administrative Records Development Project, Cou
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Condition of Education 2000 in Brief.
AN  - 62351884; ED453590
AB  - This report is an indicator summary, synopsizing the state of education, monitoring important developments, and showing trends in major aspects of education. It contains a sampling of charts of the 67 indicators in "The Condition of Education 2000." Graphs depict past and projected trends in elementary, secondary, and postsecondary school enrollment; racial-ethnic distribution of public school students; language spoken at home by Hispanic students; high performance in mathematics and science; trends in the achievement gap in reading between white and black students; international comparisons of student performance in mathematics; annual earning of young adults; educational plans; first-time kindergartners' approaches to learning; remediation and degree completion; who is prepared for college; enrollment of students with risk factors; sex differences in graduate/professional enrollment; degrees earned by women; educational attainment; coursetaking in mathematics and science; kindergarten class sizes; student/teacher ratios; instructional environments in Eighth grade mathematics; students' Internet usage; school choice and parental satisfaction; preparation and qualifications of public school teachers; perceived impact of professional development; age of school buildings; distance learning in postsecondary education; services for disabled postsecondary students; before- and after-school care; disparity in public school finance; and financial preparation for postsecondary education. (RT)
AU  - Nathanson, Jeanne H.
Y1  - 2001/05//
PY  - 2001
DA  - May 2001
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Condition of Education (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Practices
KW  - Educational Indicators
KW  - Educational Change
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Program Evaluation
KW  - National Surveys
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62351884?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 2000 full report, see ED 437 742.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
AN  - 62255168; ED456168
AB  - This report examines the high school preparation and postsecondary persistence of first-generation students, those whose parents had no education beyond high school, and compares them with students whose parents went to college. The purpose of the study was to examine whether first-generation students who were otherwise equally prepared academically were comparable to students whose parents went to college in terms of their grade point averages (GPAs), number of remedial courses in postsecondary education, and rates of academic persistence. The analysis focuses on a subset of 1995-1996 beginning students who started their postsecondary education at four-year institutions. Data are from the First Followup of the Beginning Postsecondary Students Longitudinal Study for 1995-1996. Findings from the analysis indicate that students who were well prepared for postsecondary education were likely to persist in four-year institutions. Students who took rigorous coursework in high school accounted for more than 80% of those students who stayed on the persistence track to a bachelor's degree or were retained at their initial institution. Parents' levels of education were found to be associated with rates of students' retention and persistence in college, even when controlling for measures of academic preparedness such as rigor of secondary curriculum and college entrance examination scores. These findings hold true even when other related variables are held constant. Two appendixes contain a glossary and technical notes. (Contains 21 tables, 7 figures, and 13 references.) (SLD)
AU  - Warburton, Edward C.
AU  - Bugarin, Rosio
AU  - Nunez, Anne-Marie
Y1  - 2001/05//
PY  - 2001
DA  - May 2001
SP  - 85
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Beginning Postsecondary Students Long Study
KW  - First Generation Students
KW  - ERIC, Resources in Education (RIE)
KW  - Parent Background
KW  - Grade Point Average
KW  - Course Selection (Students)
KW  - Academic Achievement
KW  - College Students
KW  - Higher Education
KW  - Academic Persistence
KW  - Educational Attainment
KW  - College Preparation
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer: C. Dennis Carroll.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement from a U.S. Perspective, 1995-1999. Initial Findings from the Third International Mathematics and Science Study--Repeat. Statistical Analysis Report.
AN  - 62254921; ED457025
AB  - The Third International Mathematics and Science Study (TIMSS) is one of the most comprehensive international studies of schooling and students' achievement in science and mathematics. TIMSS was originally conducted in 1995. Four years later in 1999, the Third International Mathematics and Science Study-Repeat (TIMSS-R) was conducted. This document presents information on how U.S. eighth grade students performed in both studies and questions whether there have been any significant changes in achievement from an international perspective. Contents are divided into four chapters. Chapter 1 explains the importance of international comparison in education and the reasons for repeating TIMSS, identifies questions used and participating countries, discusses how the research was conducted, and presents the organization of the report. Chapter 2 discusses the mathematics and science achievement of the eighth grade students and presents student scores in both studies. Chapter 3 reviews issues related to curriculum and teaching, confidence levels of teachers, professional development, peer cooperation and classroom practices, and activities. Chapter 4 presents questions raised by the results of this report. (YDS)
AU  - Gonzales, Patrick
AU  - Calsyn, Christopher
AU  - Jocelyn, Leslie
AU  - Mak, Kitty
AU  - Kastberg, David
AU  - Arafeh, Sousan
AU  - Williams, Trevor
AU  - Tsen, Winnie
Y1  - 2001/05//
PY  - 2001
DA  - May 2001
SP  - 133
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160507480
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Performance Based Assessment
KW  - Grade 8
KW  - Foreign Countries
KW  - Criterion Referenced Tests
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Item Analysis
KW  - Tables (Data)
KW  - Mathematics Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62254921?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Internet Access in U.S. Public Schools and Classrooms: 1994-2000. Statistics in Brief.
AN  - 62247393; ED456835
AB  - Since 1994, the National Center for Education Statistics (NCES) has surveyed public schools to measure what proportion of them is connected to the Internet. In the fall of each academic year, a new nationally representative sample of approximately 1,000 public schools has been surveyed about Internet access and, since 1996, about the types of Internet connections used. In 2000, questions were also asked about access to the Internet at times outside of regular school hours and on acceptable use policies. By the fall of 2000, almost all public schools in the United States had access to the Internet: 98% were connected. In comparison, 35% of public schools had access to the Internet in 1994. The increase in Internet access over the years may have been aided by the allocation of funds through the Education rate (E-rate) program. Another key measure of Internet access in schools is the proportion of instructional rooms connected to the Internet; this percentage increased between 1999 and 2000. The ratio of students to instructional computers in public school had decreased to 5 to 1, the ratio that many experts consider a "reasonable level" for effective use. The ratio of student to instructional computers with Internet access in public schools improved from 9 to 1 in 1999 to 7 to 1 in 2000. In 1996, dial-up Internet connections were used by almost three-fourths (74%) of public schools having Internet access; by 2000, schools tended to use faster dedicated-line Internet connections. In 2000, 54% of public schools with access to the Internet reported that computers with Internet access were available to students outside of regular school hours. Almost all public schools with Internet access had acceptable use policies in 2000, and used various technologies or procedures, such as blocking or filtering software, an intranet system, honor codes for students, or teacher/staff monitoring to control student access to inappropriate material on the Internet. An appendix contains standard error tables. (AEF)
AU  - Cattagni, Anne
AU  - Farris, Elizabeth
Y1  - 2001/05//
PY  - 2001
DA  - May 2001
SP  - 20
PB  - National Center for Education Statistics, 1990 K Street, N.W., Washington, DC 20006. Tel: 800-424-1616 (Toll Free). Web site: http://www.NCES.ed.gov/pubsearch. For full text: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001071.
VL  - NCES-2001-071
KW  - Acceptable Use Policy
KW  - Connectivity
KW  - Student Computer Ratio
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Elementary Secondary Education
KW  - Access to Computers
KW  - School Surveys
KW  - National Surveys
KW  - Tables (Data)
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62247393?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1994-1999 report, see ED 440 642.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Key Statistics on Public Elementary and Secondary Schools and Agencies: School Year 1997-98. Survey Report.
AN  - 62354869; ED452279
AB  - This report provides basic information about public elementary and secondary schools and education agencies during the 1997-1998 and 1996-1997 school years. The data describe the numbers and types of these institutions, their students, and staff. The purpose is to make this information easily accessible through a number of summary tables. The statistics were collected through the Common Core of Data (CCD) survey system. The CCD reports data provided voluntarily each year by education agencies from the 50 states, the District of Columbia, Department of Defense Dependents Schools, and 5 outlying areas. The system includes the Public Elementary and Secondary School Universe Survey and the Local Education Agency Universe Survey, which are the major focus of this report. The report contains tables for two school years, with the more current data presented first. Tables 1 through 14 and 30 through 43 contain information about the public schools and education agencies. They cover numbers, size (in terms of pupils), urbanicity, and grades served. Tables 15 through 24 and 44 through 53 provide information about student characteristics and outcomes. This includes the distribution of students by grade level, by various racial and ethnic groups, the numbers eligible for free lunch, and the numbers of students completing high school. The last tables, 25 through 29 and 54 through 58, report the numbers of teachers and other school staff. These tables focus on pupil/teacher ratios and the ratio of teachers to administrators and teachers to support staff. A glossary is included. (Contains 1 figure and 58 tables.) (SLD)
AU  - Hoffman, Lee M.
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 148
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - Institutional Characteristics
KW  - School Districts
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - National Surveys
KW  - Tables (Data)
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62354869?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - for the 1995-96 report, see ED 435 650.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Highlights of U.S. Results from the International IEA Civic Education Study (CivEd).
AN  - 62352385; ED454153
AB  - This brochure presents highlights from "What Democracy Means to Ninth-Graders: U.S. Results from the International IEA Civic Education Study," a report that analyzes the U.S. results of the 1999 International Association for the Evaluation of Educational Achievement (IEA) Civic Education Study, Phase 2. The study was designed to assess the civic knowledge of 14-year-old students across 28 countries. This brochure contains briefs of the results on the following topics: "The Civic Achievement of U.S. Students in International Perspective"; "The School and Classroom Context of Civic Knowledge"; "The Demographic, Socioeconomic, and Out-of-School Context of Civic Knowledge"; "Concepts of Democracy, Citizenship, and Government"; "Attitudes of U.S. Students toward National and International Civic Issues"; and "Current and Expected Activities Related to Politics." (Contains seven figures.) (BT)
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 12
PB  - Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001 ($23).
KW  - International Assn Evaluation Educ Achievement
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Democratic Values
KW  - Citizenship Education
KW  - Social Studies
KW  - Democracy
KW  - Citizenship Responsibility
KW  - Secondary Education
KW  - Grade 9
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - Political Issues
KW  - Student Attitudes
KW  - Social Science Research
KW  - Civics
KW  - Tables (Data)
KW  - Student Surveys
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62352385?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For full report, see SO 032 924.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Fourth-Grade Reading, 2000.
AN  - 62352098; ED447473
AB  - This report presents the results of the 2000 NAEP (National Assessment of Educational Progress) fourth-grade reading assessment for the nation. Results in 2000 are compared to previous NAEP reading assessments. After an introduction, chapter 1 presents average scale scores and achievement level results for the nation. Chapter 2 presents average scale score and achievement level results for selected subgroups of the fourth-grade students. In Chapter 3, school and home contexts for learning are addressed. Chapter 4 discusses becoming a more inclusive national assessment. Major findings are: (1) the reading performance of the nation's fourth graders remained relatively stable across assessment years; (2) significant changes were evident at the upper and lower ends of the performance distribution--higher performing students made progress, and the score at the 10th percentile in 2000 was significantly lower than 1992; (3) in 2000, the percentage of fourth-grade students performing at or above the "basic" level was 63%, and performance at or above the "proficient" level was achieved by 32% of fourth graders; (4) female fourth graders had a higher average score than their male peers; (5) white and Asian/Pacific Islander students outperformed their black, Hispanic, and American Indian peers; (6) students in the Northeast and Central regions outperformed their counterparts in the Southeast and the West; (7) students in central city schools had a lower average score than their peers in urban fringe/large town and rural/small town locations; (8) students eligible for the free/reduced lunch program had a lower average score than students ineligible for that program; (9) students attending public schools had lower average scores than their peers attending nonpublic schools; (10) students who reported reading more pages daily in school and for homework had higher average scores than students reporting reading fewer pages daily; and (11) the average score for the nation was lower in the results that included the performance of students who needed and were provided with testing accommodations. Appendixes contain an overview of the procedures used; sample text and questions; and data. (RS)
AU  - Donahue, Patricia L.
AU  - Finnegan, Robert J.
AU  - Lutkus, Anthony D.
AU  - Allen, Nancy L.
AU  - Campbell, Jay R.
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 140
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62352098?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - In collaboration with Dave Freund, Steve Isham, La
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Fourth-Grade Reading, 2000. [PowerPoint Slide Presentation].
AN  - 62348048; ED447475
AB  - This 27-slide PowerPoint presentation presents the results of the 2000 NAEP (National Assessment of Educational Progress) fourth-grade reading assessment for the nation. It presents average scale scores, information on students reaching NAEP achievement levels, percentiles and reading performance, student subgroup findings, and home and school factors. Major findings are: (1) the reading performance of the nation's fourth graders remained relatively stable across assessment years; (2) significant changes were evident at the upper and lower ends of the performance distribution--higher performing students made progress, and the score at the 10th percentile in 2000 was significantly lower than 1992; (3) in 2000, the percentage of fourth-grade students performing at or above the"basic" level was 63%, and performance at or above the "proficient" level was achieved by 32% of fourth graders; (4) female fourth graders had a higher average score than their male peers; (5) white and Asian/Pacific Islander students outperformed their black, Hispanic, and American Indian peers; (6) students in the Northeast and Central regions outperformed their counterparts in the Southeast and the West; (7) students in central city schools had a lower average score than their peers in urban fringe/large town and rural/small town locations; (8) students eligible for the free/reduced lunch program had a lower average score than students ineligible for that program; (9) students attending public schools had lower average scores than their peers attending nonpublic schools; (10) students who reported reading more pages daily in school and for homework had higher average scores than students reporting reading fewer pages daily; and (11) the average score for the nation was lower in the results that included the performance of students who needed and were provided with testing accommodations. (RS)
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 55
PB  - This PowerPoint slide presentation available at http://nces, edgov/naep3/data/ppt/readpress040601ppt Related documents can be found at http://ncesedgov/naep3/reading/results/
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Test Results
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full report, see CS 014 284. For the highl
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Nation's Report Card: Fourth-Grade Reading Highlights, 2000.
AN  - 62347973; ED447474
AB  - This report highlights the results of the 2000 NAEP (National Assessment of Educational Progress) fourth-grade reading assessment for the nation. Results in 2000 are compared to previous NAEP reading assessments. The report presents average scale scores, information on students reaching NAEP achievement levels, percentiles and reading performance, student subgroup findings, home and school factors, and information on the NAEP Web site. Major findings are: (1) the reading performance of the nation's fourth graders remained relatively stable across assessment years; (2) significant changes were evident at the upper and lower ends of the performance distribution--higher performing students made progress, and the score at the 10th percentile in 2000 was significantly lower than 1992; (3) in 2000, the percentage of fourth-grade students performing at or above the "basic" level was 63%, and performance at or above the "proficient" level was achieved by 32% of fourth graders; (4) female fourth graders had a higher average score than their male peers; (5) white and Asian/Pacific Islander students outperformed their black, Hispanic, and American Indian peers; (6) students in the Northeast and Central regions outperformed their counterparts in the Southeast and the West; (7) students in central city schools had a lower average score than their peers in urban fringe/large town and rural/small town locations; (8) students eligible for the free/reduced lunch program had a lower average score than students ineligible for that program; (9) students attending public schools had lower average scores than their peers attending nonpublic schools; (10) students who reported reading more pages daily in school and for homework had higher average scores than students reporting reading fewer pages daily; and (11) the average score for the nation was lower in the results that included the performance of students who needed and were provided with testing accommodations. (RS)
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 14
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard.
VL  - NCES-2001-513
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Sex Differences
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Reading Research
KW  - National Competency Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62347973?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full report, see CS 014 284; for a PowerPo
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Background Characteristics, Work Activities, and Compensation of Faculty and Instructional Staff in Postsecondary Institutions, Fall 1998. National Study of Postsecondary Faculty, 1999 (NSOPF:99). E.D. Tabs.
AN  - 62340465; ED451772
AB  - This report describes faculty and instructional staff in public and private not-for-profit 2-year-and-above postsecondary institutions in the United States. It is the first publication based on the 1999 National Study of Postsecondary Faculty (NSOPF:99). For this study, a nationally representative sample of faculty and instructional staff received questionnaires in 1999 that asked about their employment in the fall of 1998. Depending on their institution's policies, some faculty did not have instructional duties (e.g., teaching one or more classes or advising or supervising students' academic activities), and some individuals with faculty status did not have "faculty" status. All instructional duties for some individuals were related to noncredit courses or advising or supervising noncredit academic activities. Compendium tables 1 through 5 are based on all faculty and instructional staff; compendium tables 6 through 34 include only faculty and staff with some instructional duties for credit. In the fall of 1998 there were about 1.1 million faculty and instructional staff employed by public and private not-for-profit 2-year-and-above postsecondary institutions in the United States. Most were employed by 4-year institutions, with public research and public comprehensive institutions employing the greatest number. Fifty-seven percent were employed full-time and 43% were employed part-time. Employment status varied with the type of institution, but faculty and staff of research institutions were more likely to by full-time employees. Approximately 91% of full- and part-time faculty and instructional staff had some for-credit teaching responsibilities. (Contains 6 figures and 34 tables.) (SLD)
AU  - Zimbler, Linda J.
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 81
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Instruction
KW  - Higher Education
KW  - National Surveys
KW  - Tables (Data)
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62340465?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Institutions in the United States: 1993-94 and 1998-99. E.D. Tabs.
AN  - 62259070; ED455733
AB  - This report presents detailed tabulations for the 1998-1999 academic year that describe characteristics of the 9,653 postsecondary education institutions in the United States and outlying areas. These characteristics include tuition and required fees for undergraduate, graduate, and first-professional programs and room and board charges at institutions providing these accommodations. Data are from the Institutional Characteristics Survey, a component of the Integrated Postsecondary Education Data System (IPEDS) of the U.S. Department of Education's National Center for Education Statistics. The report also provides a comparison between 1993-1994 and 1998-1999 tuition, required fees, and room and board charges for the 50 states and the District of Columbia. For the 1998-1999 academic year, 9,485 institutions in the 50 states and the District of Columbia and 168 in the outlying areas fit the IPEDS definition. These institutions are classified as public or private not-for-profit or for-profit. Almost 4,600, or 48% of all IPEDS institutions, granted degrees, and 43% were Title IV participating and degree-granting in the 50 states, the District of Columbia, and the outlying areas. The report also contains a section describing the methodology used to develop the tables. Information on institutional characteristics, tuition and other charges, and Title IV participation are provided in a series of tables. (Contains 23 tables.) (SLD)
AU  - Brown, Patricia Q.
Y1  - 2001/04//
PY  - 2001
DA  - April 2001
SP  - 37
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov (full text).
KW  - Higher Education Act Title IV
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Postsecondary Education
KW  - Public Colleges
KW  - Private Colleges
KW  - National Surveys
KW  - Eligibility
KW  - Student Financial Aid
KW  - Degrees (Academic)
KW  - Databases
KW  - Colleges
KW  - Federal Programs
KW  - Statistical Data
KW  - Universities
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62259070?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1997-1998 report, see ED 432 930.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 2000.
AN  - 62347090; ED455275
AB  - This edition of the "Digest of Education Statistics" is the 36th in a series that provides a compilation of statistical information covering the broad field of U.S. education from kindergarten through graduate school. The Digest includes data from many sources, both government and private, and draws heavily on work done by the National Center for Education Statistics. The publication contains information on a variety of subjects, including the numbers of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provide background information for evaluating education data. This edition contains a significant amount of new material, including information on: (1) public school building deficiencies; (2) the distribution of high school completers; (3) percent of high school dropouts; (4) average reading proficiency for eighth graders; (5) states with assessment programs in language arts, reading, and writing; (6) enrollment and degrees conferred in women's colleges; (7) total revenue of private not-for-profit degree-granting institutions; and (8) total expenses of private not-for-profit degree-granting institutions. An appendix contains a guide to tabular presentation, a guide to sources, definitions, and an index of table numbers. (Contains 33 figures and 438 tables.) (SLD)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 2001/03//
PY  - 2001
DA  - March 2001
SP  - 655
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Superintendent of Documents, U.S. Government Printing Office, Mail: Stop SSOP, Washington, DC 20402-0001. Tel: 202-512-1800.
SN  - 0160507642
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Federal Aid
KW  - School Demography
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Federal Programs
KW  - Statistical Data
KW  - School Personnel
KW  - Vocational Education
KW  - Tables (Data)
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62347090?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1999 edition, see ED 436 861.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Primer for Making Cost Adjustments in Education. Research and Development Report.
AN  - 62262183; ED455557
AB  - Efforts to compare the costs of exactly the same things in different geographic regions involve comparisons of the same "market basket" of goods in two geographic areas. Measuring cost differences in education, however, is difficult, since most of the costs are in personnel, rather than in supplies. This publication explains the differences between educational costs and expenditures, in the "unit price" of teachers, and differences over time in the level of inflation. It examines indices that can be used to make judgments for these differences in costs, and outlines a future plan of action to derive precise, stable, and accurate indices for school administrators and policymakers to use. Adjusting for regional cost-of-living differences is one of the challenges to producing a cost-of-education index. The other involves adjusting for cost-of-living differences over time. There are two primary goals for the future of Geographic Cost Adjustments: improve the index of cost variations as well as educate the public and policymakers about any progress that is made. The basic challenges are to make indices generalizable across different levels (local, state, and region), separate and distinguish influences that are controllable by the school, be careful of double counting when adding new adjustments, and address any political considerations. (Contains 9 pages of references.) (DFR)
AU  - Fowler, William J.
AU  - Monk, David H.
Y1  - 2001/03//
PY  - 2001
DA  - March 2001
SP  - 153
VL  - NCES-2001-323
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Compensation (Remuneration)
KW  - Research Projects
KW  - Elementary Secondary Education
KW  - School Statistics
KW  - Research Design
KW  - Economic Factors
KW  - Public Schools
KW  - Finance Reform
KW  - Cost Effectiveness
KW  - Statistical Data
KW  - Research Utilization
KW  - Government Publications
KW  - Data Analysis
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62262183?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Data Files and Electronic Code Book: Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. Revised. [CD-ROM].
AN  - 62358667; ED455023
AB  - The Early Childhood Longitudinal Study (ECLS-K), Kindergarten Class of 1998-99, selected a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998 and is following these children through the end of the fifth grade. Baseline data about these children, their families, and their kindergarten programs were collected by means of telephone interviews with the children's parents/guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. This CD-ROM contains the complete ECLS-K base year public-use electronic code book (ECB), and includes the data files, the electronic code book, and files with complete documentation. The ECLS-K base year public-use documentation is in portable document format (PDF). The ECB documentation is in chapter 8 of the use guide contained on the userguide.pdf file on the CD-ROM. Documentation included with the CD-ROM provides instructions for installation and a selected directory listing of the content of the CD-ROM. (KB)
Y1  - 2001/02//
PY  - 2001
DA  - February 2001
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://nces.ed.gov; e-mail: ECLS@ed.gov.
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Kindergarten Children
KW  - Primary Education
KW  - Mathematics Achievement
KW  - Child Health
KW  - Academic Achievement
KW  - Optical Data Disks
KW  - Longitudinal Studies
KW  - Achievement Gains
KW  - Databases
KW  - Data
KW  - Reading Achievement
KW  - Interpersonal Competence
KW  - Kindergarten
KW  - Raw Scores
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Data+Files+and+Electronic+Code+Book%3A+Early+Childhood+Longitudinal+Study%2C+Kindergarten+Class+of+1998-1999.+Revised.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2001-02-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For related documents, see ED 438 089 and ED 447 9
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Degrees and Other Awards Conferred by Title IV Participating, Degree-Granting Institutions, 1997-98. E.D. Tabs.
AN  - 62355317; ED450677
AB  - This report presents data on postsecondary degrees conferred by U.S. institutions during the 1997-1998 academic year (July 1, 1997 to June 30, 1998). The data were collected through the Department of Education's Integrated Postsecondary Education Data System (IPEDS). The report focuses on institutions that have a Program Participation Agreement with the Department of Education and are eligible to participate in Title IV programs and which grant associate's or higher degrees. OF the 9,355 postsecondary institutions in the 50 states and the District of Columbia identified by IPEDS, a little less than half (4,455) are categorizes as degree-granting. Of these, 90.1% (4,015) are Title IV participating institutions, forming the basis of this report. In the 1997-1998 academic year, nearly 2.3 million degrees were awarded by these institutions. Of the total degrees, 24.3% were associate's degrees, 51.5% were bachelor's degrees, 18.7% were master's degrees, 2.0% were doctor's degrees, and 3.4% were first professional degrees. Public institutions awarded the majority of degrees at all levels, except for first professional degrees. The majority of degrees at associate's, bachelor's, and master's levels continued to be awarded to women. The proportion of degrees awarded to minority students was highest at the associate's level (23.2%) and dropped at each successive level through the doctor's degree. Nearly one-fifth of all bachelor's degrees were awarded in business management/administrative services, with another 10.6% awarded in the social sciences and history, and 8.9% in education. Information about the students receiving degrees and the degrees awarded is summarized in 21 tables. (SLD)
AU  - Morgan, Frank B.
Y1  - 2001/02//
PY  - 2001
DA  - February 2001
SP  - 80
KW  - Higher Education Act Title IV
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Degrees (Academic)
KW  - Institutional Characteristics
KW  - Higher Education
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62355317?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Incidence of Crime on the Campuses of U.S. Postsecondary Education Institutions. A Report to Congress.
AN  - 62351767; ED448663
AB  - The Higher Education Amendments of 1998 require the Department of Education to collect, analyze, and report to Congress on the incidence of crime on campuses and facilities of postsecondary education institutions, and institutions of postsecondary education that participate in federal student financial assistance programs are required to make information available about crime on campus. The institutions provided data for this report through a Web-based collection tool. The statistics represent alleged criminal offenses reported to campus security authorities or local police agencies, but they do not necessarily represent prosecutions or convictions for crime. In 1999, there were 11 criminal homicides on campus, compared to 24 in 1998. The total number of sex offenses reported in 1999 was 2,469, an increase of 6% over 1998 that might reflect an improvement in the rate of reporting rather than an increase in the real incidence of sex offenses. The number of robberies increased over the 3-year period during which data was collected. On a per student basis, the national rate of robbery was 12.0 per 100,000 enrolled students in 1999. The national rate of aggravated assaults was 22.6 per 100,000 students in 1999. Burglary is the crime most frequently reported, with 26,035 burglaries reported in 1999. There were 2,067 hate crimes reported on campus across the United States in 1999. These data suggest that U.S. campuses are safe. In nearly every category of crime, college campuses showed a lower incidence of crime than the nation as a whole. Appendix A contains the statutory authority for the crime reporting. Appendix B contains pertinent regulations. Appendix C contains a sample of the Web site with statistics on crime for individual campuses. Appendix D is a summary of campus crime and security data. (Contains 11 endnotes.) (SLD)
Y1  - 2001/01/18/
PY  - 2001
DA  - 2001 Jan 18
SP  - 73
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Environment
KW  - Crime
KW  - Colleges
KW  - Incidence
KW  - Higher Education
KW  - School Security
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62351767?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Clarification of the Role of the IEP Team in Selecting Individual Accommodations, Modifications in Administration, and Alternate Assessments for State and District-Wide Assessments of Student Achievement. Memorandum.
AN  - 62353654; ED450539
AB  - This policy statement clarifies the role of the Individualized Education Program (IEP) team in selecting individual accommodations, modifications in administration, and alternate assessments for state and district-wide assessments. It states that neither the state education agency (SEA) nor the local education agency (LEA) can limit the authority of the IEP team to select individual accommodations and modifications in administration needed for participation in state and district-wide assessments. However, the SEA or LEA must ensure that their assessments are valid, reliable, and consistent with professional and technical standards. Thus, it is possible for an IEP team to select accommodations or modifications that produce scores that are deemed invalid under state or local polices for purposes of reporting, accountability, or determining student benefits such as promotion or high school diplomas. The policy statement goes on to state that although the SEA and LEA cannot constrain the IEP team's decision about accommodations and modifications, the SEA and LEA can provide guidelines and training to assist IEP teams in making informed decisions. The statement discusses considerations that must be examined as SEAs and LEAs endeavor to preserve the authority of IEP teams while at the same time maximizing student participation. (CR)
AU  - Cohen, Michael
AU  - Heumann, Judith E.
Y1  - 2001/01/12/
PY  - 2001
DA  - 2001 Jan 12
SP  - 4
KW  - Alternative Assessment
KW  - Testing Accommodations (Disabilities)
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Policymakers
KW  - Practitioners
KW  - State Programs
KW  - Testing Problems
KW  - Teamwork
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Testing
KW  - Outcomes of Education
KW  - State Departments of Education
KW  - Disabilities
KW  - Agency Role
KW  - Federal Regulation
KW  - Academic Accommodations (Disabilities)
KW  - Individualized Education Programs
KW  - Educational Assessment
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62353654?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2010. Pocket Projections.
AN  - 62361148; ED453298
AB  - Each year, the National Center for Education Statistics publishes this pocket summary of the annual "Projections of Education Statistics." The complete report contains information on projected enrollment and graduates, teachers, and public elementary and secondary school expenditures. This summary contains figures for 1987-1988, estimates for 1998-1999, and projections for 2009-2010, with calculations of the percent of change from 1987-1988 to 1998.-1999 and 1998-1999 to 2009-2010. Tables present data for these periods for: (1) population (by age); (2) elementary and secondary enrollment in public and private schools; (3) high school graduates; (4) numbers of classroom teachers at elementary and secondary levels ; (5) pupil/teacher ratios; (6) elementary and secondary education expenditures; (7) higher education enrollment; (8) earned degrees; and (9) higher education expenditures. Technical notes explain the computation of the projections. (SLD)
AU  - Hussar, William J.
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 13
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - High School Graduates
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Expenditures
KW  - Degrees (Academic)
KW  - Public Schools
KW  - Predictive Measurement
KW  - Enrollment Trends
KW  - Teachers
KW  - Population Trends
KW  - Tables (Data)
KW  - Private Schools
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62361148?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the projections to 2009, see ED 435 672.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2001: Grade 12, Reading and Writing. Field Test.
AN  - 62357055; ED449508
AB  - This demonstration booklet illustrates the kinds of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require about 90 minutes of a student's time. The booklet for grade 12 is divided into four sections: Part One contains the general background questionnaire that students will be asked to answer; Parts Two and Three contain descriptions of each field test, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover) presents information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three of the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use; students will also be asked such questions as their racial and ethnic background, parental education, and the number of educational materials in the home. (NKA)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 34
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., N.W., Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Grade 12
KW  - Reading Achievement
KW  - Writing Achievement
KW  - High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Field Tests
KW  - Literacy
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62357055?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Highlights from the Third International Mathematics and Science Study-Repeat (TIMSS-R).
AN  - 62356795; ED454042
AB  - This document evaluates the 1999 Third International Mathematics and Science Study-Repeat (TIMSS-R) results for eighth grade students and compares them to the 1995 results. TIMSS-R compares 38 nations' mathematics and science performance and allows the United States to compare the achievement of its eighth grade students to the original TIMSS. This document provides results and statistical data on fourth and eighth grade student achievement in mathematics and science. Teaching and curriculum differences between the U.S. and other nations are also presented. (YDS)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 9
VL  - NCES-2001-027
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Evaluation
KW  - Grade 8
KW  - Elementary Education
KW  - Foreign Countries
KW  - Grade 4
KW  - Curriculum
KW  - Comparative Education
KW  - Mathematics Achievement
KW  - Science Achievement
KW  - Mathematics Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62356795?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2001: Grade 8, Reading and Writing. Field Test.
AN  - 62356345; ED449507
AB  - This demonstration booklet illustrates the kinds of exercises or test questions and tasks used in the assessment of student achievement in reading and writing by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections for one subject, and the assessment will require about 90 minutes of a student's time. The booklet for grade 8 is divided into four parts: Part One contains the general background questionnaire that students will be asked to answer; Parts Two and Three contain descriptions of each field test, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover) presents information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three in the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use; students will also be asked such questions as their racial and ethnic background, parental education, and the number of educational materials in the home. (NKA)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 37
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., N.W., Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Grade 8
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Field Tests
KW  - Literacy
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62356345?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Creciendo Sin Drogas: Guia de Prevencion para Padres (Growing Up Drug-Free: A Parent's Guide to Prevention).
AN  - 62353702; ED453479
AB  - This publication is part of the Department of Education's ongoing effort to provide information to emerging populations in their native language on how to create and maintain drug-free and safe schools across the nation. Throughout the publication are personal stories and artwork of elementary and secondary school students that promote the message of drug abstinence and non-violence. Chapters include: (1) "How This Book Will Help You"; (2) "Laying the Groundwork," which guides parents in creating a space to talk about drugs with their children; (3) "Talking with Your Children Effectively," which introduces the concept of "teachable moments" and includes handling family history of alcoholism or drug abuse; (4) "Your Child's Perspective," which discusses what attracts children to try drugs; (5) "How to Teach Your Child about Drugs," which covers approaches for specific age groups from preschool through high school; (6) "What To Do If You Think Your Child Might Be Using Drugs"; (7) "Getting Involved and Staying Involved," which covers parent-school partnerships and community efforts for drug abuse prevention; (8) "Specific Drugs and Their Effects," which provides a picture glossary of street drugs; (9) "Where to Get Information and Help." A resource guide is included on government and private organizations that can be contacted for more information on prevention activities. (Contains 25 references.) (JDM)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 53
PB  - U.S. Department of Education, Office of Elementary and Secondary Education, Safe and Drug-Free Schools Program, 400 Maryland Avenue, SW, Washington, DC 20202-6123. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OESE/SDFS.
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Prevention
KW  - Hispanic Americans
KW  - Parent School Relationship
KW  - Parent Child Relationship
KW  - Interpersonal Communication
KW  - Intervention
KW  - Elementary Secondary Education
KW  - Drug Education
KW  - School Safety
KW  - Hispanic American Literature
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62353702?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version of this document, see ED 4
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Demonstration Booklet, 2001: Grade 4, Reading and Writing. Field Test.
AN  - 62353272; ED449506
AB  - This demonstration booklet illustrates the kinds of exercises or test questions and tasks used in the assessment of student achievement in reading and in writing by the National Assessment of Educational Progress (NAEP). Each student will be asked to complete the background section and the cognitive sections in one subject, and the assessment will require about 90 minutes of a student's time. The booklet for grade 4 is divided into four parts: Part One contains the general background questionnaire that fourth graders will be asked to answer; Parts Two and Three contain descriptions of each field test, followed by the booklet directions and the background questionnaire that accompanies each subject; and Part Four (located on the back cover of the booklet) contains information about the program's purpose and what procedures to follow to obtain access to NAEP questions for further review. Parts Two and Three of the booklet also contain questions about how specific subject matter is taught and the materials and resources the students use; students will also be asked such questions as their racial and ethnic background and the number of educational materials in the home. (NKA)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 33
PB  - National Center for Education Statistics, NAEP Released Exercises, 1990 K St., N.W., Washington, DC 20006. Tel: 800-283-6237 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Intermediate Grades
KW  - Reading Achievement
KW  - Writing Achievement
KW  - Grade 4
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Field Tests
KW  - Literacy
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62353272?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Entering Kindergarten: A Portrait of American Children When They Begin School. Findings from the Condition of Education, 2000.
AN  - 62353033; ED448899
AB  - With the launch of the U.S. Department of Education's Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, measures of knowledge, skills, health, and behavior of a large and nationally representative sample of American Kindergartners are available. Drawing on data from the study, this report provides a portrait of kindergarten children in the areas of reading, mathematics, and general knowledge, as well as noncognitive aspects of school readiness. The report details: (1) what a typical child knows at school entry; (2) what the typical child's health and behavior are like at school entry; (3) what factors help account for variations in knowledge, health, and behavior at school entry; (4) what sex-related differences in school readiness exist for kindergartners; (5) what family background characteristics affect children's skills and knowledge; and (6) how risk factors affect noncognitive aspects of school readiness. Among the findings are the following: (1) most children know their letters and can count more than 10 objects; (2) most are in very good to excellent health, though some experience developmental difficulties; (3) most are reasonably well behaved and exhibit a positive approach to classroom tasks; (4) some have advanced skills while others lag behind; (5) age is a factor in variations in knowledge, health, and behavior; (6) girls and boys have similar skills, although girls are slightly ahead in reading; (7) more boys experience developmental difficulties; (8) girls are more prosocial and less prone to problem behavior; (9) nearly half of all entering kindergartners come from families with one or more risk factors in the areas of parental education, socioeconomic status, and family structure; (10) minority children are more likely to be at risk; (11) risk factors are linked to poorer child health; (12) at-risk children are less likely to be socially adept and more likely to be aggressive; and (13) fewer at-risk children have a positive attitude toward learning activities. (Contains 40 references.) (HTH)
AU  - Zill, Nicholas
AU  - West, Jerry
Y1  - 2001/01//
PY  - 2001
DA  - January 2001
SP  - 39
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: (Home page) http://www.nces.ed.gov; Web site: (Electronic Catalog) http://www.nces.ed.gov/pubsearch/indes.asp
VL  - NCES-2001-035
KW  - Early Childhood Longitudinal Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Kindergarten Children
KW  - At Risk Persons
KW  - High Risk Students
KW  - Primary Education
KW  - Family Environment
KW  - Child Health
KW  - Longitudinal Studies
KW  - Student Attitudes
KW  - Knowledge Level
KW  - Kindergarten
KW  - Sex Differences
KW  - Student Behavior
KW  - School Readiness
KW  - Age Differences
KW  - Learning Readiness
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62353033?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Technical Report and Data File User's Manual for the 1992 National Adult Literacy Survey.
AN  - 62352886; ED449354
AB  - Chapter 1 of this report and user's manual describes design and implementation of the 1992 National Adult Literacy Survey (NALS). Chapter 2 reviews stages of sampling for national and state survey components; presents weighted and unweighted response rates for the household component; and describes non-incentive and prison sample designs. Chapter 3 addresses weighting procedures. Chapter 4 describes NALS's conceptual framework and development of the background questionnaire and literacy tasks. Chapters 5 and 6 document field operations for the household and prison surveys. Chapters 7-9 detail data processing; the missing data procedures; and models and procedures used to scale NALS results, estimate respondents' proficiencies, and conduct statistical analyses. Chapter 10 presents a summary of literature on use of monetary incentives in survey research, experimental features of the field test and national study, and research results. Chapters 11-15 describe statistics, components of variance, and statistical methods used to derive outcome estimates; estimate and test discriminant validity of the three literacy scales from the perspective of correlation or covariance; summarize establishment of NALS literacy levels; explore importance of the response probability convention in reporting prose literacy results; and discuss use of SPSS (Statistical Program for the Social Sciences) and SAS (Statistical Analysis System) for analyzing NALS data. Appendixes include 98 references, additional data and notes, and instruments. (YLB)
AU  - Kirsch, Irwin
AU  - Yamamoto, Kentaro
AU  - Norris, Norma
AU  - Rock, Donald
AU  - Jungeblut, Ann
AU  - O'Reilly, Patricia
AU  - Berlin, Martha
AU  - Mohadjer, Leyla
AU  - Waksberg, Joseph
AU  - Goksel, Huseyin
AU  - Burke, John
AU  - Rieger, Susan
AU  - Green, James
AU  - Klein, Merle
AU  - Campbell, Anne
AU  - Jenkins, Lynn
AU  - Kolstad, Andrew
AU  - Mosenthal, Peter
AU  - Baldi, Stephane
Y1  - 2001/01//
PY  - 2001
DA  - January 2001
SP  - 648
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free), Fax: 301-470-1244, TTY/TDD: 800 437-0833, E-mail: edpubs@inet.ed.gov, Web site: http://www.ed.gov/pubs/edpubs.html.
KW  - National Adult Literacy Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Material Development
KW  - Research Methodology
KW  - Validity
KW  - National Surveys
KW  - Research Design
KW  - Prisoners
KW  - Adult Basic Education
KW  - Statistical Analysis
KW  - State Surveys
KW  - Research Problems
KW  - Data Processing
KW  - Weighted Scores
KW  - Sampling
KW  - Scaling
KW  - Illiteracy
KW  - Literacy Education
KW  - Educational Research
KW  - Research Administration
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62352886?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer: Andrew Kolstad.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public School Student, Staff, and Graduate Counts by State, School Year 1999-2000. Statistics in Brief.
AN  - 62352519; ED450472
AB  - This report provides an overview of public-school students, staff, and graduates for 1999-2000. It offers synopses of how many students were enrolled in public elementary and secondary schools, how many teachers there were, how many staff supervised or provided support service for public education, how many students graduated from high school during the 1998-99 school year, and how many students of racial/ethnic background were enrolled. Definitions of terms used in the report are also furnished. An examination of the state-by-state data listed in the back of the report show that California had the most students from prekindergarten through grade 12 (6,038,589). Texas had the second-highest number of students, followed by New York, Florida, and Illinois. Wyoming had the fewest number of students at 92,105. The total number of public-school students in the U.S. was 46,857,321, who were taught by 2,906,554 teachers, for an overall student-teacher ratio of 16.1. The state with the highest number of students per teacher was Utah at 22:1, and the state with the lowest ratio was Vermont at 12.3:1. Other tables in the report list, by category, the number of staff employed by public elementary and secondary school systems and the number of public-school graduates. (RJM)
Y1  - 2001/01//
PY  - 2001
DA  - January 2001
SP  - 16
PB  - Full text: http://nces, edgov/pubs2001/2001326pdf
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Profiles
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Teacher Distribution
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62352519?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Annual publication. Part of the Common Core of Dat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Spring 2001.
AN  - 62350609; ED454299
AB  - The "Education Statistics Quarterly" gives a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data products and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issue's featured topic is "Third International Mathematics and Science Study-Repeat" and contains the first three articles: (1) "Pursuing Excellence: Comparisons of International Eighth-Grade Mathematics and Science Achievement from a U.S. Perspective: 1995 and 1999" (Patrick Gonzales, Christopher Calsyn, Leslie Jocelyn, Kitty Mak, David Kastberg, Sousan Arafeh, Trevor Williams, and Winnie Tsen); (2) "Invited Commentary: Lessons from the Third International Mathematics and Science Study--Repeat" (Margaret Cozzens and Susan H. Fuhrman); and (3) "Invited Commentary: TIMSS-R: Innovation in International Information for American Educators" (David P. Baker). The second section, "Elementary and Secondary Education," includes: (4) "Changes in High School Vocational Coursetaking in a Larger Perspective" (David Hurst and Lisa Hudson); (5) "Key Statistics on Public Elementary and Secondary Schools and Agencies: School Year 1997-98" (Lee M. Hoffman); (6) "Early Estimates of Public Elementary and Secondary Education Statistics: School Year 2000-2001" (Lena McDowell); (7) "Monitoring School Quality: An Indicators Report" (Daniel P. Mayer, John E. Mullens, and Mary T. Moore); (8) "Advanced Telecommunications in U.S. Private Schools: 1998-99" (Basmat Parsad, Rebecca Skinner, and Elizabeth Farris); and (9) "A Primer for Making Cost Adjustments in Education" (William J. Fowler, Jr. and David H. Monk). The following section, "Postsecondary Education," includes: (10) "Undergraduates Enrolled with Higher Sticker Prices" (John B. Lee); (11) "From Bachelor's Degree to Work: Major Field of Study and Employment Outcomes of 1992-93 Bachelor's Degree Recipients Who Did Not Enroll in Graduate Education by 1997" (Laura J. Horn and Lisa Zahn); and (12) "Degrees and Other Awards Conferred by Title IV Participating, Degree-Granting Institutions: 1997-98" (Frank B. Morgan). The final section, "Crosscutting Statistics," contains: (13)"Digest of Education Statistics: 2000" (Thomas D. Snyder and Charlene M. Hoffman). (Contains 25 tables and 17 figures.) (SLD)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 88
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov.
VL  - 3
IS  - 1
KW  - National Center for Education Statistics
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Paying for College
KW  - Enrollment
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Vocational Education
KW  - School Statistics
KW  - Student Costs
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62350609?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. The individual articles are a
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Advanced Telecommunications in U.S. Private Schools: 1998-99. Statistical Analysis Report.
AN  - 62348050; ED453829
AB  - In fall 1995, the National Center for Education Statistics (NCES) conducted a survey of advanced telecommunications in private schools to provide baseline data on computer and Internet availability, and allow for comparisons with public schools. To revisit the issue of computer and Internet availability in private schools and measure changes since 1995, NCES, through its Fast Response Survey System, administered a second nationally representative survey of advanced telecommunications in private schools during the 1998-99 school year. Specifically, the 1998-99 survey focused on: computer and Internet availability, including the extent to which those resources were available for instruction; selected issues in the use of computers and the Internet, including instructional use of those resources, provision of teacher training, technical support for advanced telecommunications use, and barriers to the acquisition and use of advanced telecommunications; and the E-rate program and other external support for advanced telecommunications in schools. Findings show an increase in computer and Internet availability in private schools since the survey was first conducted in 1995. However, compared to public schools, private schools reported more students per instructional computer with Internet access, they were less likely to be connected to the Internet, and they reported proportionately fewer instructional rooms with Internet access. Data on the use of advanced telecommunications indicate that 45 percent of all private school teachers regularly used computers and/or advanced telecommunications for teaching in 1998-99, and almost two-thirds of all private schools offered or participated in some type of advanced telecommunications training for teachers. Relatively few private schools reported support for advanced telecommunications from the E-rate program. (Includes an index of tables.) (AEF)
AU  - Parsad, Basmat
AU  - Skinner, Rebecca
AU  - Farris, Elizabeth
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 157
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubs2001/2001037.pdf.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Computers
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Access to Computers
KW  - Educational Equipment
KW  - Telecommunications
KW  - Tables (Data)
KW  - Private Schools
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62348050?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer: Shelley Burns. Currently only ava
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Fall 2001.
AN  - 62262182; ED460140
AB  - The publication gives a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data products, and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issue's featured topic is "NAEP 2000 Mathematics Assessment," and contains the first two articles: (1) "The Nation's Report Card: Mathematics 2000" (James S. Braswell, Anthony D. Lutkus, Wendy S. Grigg, Shari L. Santapau, Brenda Tay-Lim, and Matthew Johnson); and (2) "Invited Commentary: Policy Implications of Findings from 'The Nation's Report Card: Mathematics 2000;" (Debra Paulson and Manuel Hornedo). The second section, "Elementary and Secondary Education," includes: (3) "The Next Generation of Citizens: NAEP Civics Assessments: 1988 and 1998" (Andrew R. Weiss, Anthony D. Lutkus, Wendy S. Grigg, and Richard G. Niemi); (4) "Homeschooling in the United States: 1999" (Stacey Bielick, Kathryn Chandler, and Stephen P. Broughman); (5) "Teacher Preparation and Professional Development: 2000" (Basmat Parsad, Laurie Lewis, and Elizabeth Farris); (6) "Private School Universe Survey: 1999-2000" (Stephen P. Broughman and Lenore A. Colaciello); (7) "Overview of Public Elementary and Secondary Schools and Districts: School Year 1999-2000" (Lee M. Hoffman); and (8) "Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1998-99" (Frank Johnson). The third section, "Postsecondary Education," contains: (9) "High School Academic Curriculum and the Persistence Path through College: Persistence and Transfer Behavior of Undergraduates 3 Years after Entering 4-Year Institutions" (Laura Horn and Lawrence K. Kojaku); (10) "Bridging the Gap: Academic Preparation and Postsecondary Success of First-Generation Students" (Edward C. Warburton, Rosio Bugarin, and Anne-Marie Nunez); (11) "Middle Income Undergraduates: Where They Enroll and How They Pay for Their Education" (Jennifer B. Presley and Suzanne B. Clery); (12) "National Postsecondary Student Aid Study: Student Financial Aid Estimates for 1999-2000" (Andrew G. Malizio); (13) "Competing Choices: Men's and Women's Paths after Earning a Bachelor's Degree" (Michael S. Clune, Anne-Marie Nunez, and Susan P. Choy); and (14) "Postsecondary Institutions in the United States: 1993-94 and 1998-99" (Patricia Q. Brown). The next section, "Libraries," contains: (15) "Public Libraries in the United States: Fiscal Year 1998" (Adrienne Chute and P. Elaine Kroe); and (16) "Academic Libraries: 1998" (Margaret W. Cahalan and Natalie M. Justh). The next section, "Crosscutting Statistics," includes: (17) "Educational Achievement and Black-White Inequality" (Jonathan Jacobson, Cara Olsen, Jennifer King Rice, Stephen Sweetland, and John Ralph); and (18) "Features of Occupational Programs at the Secondary and Postsecondary Education Levels" (Richard P. Phelps, Basmat Parsad, Elizabeth Farris, and Lisa Hudson). The final section, "Methodology," contains: (19)"Community College Transfer Rates to 4-Year Institutions Using Alternative Definitions of Transfer" (Ellen M. Bradburn and David G. Hurst); and (20) "A Classification System for 2-Year Postsecondary Institutions" (Ronald A. Phipps, Jessica M. Shedd, and Jamie P. Merisotis). (Contains 37 figures and 35 tables.) (SLD)
AU  - Dillow, Sally
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 132
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov.
VL  - 3
IS  - 3
KW  - National Assessment of Educational Progress
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Paying for College
KW  - Mathematics Achievement
KW  - Enrollment
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Student Costs
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62262182?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. The individual articles are a
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Overseeing the Nation's Report Card: The Creation and Evolution of the National Assessment Governing Board (NAGB).
AN  - 62261800; ED457245
AB  - This paper describes the creation of the National Assessment Governing Board (NAGB) in 1998 and examines the background characteristics of the Board members and their attendance at NAGB meetings. The staffing and financing of the NAGB and the relationship between the agency and the National Center for Education Statistics is also considered. The paper also explores two of the major issues addressed by the NAGB: the reporting of state-level National Assessment of Educational Progress (NAEP) data and the setting of student performance standards. The paper concludes with some observations about NAGB development and its functioning during the past 10 years and some recommendations for improvements. The NAGB and the NAEP have played an important role in telling how well U.S. children are doing in school and defining what expectations for them should be. The next step is to provide the effective education that students need to reach the goals set out for them. Perfecting the operation of the NAGB and the NAEP without addressing the need for better research and development in the areas of school improvement models and classroom practices makes little sense. (Contains 335 endnotes.) (SLD)
AU  - Vinovskis, Maris A.
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 92
KW  - National Assessment Governing Board
KW  - National Assessment of Educational Progress
KW  - Standard Setting
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Test Use
KW  - Test Construction
KW  - Research Design
KW  - National Competency Tests
KW  - Educational History
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62261800?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Integrated Studies of Educational Technology (ISET).
AN  - 62258805; ED457851
AB  - The Integrated Studies of Educational Technology (ISET) covers the perspectives of state, districts, schools, and teachers on educational technology in the nation's schools. ISET includes surveys of all state technology coordinators; a stratified, national probability sample of public school districts; a probability sample of schools nested within the selected district sample; and a probability sample of teachers nested within the school sample. This sampling design allows for the analysis of interrelationships of policies and programs at all levels of the educational system. This document presents the survey forms, followed by a section on "Budget & Legislation Headlines." The first survey is the WWW Survey of State Technology Coordinators. Sections in this survey include: (1) Statewide Infrastructure and Support; (2) Standards, Assessments and Integration of Technology; (3) Technology Resources; (4) Evaluation of Educational Technology Initiatives; and (5) comments on the survey. The next survey is the WWW Survey of District Technology Coordinators. Sections include: (1) The Role of Technology in the District: Technology Planning; (2) The Role of Technology in the District: TLCF Funding; (3) Technology Resources: Use of Funds for Educational Technology; (4) Technology and Instruction: Professional Development and Technical Support; (5) Technology and Instruction: Equipment Availability and Use; (6) Technology and Instruction: Use of Software and Online Resources in the Curriculum; (7) Technology and Instruction: Connectivity to Networks and the Internet; (8) Evaluation of Technology Initiatives; and (9) Respondent Background and Final Thoughts. Next is the Survey of Directors of Technology Fiscal Survey, Information on Expenditures, and Sources of Funds for Educational Technology. The WWW E-Rate Survey is next, followed by the WWW School Survey. Sections in the School Survey include: (1) School Background Information; (2) Educational Technology Planning; (3) Resources for Educational Technology; (4) Equipment Availability and Use; (5) Connectivity to Networks and the Internet; (6) Technical Support for Educational Technology; (7) Technology and the Learning Environment; (8) Teachers and Professional Development; and (9) Respondent Background and Final Thoughts. The Teacher Survey is the final survey included. (AEF)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 142
KW  - Technology Coordinators
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Educational Policy
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Teachers
KW  - School Surveys
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62258805?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Summer 2001.
AN  - 62255326; ED457204
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. Each issue also contains a message from the NCES on a timely subject in education statistics and a featured topic with invited commentary. The articles of this issue are: (1) "The Condition of Education: 2001" (Featured Topic: The Condition of Education) (National Center for Education Statistics); (2) "Invited Commentary: Uses and Limitations of Indicator Data" (Andrew C. Porter); (3) "Invited Commentary: Research-Based Programs To Close Postsecondary Education Gaps" (Vinetta C. Jones); (4) "The Nation's Report Card: Fourth-Grade Reading 2000" (Patricia L. Donahue, Robert J. Finnegan, Anthony D. Lutkus, Nancy L. Allen, and Jay R. Campbell); (5) "Civics: What Do Fourth-Graders Know, and What Can They Do?" (Carol Johnson and Alan Vanneman); (6) "Civics: What Do Eighth-Graders Know, and What Can They Do?" (Carol Johnson and Alan Vanneman); (7) "Civics: What Do 12th-Graders Know, and What Can They Do?" (Carol Johnson and Alan Vanneman); (8) "Fathers' and Mothers' Involvement in Their Children's Schools by Family Type and Resident Status" (Christine Winquist Nord and Jerry West); (9) "Public School Student, Staff, and Graduate Counts by State: School Year 1999-2000" (Ghedam Bairu); (10) "Internet Access in U.S. Public Schools and Classrooms: 1994-2000" (Anne Cattagni and Elizabeth Farris); (11) "Staff Data Handbook for Elementary, Secondary, and Early Childhood Education: 2001 Edition" (Oona Cheung and Beth Aronstamm Young); (12) "Credits and Attainment: Returns to Postsecondary Education Ten Years after High School" (Brian Zucker and Royal Dawson); (13) "Attrition of New Teachers among Recent College Graduates: Comparing Occupational Stability among 1992-93 Graduates Who Taught and Those Who Worked in Other Occupations" (Robin R. Henke and Lisa Zahn); (14) "Background Characteristics, Work Activities, and Compensation of Faculty and Instructional Staff in Postsecondary Institutions: Fall 1998" (Linda J. Zimbler); (15) "The Status of Academic Libraries in the United States: Results from the 1996 Academic Library Survey with Historical Comparisons" (Maggie Cahalan, Wendy Mansfield, and Natalie Justh); (16) "What Democracy Means to Ninth-Graders: U.S. Results from the International IEA Civic Education Study" (Stephane Baldi, Marianne Perie, Dan Skidmore, Elizabeth Greenberg, and Carole Hahn); (17) "Monetary Incentives for Low-Stakes Tests" (Harold F. O'Neil, Jr., Jamal Abedi, Charlotte Lee, Judy Miyoshi, and Ann Mastergeorge); (18) "1999 Customer Satisfaction Survey Report: How Do We Measure Up?" (Sameena Salvucci, Albert C. E. Parker, R. William Cash, and Lori Thurgood); (19) "The Nation's Report Card: Fourth-Grade Reading Highlights 2000" (Shari L. Santapau); (20) "Highlights of U.S. Results from the International IEA Civic Education Study (CivEd)" (Stephane Baldi, Marianne Perie, Dan Skidmore, Elizabeth Greenberg, and Carole Hahn); (21) "Public School Finance Programs of the United States and Canada: 1998-99" (Catherine C. Sielke, John Dayton, C. Thomas Holmes, and Anne L. Jefferson, Compilers); and (22) "The Condition of Education: 2000 in Brief" (Jeanne H. Nathanson). (Contains 31 figures and 11 tables.) (SLD)
AU  - Dillow, Sally
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 112
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov.
VL  - 3
IS  - 2
KW  - Condition of Education (NCES)
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - School Statistics
KW  - Enrollment Projections
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62255326?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Nation's Report Card: Science Highlights, 2000.
AN  - 62252398; ED458285
AB  - Results for the 2000 National Assessment of Educational Progress (NAEP) science assessment are reported. Since 1969, the NAEP has been the sole ongoing national indicator of what U.S. students know and can do in major academic subjects. The science assessment was first administered to nationally representative samples of 4th, 8th, and 12th graders in 1996. In 2000, the average scores of fourth and eighth graders were essentially unchanged from 1996. The only significant change occurred in grade 12, where there was a three point decline in students' average score. Few changes were seen in the percentages of students at the three achievement levels (Basic, Proficient, and Advanced). The 2000 science assessment also collected data for fourth and eighth graders who attended public schools in states and jurisdictions that agreed to participate. The NAEP also studies the performance of various subgroups of students. For most racial and ethnic groups, average scores in 2000 were not significantly different from those in 1996, although scores for American Indians at grade 8 and White students at grade 12 declined. A higher percentage of White and Asian/Pacific Islanders were at or above Basic and Proficient levels than were students from other racial/ethnic groups. Few changes were evident in the percentage of males and females at or above the Proficient level, but there were higher levels of males at or above "Proficient" at all three grades, and higher percentages of males at or above "Basic" at grades 4 and 8. The NAEP also reports some information about the school context of participating students. This document also contains some sample questions from the science assessments. (SLD)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 18
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Sex Differences
KW  - Elementary Secondary Education
KW  - Science Achievement
KW  - Racial Differences
KW  - Science Tests
KW  - Achievement Tests
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62252398?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Colored frames and figures may not reproduce well.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Technology Planning Handbook for Mississippi Schools.
AN  - 62183485; ED469126
AB  - The infusion of education technology into Mississippi schools is integral to promoting higher order learning processes by students. The State of Mississippi iscommitted to ensuring that all learners have equitable opportunities to employ a variety of technological tools to enhance the learning process. To provide support for the planning process, the Office of Educational Technology, Training and Support (OETTS) developed this handbook for school districts to use when creating their new technology plans. Included are a map of the five Congressional Districts with names and email links to those individual designated to receive electronically submitted copies of technology plans for each District; a technology plan checklist; sample budget forms, Statement of Assurances form and E-rate Certification Form; links to planning resources and technology planning Internet sites; a technology plan flowchart; technology plan guidelines; and technology plan outline. Appendixes include: the Technology Budget Form; Technology Plan Checklist; Michigan Technology Staffing Guidelines; Sample NetDay Wiring Plan; and Additional Links to Technology Planning. (AEF)
Y1  - 2001
PY  - 2001
DA  - 2001
SP  - 48
KW  - Mississippi State Department of Education
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Technology Planning
KW  - Educational Development
KW  - Technology Integration
KW  - Policy Formation
KW  - Educational Policy
KW  - Educational Planning
KW  - Elementary Secondary Education
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62183485?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Monitoring School Quality: An Indicators Report. Statistical Analysis Report.
AN  - 62347531; ED450473
AB  - This report explores why some schools may be better than others at helping students learn. It responds to the congressionally mandated Special Study Panel on Education Indicators, which asked the National Center for Education Statistics to examine indicators of the health of the nation's educational system. The report reviews the literature on school quality and is intended to help policy makers and researchers understand those characteristics that are most likely related to student learning. It identifies the availability and reliability of national indicators and assesses the current status of schools by examining and critiquing these national indicator data. The report claims that school quality, as it affects student learning, is demonstrated by the training and talent of the teaching force, what goes on in the classrooms, and the overall culture and atmosphere of the school. Within these three areas, the document identifies 13 indicators of school quality that recent research suggests are related to student learning. Findings indicate that students learn more from teachers with high academic skills and who teach subjects related to their undergraduate or graduate studies than they do from teachers with low academic skills and who teach subjects unrelated to their training. (Contains 146 references.) (RJM)
AU  - Mayer, Daniel P.
AU  - Mullens, John E.
AU  - Moore, Mary T.
Y1  - 2000/12//
PY  - 2000
DA  - December 2000
SP  - 77
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-free). Full text: http://nces.ed.gov/pubs2001/2001030.pdf.
VL  - NCES-2001-030
KW  - ERIC, Resources in Education (RIE)
KW  - Classroom Environment
KW  - Policy Formation
KW  - School Effectiveness
KW  - Elementary Secondary Education
KW  - Teachers
KW  - School Culture
KW  - Educational Improvement
KW  - Teacher Effectiveness
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62347531?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - e-Learning: Putting a World-Class Education at the Fingertips of All Children. The National Educational Technology Plan.
AN  - 62343558; ED444604
AB  - This document presents an updated national educational technology plan. Chapter 1 summarizes the goals set forth in the 1996 national educational technology plan and describes the Virtual High School Project. Chapter 2 addresses support for teacher use of technology, teacher and student access to technology, use of digital content and networked applications for teaching and learning, and technology's impact on teaching and learning. Chapter 3 discusses helping students to comprehend difficult-to-understand concepts, helping students to engage in learning, providing students with access to information and resources, better meeting students' individual needs, and looking forward. Chapter 4 covers the five national education technology goals: (1) all students and teachers will have access to information technology in their classrooms, schools, communities, and homes; (2) all teachers will use technology effectively to help students achieve high academic standards; (3) all students will have technology and information literacy skills; (4) research and evaluation will improve the next generation of technology applications for teaching and learning; and (5) digital content and networked applications will transform teaching and learning. Appendices include a description of the process of developing the plan, a list of contributors, and endnotes. An educational technology timeline of highlights during the Clinton Administration, 1993-2000, is also included. (Contains 66 references.) (MES)
Y1  - 2000/12//
PY  - 2000
DA  - December 2000
SP  - 72
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Access to Technology
KW  - National Planning
KW  - Technology Utilization
KW  - ERIC, Resources in Education (RIE)
KW  - Technology Planning
KW  - Information Technology
KW  - Access to Information
KW  - Educational Objectives
KW  - Information Literacy
KW  - Elementary Secondary Education
KW  - Information Skills
KW  - Educational Technology
KW  - Computer Uses in Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62343558?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Power of the Internet for Learning: Moving from Promise to Practice.
AN  - 62336682; ED444603
AB  - Legislators and community leaders have the responsibility to develop policies and make informed decisions to ensure that new technologies will enhance, and not frustrate, learning. That is why Congress established the Web-based Education Commission that for the past year has been chairing an effort exploring ways in which the Internet is changing the delivery of education. This report reflects the cumulative work of the Commission and a consensus of its findings. The Commission was able to identify the key barriers that are preventing the Internet from realizing its full potential for enhancing learning. Based on findings, the Commission issues a call to action in this report to: make powerful new Internet resources, especially broadband access, widely and equitably available and affordable for all learners; provide continuous and relevant training and support for educators and administrators; build a new research framework of how people learn in the Internet age; develop high quality online educational content that meets the highest standards of educational excellence; revise outdated regulations that impede innovation and replace them with approaches that embrace anytime, anywhere, any pace learning; protect online learners and ensure their privacy; and sustain funding via traditional and new sources that is adequate to the challenge at hand. The report is divided into three main sections: "The Power of the Internet for Learning,""Seizing the Opportunity," and "Moving from Promise to Practice: A Call to Action." The second section is further divided according to the following: "Access to Broadband Technologies: Bridges Across the Digital Divide"; "Professional Development: How Technology Can Enhance Teaching"; "Correcting a Paucity of Research and Development"; "Compelling Online Content"; "Removing Regulatory Restrictions to E-Learning"; and "Privacy, Protection, and 'Safe Streets.'"; and "Funding for e-Learning: A Continuing Challenge". Sections one and two include both illustrative stories that demonstrate how the Internet is being used in education. Appendices include: Commission Legislative Authority; Commission Meetings; Commission Hearings and Witnesses; e-Testimony Submissions to the Commission; Commission, Speeches and Presentations; Stakeholder Meetings with Commissioners and Staff; Individuals and Groups Providing Services to the Commission; and Commission Staff. (AEF)
Y1  - 2000/12//
PY  - 2000
DA  - December 2000
SP  - 171
KW  - Technology Implementation
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Development
KW  - Technology Integration
KW  - Educational Practices
KW  - Educational Policy
KW  - Educational Planning
KW  - Educational Resources
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - World Wide Web
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62336682?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "Report of the Web-Based Education Commission to t
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2010.
AN  - 62354567; ED447146
AB  - This report provides statistics on elementary and secondary schools and institutions of higher education at the national level. Included are projections for enrollment, graduates, classroom teachers, and expenditures to the year 2010. The report also contains projections of public elementary and secondary enrollment and high school graduates to the year 2010 at the state level, although these projections are not intended to supplant detailed projections prepared in individual states. The projections in this report reflect revisions influenced by the 1990 census with the incorporation of 1999 estimates and the latest assumptions about fertility rate, net immigration, and mortality rate. The report contains a section on methodology that describes the models and assumptions used to develop the national projections. Projections are based on a cohort survival model, an age-specific enrollment rate model, smoothing models, and econometric models. Most projections include three alternatives based on different assumptions about growth paths. The first alternative set of projections, the middle alternative, is deemed to represent the most likely projection. In the forecast summary, national and state-level highlights and key demographic and economic assumptions underlying the projects are presented in chart 1. Total public and private elementary and secondary school enrollment is projected to increase 1% over the projection period. Enrollment in higher education is projected to increase 20% over the projection period. Four appendixes contain technical information, supplementary tables, remarks on data sources, and a glossary. (Contains 1 chart, 61 figures, 51 tables, and 29 supplementary tables.) (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 192
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - School Statistics
KW  - Census Figures
KW  - Enrollment Projections
KW  - Public Schools
KW  - College Graduates
KW  - Tables (Data)
KW  - Private Schools
KW  - Futures (of Society)
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For projections to 2009, see ED 434 165 respective
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Scoring of Eighth-Grade Informative Writing.
AN  - 62353818; ED449510
AB  - The National Assessment of Educational Progress (NAEP) 1998 Writing Assessment measured student writing performance at the 4th, 8th, and 12th grades. Scoring guides for three different writing purposes for each grade allowed scorers to objectively evaluate students' work. This issue of NAEPfacts includes an 8th-grade informative writing scoring guide, along with samples of student work at each of six levels of performance. (Author/RS)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 7
PB  - ED Pubs, P.O. Box 1398, Jessup MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard/writing.
VL  - 5
IS  - 2
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Holistic Evaluation
KW  - Writing (Composition)
KW  - Student Writing Models
KW  - Grade 8
KW  - Writing Achievement
KW  - Junior High Schools
KW  - Standardized Tests
KW  - Scoring
KW  - National Competency Tests
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Previous issues also titled "NAEP Facts." For the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Scoring of Fourth-Grade Narrative Writing.
AN  - 62352149; ED449509
AB  - The National Assessment of Educational Progress (NAEP) 1998 Writing Assessment measured student writing performance at the 4th, 8th, and 12th grades. Scoring guides for each grade allowed scorers to objectively evaluate students' work. This issue of NAEPfacts includes a 4th-grade narrative scoring guide, along with samples of student work at each of six levels of performance on the scoring guide. (Author/RS)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 7
PB  - ED Pubs, P.O. Box 1398, Jessup MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard/writing.
VL  - 5
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Holistic Evaluation
KW  - Writing (Composition)
KW  - Student Writing Models
KW  - Writing Achievement
KW  - Grade 4
KW  - Standardized Tests
KW  - Scoring
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62352149?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Previous issues also titled "NAEP Facts." For the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Household Education Survey of 1999: Data File User's Manual, Volume I.
AN  - 62350639; ED453295
AB  - The National Household Education Survey (NHES) is a telephone interview survey that has been conducted in the spring of 1991, 1993, 1995, 1996, and 1999. The 1999 NHES was a compilation of survey items from previous years that included three interviews, resulting in three data files. The first is the Parent Interview, in which data were collected on a variety of topics involving parent participation in education, learning, and plans for children's postsecondary education. The second is the Youth Interview, in which children in grades 6 through 12 whose parents had completed an interview were asked about school and family environments, civic involvement and community service, and plans for postsecondary education. The final file is the Adult Education Interview, in which data were collected on participation in six types of adult educational activities. This manual provides documentation and guidance for users of the three public release files of the NHES:99: the Parent Interview File, the Youth Interview File, and the Adult Education file. Volume I contains information about the purpose of the study, the data collection instruments, the sample design, data collection, and data processing procedures, and a brief guide to the data files. A reference guide to NHES:99 variables in previous NCES data files is also provided. The chapters of this volume are: (1) "Introduction"; (2) "Description of Data Collection Instruments"; (3) "Sample Design and Implementation"; (4) "Data Collection Methods and Response Rates"; and (5) "Data Preparation." Appendixes contain the screeners for the interviews and a summary of weighting and sample variance estimation variables. (Contains 17 tables, 1 figure, and 26 references.) (SLD)
AU  - Nolin, Mary Jo
AU  - Montaquila, Jill
AU  - Lennon, Jean
AU  - Kleiner, Brian
AU  - Kim, Kwang
AU  - Chapman, Christopher
AU  - Chandler, Kathryn
AU  - Creighton, Sean
AU  - Bielick, Stacey
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 177
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Data Files
KW  - National Household Education Survey
KW  - Random Digit Dialing
KW  - User Guides
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Research Methodology
KW  - Response Rates (Questionnaires)
KW  - Elementary Secondary Education
KW  - Citizen Participation
KW  - Telephone Surveys
KW  - Academic Aspiration
KW  - Parent Participation
KW  - Data Collection
KW  - Sampling
KW  - Sample Size
KW  - Parents
KW  - Data Analysis
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62350639?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For Volumes II and III, see TM 032 869 and 870.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Progress Report on Educational Technology: State-by-State Profiles.
AN  - 62349251; ED449794
AB  - On February 15, 1996, the Clinton-Gore Administration announced the Technology Literacy Challenge, envisioning a 21st century where all students benefit from the use of educational technology. At the heart of this challenge are four goals that help to define the task at hand: All teachers in the nation will have the training and support they need to help students learn using computers and the information superhighway; All teachers and students will have modern multimedia computers in their classrooms; Every classroom will be connected to the information superhighway; and Effective software and on-line learning resources will be an integral part of every school's curriculum. All states have created plans to integrate the use of technology to help students learn challenging content and to ensure that all children are literate by the dawn of the 21st century. This document presents reports for each state and protectorate of the United States that show that state's progress toward the four goals. Each report also tracks educational technology funding for years 1995 through 2000, and includes annual totals, for each of these programs: Technology Innovation Challenge Grants; Technology Literacy Challenge Fund; Preparing Tomorrow's Teachers To Use Technology; Community Technology Centers; Learning Anytime Anywhere Partnerships; Assistive Technology; Migrant Education; and E-Rate. (AEF)
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 61
KW  - Connectivity
KW  - Technology Implementation
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Federal Aid
KW  - Technology Integration
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Educational Resources
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Computer Literacy
KW  - Internet
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62349251?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Information about other educational technology ini
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Performance Standards on the National Assessment of Educational Progress: Affirmation and Improvements. A Study Initiated To Examine a Decade of Achievement Level Setting on NAEP.
AN  - 62349189; ED450144
AB  - The articles in this report were prepared to help the National Assessment Governing Board (NAGB) examine and clarify its public policy positions and its operational procedures in the area of standard setting for the future of the National Assessment of Educational Progress (NAEP). They examine evaluations of the NAGB achievement levels setting process and the ways the NAEP has been perceived by its audiences. Commercial and state standard setting processes are discussed, and some alternative models for developing achievement levels are reviewed. The articles are: (1) "Executive Summary" (Sheila Byrd); (2) "Reporting NAEP by Achievement Levels: An Analysis of Policy and External Reviews" (William Brown); (3) "A Survey and Evaluation of Recently Developed Procedures for Setting Standards on Educational Tests" (Mark D. Reckase); (4) "A Description of the Standard-Setting Procedures Used by Three Standardized Achievement Test Publishers" (Robert A. Forsyth); (5) "States with NAEP-Like Performance Standards" (Jeffrey M. Nelhaus); (6) "Newspaper Coverage of NAEP Results, 1990 to 1998" (Ronald K. Hambleton, Kevin Meara); (7) "Looking at Achievement Levels" (W. James Popham); (8) "What NAEP's Publics Have To Say" (Claudia Simmons and Munira Mwalimu); (9) "Conclusions and Recommendations" (Sheila Byrd); and (10) "Acknowledgments and Appendixes." Each article contains references. (Contains 30 tables.) (SLD)
AU  - Bourque, Mary Lyn
AU  - Byrd, Sheila
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 246
PB  - National Assessment Governing Board, 800 North Capitol Street, NW, Suite 825, Washington, DC 20002-4233. For full text: http://www.nagb.org.
KW  - National Assessment of Educational Progress
KW  - Standard Setting
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standards
KW  - Standardized Tests
KW  - Test Construction
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Achievement Tests
KW  - Test Interpretation
KW  - Measurement Techniques
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62349189?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - How Does NAEP Ensure Consistency in Scoring?
AN  - 62348873; ED450160
AB  - The National Center for Education Statistics (NCES) has been conducting the National Assessment of Educational Progress (NAEP) since 1969. In addition to conducting regular assessments in reading, mathematics, science, and writing, the NAEP conducts assessments in other subjects, such as geography, U.S. history, civics, and the arts. Each national assessment generates thousands of student responses that must be scored individually. The NCES and its contractors have developed a large number of special techniques to ensure that the constructed response questions of the NAEP assessments can be scored consistently. Scorers are selected carefully and then trained to score short and extended constructed response questions consistently. They are given opportunities to practice until they are thoroughly familiar with the scoring guides. For scoring purposes, student answers are converted into computer images so that all answers for a given question are grouped and scored at the same time. Scorers are monitored by supervisors and a minimum standard agreement rate is set for each question. Decisions by scorers working on current assessments are compared with decisions by past scorers when appropriate. Regular second scoring of answers to every question ensures that consistency is maintained throughout the scoring process. A similar procedure is used for the NAEP long-term trend assessments, which are used to track student performance over time. (SLD)
AU  - White, Sheida
AU  - Smith, Connie
AU  - Vanneman, Alan
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - 4
IS  - 2
KW  - National Assessment of Educational Progress
KW  - Rater Reliability
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Reliability
KW  - Scores
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Scoring
KW  - National Surveys
KW  - Research Design
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62348873?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Scoring of Twelfth-Grade Persuasive Writing.
AN  - 62348852; ED449511
AB  - The National Assessment of Educational Progress (NAEP) 1998 Writing Assessment measured student writing performance at the 4th, 8th, and 12th grades. Scoring guides for three different writing purposes at each grade allowed scorers to objectively evaluate students' work. This issue of NAEPfacts includes a 12th-grade persuasive writing scoring guide, along with samples of student work at each of six levels of performance. (Author/RS)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 7
PB  - ED Pubs, P.O. Box 1398, Jessup MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/nationsreportcard/writing/.
VL  - 5
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Holistic Evaluation
KW  - Writing (Composition)
KW  - Student Writing Models
KW  - Grade 12
KW  - Writing Achievement
KW  - High Schools
KW  - Persuasive Discourse
KW  - Standardized Tests
KW  - Scoring
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62348852?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Previous issues also titled "NAEP Facts." For the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Dropout Rates in the United States, 1999. Statistical Analysis Report.
AN  - 62345070; ED452308
AB  - This report offers data on 1999 high school dropout rates and includes time series data on high school dropout and completion rates for 1972-99. Besides extending time series data from earlier years, it examines characteristics of 1999 high school dropouts and high school completers. It begins by investigating event and status dropout rates: types of dropout rates; event dropout rates (income, race/ethnicity, age and sex, and region and state); and status dropout rates (race/ethnicity, Hispanic dropout rates by immigration status, age and sex, and region). Next, it presents high school completion rates (race/ethnicity, age and sex, and region and state) and method of high school completion. Overall, 5 of every 100 students enrolled in high school in October 1998 had dropped out by October 1999. Hispanic students were more likely than white students to drop out. In 1999, about 85.9 percent of all 18- to 24-year-olds not enrolled in high school had completed high school, a slight increase from the early 1970s. Overall, 11.2 percent of the 16- to 24-year-olds in the United States were dropouts. Despite the increased importance of a high school education, the completion rate has shown limited gains over the last 25 years and has been stable throughout the 1990s. During the last 10 years, the percentage of young adults completing high school through an alternative method has increased significantly. Three appendixes present standard error and time series tables, supplemental tables, and technical notes. (SM)
AU  - Kaufman, Phillip
AU  - Kwon, Jin Y.
AU  - Klein, Steve
AU  - Chapman, Christopher D.
Y1  - 2000/11//
PY  - 2000
DA  - November 2000
SP  - 91
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160505887
KW  - ERIC, Resources in Education (RIE)
KW  - Socioeconomic Status
KW  - Dropout Rate
KW  - Racial Differences
KW  - Dropouts
KW  - Graduation
KW  - Dropout Research
KW  - Minority Groups
KW  - High Schools
KW  - Sex Differences
KW  - Hispanic American Students
KW  - Tables (Data)
KW  - High School Students
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62345070?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1998-1999. Statistical Analysis Report.
AN  - 62350218; ED446155
AB  - The information in this publication was reported by state education agencies to the National Center for Education Statistic for the Common Core of Data. It relates to student membership in public schools and school districts in the United States and outlying areas during the 1998-1999 school year , and to revenues and expenditures for fiscal year (FY) 1997. The 100 largest public school districts, representing less than 1% of all school districts in the United States were responsible for the education of 22.9% of all public school students. These districts employed 20.6% of U.S. public school teachers and accounted for 16.6% of all public schools and 18.9% of public high school graduates. The 100 largest school districts had larger school sizes than the average school district and higher mean pupil/teacher ratios. Three states, Florida, Texas, and California, accounted for about 40% of the 100 largest school districts. The proportion of minority students in these districts was 66.9%, compared to 38.8% in all school districts, and 52% of students in these districts were eligible for free and reduced price lunch, compared with 38% of students in all school districts. In FY 1997, current expenditures per pupil in the 100 largest school districts ranged from a low of $2,902 in Puerto Rico to a high of $11,578 in the Newark School District, New Jersey. While the numbers of students, teachers, and schools has increased between 1988-1989 and 1998-1999, the proportion of the national total that the 100 largest school districts comprised was essentially unchanged. Four appendixes contain more detailed data tables. (Contains 22 tables and 1 figure.) (SLD)
AU  - Young, Beth Aronstamm
Y1  - 2000/10//
PY  - 2000
DA  - October 2000
SP  - 70
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Minority Groups
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School Size
KW  - Tables (Data)
KW  - School Statistics
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62350218?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Changes in High School Vocational Coursetaking in a Larger Perspective. Stats in Brief.
AN  - 62338993; ED448340
AB  - The decline in vocational coursetaking from 1982-1998 is relatively small compared to increases in academic coursetaking. The potential trade-off between academic and vocational coursetaking seems to have been mitigated by students taking more courses overall and fewer courses in the general curriculum. Further, the decline in vocational concentration is due primarily to declines in the trade and industry and business program areas, areas that roughly correspond to occupations that have experienced below average growth rates since the early 1980s. Health care; technology and communications; food service and hospitality; and child care and education are four vocational programs areas in which a larger proportion of students concentrated in 1998 than they did in 1982. All four programs prepare students for occupations that have experienced above-average growth rates. These findings suggest that changes in vocational coursetaking may at least in part reflect responses to labor market trends. (YLB)
AU  - Hurst, David
AU  - Hudson, Lisa
Y1  - 2000/10//
PY  - 2000
DA  - October 2000
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2001026.
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Education
KW  - Hospitality Occupations
KW  - Employment Projections
KW  - Trade and Industrial Education
KW  - Food Service
KW  - Enrollment Influences
KW  - Child Care Occupations
KW  - Enrollment Rate
KW  - Allied Health Occupations Education
KW  - Technology Education
KW  - High Schools
KW  - Enrollment Trends
KW  - Enrollment
KW  - Course Selection (Students)
KW  - Labor Market
KW  - Vocational Education
KW  - Student Educational Objectives
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62338993?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Federal Forecasters Conference--2000. Papers and Proceedings (11th, Washington, DC, September 14, 2000).
AN  - 62356308; ED455316
AB  - The 11th Federal Forecasters Conference provided a forum where 180 forecasters from different federal agencies and other organizations could meet and discuss forecasting in the United States. The theme for this conference was "Forecasting, Policy, and the Internet." In the morning session, a panel presentation featured three speakers. Neilson C. Conklin presented "Delivering Numbers in the New Economy," and Signe I. Wetrogan discussed "Internet Use in Disseminating Population Estimates and Projections at the Census Bureau." The third panel presentation was "Information Technology Research for Federal Statistics" by Andrew A. White. Papers (in some cases, abstracts) given at the concurrent afternoon sessions were: (1) "U.S. Population Projections to the Year 2100" (Frederick W. Hollmann); (2) "Accuracy of the U.S. Census Bureau National Population Projections and Their Respective Components of Change" (Tammany J. Mulder); (3) "Evaluation and Optimization of Population Projections Using Loss Functions" (Charles D. Coleman); (4) "Projections of the Number of Households and Families in the United States: 1999 to 2025" (Ching-li Wang); (5) "Will Strong U.S. Growth Continue? A Look at U.S. Growth in the 1990's and Its Implications for the U.S. Growth Outlook--Abstract" (Paul Sundell, Robert W. Arnold, and Ralph Monaco); (6) "The U.S. Economic Outlook for 2001: Slower Growth Finally Arrives" (Paul Sundell); (7) "The Outlook for Productivity Growth: Are We in a New Economy?" (Robert W. Arnold); (8) "Forecasting Prescription Drug Utilization, Including the Impact of Medicare Expansion-Abstract" (Walter Bottiny and James M. Cultice); (9) "The Dental Requirements Model (DRM): Forecasting the Dentist Requirements for Low-Income Children" (Judith A. Cooksey and Gayle R. Byck); (10) "Forecasting the Physician Workforce" (Richard A. Cooper); (11) "Assessing the Impact of Government Legislation on BSE in the U.K." (Sandy D. Balkin); (12) "The Accuracy of Recent Short-Term Employment Forecasts Obtained by Employer Surveys: The State of Illinois Experience" (Roy L. Pearson, George W. Putnam, and Waleed K. Almousa); (13) "Data Obsolescence and Forecasting" (Othmar W. Winkler); (14) "The Impact of Changes in Both Final and Intermediate Demand on the Structure of Industry Employment, 1978 to 1995" (Art Andreassen); (15) "Business Inventory Practices: Model and Analysis" (Jay Berman); (16) "Modeling the Demand for Skills" (Charles Bowman); (17) "Do Region-Specific Exchange Rate Indices Improve Regional Forecasts? The Case of State-Level Manufacturing Employment" (Amanda Hollenbacher, Azure Reaser, and David B. Yerger); (18) "Are Rising Farm Prices Useful Inflation Indicators: the 1970s and 1980s and 1990s?" (David Torgerson); (19) "An Improved Phase Plane Model of the Business Cycle" (Foster Morrison and Nancy L. Morrison); (20) "Forecasting the Convergence of the Rural and Urban Wage and Salary Earnings Distributions" (John Angle); (21) "The Veteran Population Forecasting Model" (Allen Berkowitz and Stephen Meskin); (22) "Dynamic Programming of Forecasting Apparatus" (Elliot Levy); (23) "Seasonal Adjustment Using the X12 Procedure" (Tammy Jackson and Michael Leonard); (24) "Experiences with Placing ERS Food CPI and Expenditure Forecasts on the Web--Abstract" (Annette Clauson); (25) "The DataWeb and DataFerrett: Accessing Data via the Internet--Abstract" (Bill Hazard); (26) "Modeling Soybean Prices in a Changing Policy Environment" (Barry K. Goodwin, Randy Schnepf, and Erik Dohlman); (27) "An Assessment of a 'Futures Method' Model for Forecasting Season Average Farm Price for Soybeans" (Erik Dohlman, Linwood Hoffman, Randall Schnepf, and Mark Ash); and (28) "Cointegration Tests and Price Linkages in World Cotton Markets--Abstract" (Stephen MacDonald). Each paper contains references. (Contains 43 tables and 59 figures.) (SLD)
AU  - Gerald, Debra
Y1  - 2000/09/14/
PY  - 2000
DA  - 2000 Sep 14
SP  - 262
PB  - EdPubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - Expenditures
KW  - Evaluation Methods
KW  - Public Agencies
KW  - Federal Government
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62356308?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "Sponsored by Bureau of Economic Analysis, Bureau
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teacher Supply in the United States: Sources of Newly Hired Teachers in Public and Private Schools, 1987-88 to 1993-94. Statistical Analysis Report.
AN  - 62354186; ED447176
AB  - This report presents estimates of four types of newly hired teachers: newly prepared teachers, delayed entrants, transfers, and reentrants. It describes their demographic characteristics, teaching qualifications, career paths, and former occupations from the 1987-1988, 1990-1991, and 1993-1994 Schools and Staffing Surveys. Between 1987-1988 and 1993-1994, a shift in sources of newly hired teachers occurred as public school districts and private schools hired relatively more first-time teachers and relatively fewer reentrants. In school year 1993-1994, the relative contributions of first-time teachers, transfers, and reentrants to the supply of newly hired teachers were similar, and the relative importance of these groups as sources were the same in both public and private sectors. Like the teacher workforce as a whole, newly hired teachers in 1993-1994 were predominantly female and predominantly white non-Hispanic, although less so than the teacher workforce as a whole. The percentage of newly hired minority teachers increased. Many new hires gained access to teaching jobs through substitute teaching. (Contains 9 tables, 4 figures, and 25 references.) (SLD)
AU  - Broughman, Stephen P.
AU  - Rollefson, Mary R.
Y1  - 2000/09//
PY  - 2000
DA  - September 2000
SP  - 52
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Recruitment
KW  - Elementary Secondary Education
KW  - Employment Patterns
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Beginning Teachers
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62354186?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - How Does NAEP Select Schools and Students?
AN  - 62353207; ED450159
AB  - Each year, the National Center for Education Statistics (NCES), asks thousands of schools and students to participate in the National Assessment of Educational Progress (NAEP). Their participation allows NCES to provide accurate information nationwide on how U.S. students perform in a variety of academic subjects. The NAEP uses a multistage sampling method to select the schools and students who will participate in a given NAEP assessment. For these assessments, NCES began by dividing the country into about 1,000 geographical sampling units and then arranging schools in categories similar to those used in selection of the sampling units. NCES deliberately oversamples private schools and schools with high majority populations. NAEP national and state assessments are done separately. Once a school has been selected for either a state or national assessment, students within the school are classified by grade and then selected at random. NAEP cannot accept either schools or students as voluntary participants in NAEP. The sampling techniques that NCES uses in NAEP allow NCES to produce detailed results on student performance while using only a small sample and a minimum of student time for administration of the assessment. (SLD)
AU  - Vanneman, Alan
AU  - White, Sheida
Y1  - 2000/09//
PY  - 2000
DA  - September 2000
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - 4
IS  - 1
KW  - National Assessment of Educational Progress
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Participation
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Sampling
KW  - National Surveys
KW  - Research Design
KW  - National Competency Tests
KW  - Selection
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62353207?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - College Quality and the Earnings of Recent College Graduates. Research and Development Report.
AN  - 62349554; ED445625
AB  - This report examines the association between institutional characteristics and the earnings of recent college graduates five years after graduation. Data from the 1980 High School and Beyond (HS&B) survey were combined with information about courses, grades, credits, and credentials contained in the Postsecondary Education Transcript Study, a comprehensive source of information about the postsecondary experiences of the 1980 HS&B sophomore cohort. Information about the colleges came from the Integrated Postsecondary Education Data System. The study also included information from the College Board's Annual Survey of Colleges. Data analysis indicated that the net contribution of college characteristics to variance in men's earnings was relatively small (somewhat less than the net effect of background characteristics on earnings). Higher education experiences accounted for substantially more variance in men's earnings than either college or background characteristics. Institutional characteristics explained more of the variance in women's earnings than they did in men's earnings. For both sexes, choice of major related to later earnings. Attending a selective versus nonselective institution also related to higher earnings. Appended are technical notes and methodology; standard error tables; and a glossary. (Contains 55 references.) (SM)
AU  - Fitzgerald, Robert A.
Y1  - 2000/09//
PY  - 2000
DA  - September 2000
SP  - 101
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 or ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
SN  - 0160504864
KW  - College Entrance Examination Board
KW  - Earning Potential
KW  - High School and Beyond (NCES)
KW  - Integrated Postsecondary Education Data System
KW  - Postsecondary Education Transcript Study
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Policymakers
KW  - Students
KW  - Family Characteristics
KW  - Institutional Characteristics
KW  - Graduate Study
KW  - Salaries
KW  - Majors (Students)
KW  - Higher Education
KW  - College Credits
KW  - Outcomes of Education
KW  - Degrees (Academic)
KW  - Enrollment Trends
KW  - Educational Experience
KW  - Selective Colleges
KW  - Grade Point Average
KW  - Course Selection (Students)
KW  - Wages
KW  - Labor Market
KW  - Tables (Data)
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62349554?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer was Shelley Burns.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Teachers' Tools for the 21st Century: A Report on Teachers' Use of Technology. Statistical Analysis Report.
AN  - 62343666; ED444599
AB  - The National Center for Education Statistics (NCES) administered a short survey of public school teachers in 1999 that included items on teachers' use of computers and the Internet. This report draws on that survey to describe teachers' use of education technology in their classrooms and schools, availability of this technology, their training and preparation for their use, and barriers to technology use they encounter. Additional data sources are used throughout the report to provide background information on these topics. Findings indicate that about half of the teachers with computers available in their schools used them for classroom instruction. Teachers' use of technology was related to their training and preparation and work environments. Teachers were more likely to use these technologies when the technologies were available to them, available in their classrooms as opposed to computer labs, and available in great numbers. Teachers who reported feeling better prepared were more likely to use these technologies than their less prepared colleagues. (Teachers who spent more time in professional development reported feeling better prepared than their colleagues.) Teachers who perceived that lacking computers and time for students to use computers as great barriers were less likely than their colleagues to assign students to use computers or the Internet for some instructional activities. Appendices include standard error tables for text tables and figures, survey methodology and data reliability, and the survey questionnaire. (AEF)
AU  - Smerdon, Becky
AU  - Cronen, Stephanie
AU  - Lanahan, Lawrence
AU  - Anderson, Jennifer
AU  - Iannotti, Nicholas
AU  - Angeles, January
Y1  - 2000/09//
PY  - 2000
DA  - September 2000
SP  - 190
VL  - NCES-2000-102
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Professional Development
KW  - Computer Uses in Education
KW  - Teacher Surveys
KW  - Technology Integration
KW  - Access to Computers
KW  - Computer Assisted Instruction
KW  - Educational Technology
KW  - Internet
KW  - Educational Media
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62343666?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1999 Trends in Academic Progress: Three Decades of Student Performance.
AN  - 62433254; ED441875
AB  - The National Assessment of Educational Progress (NAEP) has served as the only ongoing monitor of student achievement in the United States across time. This report summarizes major findings from 10 administrations of the long-term reading assessment since 1971, 9 administrations of the long-term trend mathematics assessment since 1973, and 10 administrations of the long-term trend science assessment since 1969 and 1970. Generally, the trends in mathematics and science are characterized by declines in the 1970s followed by increases during the 1980s and early 1990s and mostly stable performance since then. Some gains are evidenced in reading, but they are modest. Overall improvement across the assessment years is most evidenced in mathematics. National trends are reported in the three subject areas, by quartiles, and in the attainment of performance levels. Trends in academic achievement among student subgroups are reported for racial and ethnic groups and for males and females and by parents' educational level, and for public and nonpublic students. Trends are also reported for students' school and home experiences as they have reported them over the years. Appendixes contain an overview of the procedures used in the NAEP trend assessments and a review of NAEP data. (Contains 59 figures.) (SLD)
AU  - Campbell, Jay R.
AU  - Hombo, Catherine M.
AU  - Mazzeo, John
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 180
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160505585
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Reading Tests
KW  - Reading Achievement
KW  - Mathematics Achievement
KW  - Mathematics Tests
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Science Achievement
KW  - Science Tests
KW  - National Competency Tests
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62433254?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Steve Isham, Jo-Lin Liang,
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Developments in School Finance, 1998. Fiscal Proceedings from the Annual State Data Conference (July 1998).
AN  - 62354870; ED446348
AB  - This collection of seven papers examines current theoretical perspectives on public-school finance. The first paper, "Reflections on the Limitations of Our Ability to Measure Schools' Productivity and Some Perspectives from the Past," assesses the inherent difficulties in measuring school productivity, particularly if one is concerned with more than test scores. The next paper, "Education Financing and Outcomes in Philadelphia," eschews efforts to measure productivity in the economic tradition, preferring to compare a school district with similar peer school districts in order to benchmark spending and performance. The third paper, "School Choice in Milwaukee: Are Private Schools Creaming Off the Best Students," discusses potential threats to the measurement of public school productivity, such as removing the most talented students through implementation of school-voucher programs. The following paper, "School-Level Resource Allocation in the Chicago Public Schools," focuses on a natural experiment in which funding responsibility was shifted from the district level to the school level. Two papers, "The Productivity of School Finance Equalization: An Analysis Using Hierarchical Linear Modeling," and "Active Graphics Methods for the Analysis and Display of Education Data," assess fiscal equalization. The final paper, "Developing Student Resource Variables for the Early Childhood Longitudinal Survey," describes how the National Center for Education Statistics has adopted a student-level finance measure that has the ability to accurately assess questions of the relationship of resources to student outcomes. (RJM)
AU  - Fowler, William J.
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 130
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827. U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160504872
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Finance Reform
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Financial Policy
KW  - Needs Assessment
KW  - Educational Economics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62354870?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Digest of Education Statistics, 1999.
AN  - 62340049; ED445105
AB  - This seventh edition of the "Mini-Digest" provides a pocket-sized compilation of statistical information covering U.S. education from kindergarten through graduate school. This information is found in much greater detail in the "Digest of Education Statistics,""The Condition of Education," and "Youth Indicators." The statistical highlights provide a quantitative description of the education scene in the United States. Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers and teacher characteristics; (3) educational outcomes (course-taking patterns, graduates, dropouts, literacy rates, completions, reading and mathematics performance, and college degrees); and (4) educational finance. Statistics reveal that in 1999, education was the primary occupation of more than 76 million people in the United States. This total includes about 68.1 million students enrolled in U.S. schools and colleges. About 4 million people were employed as elementary, secondary, and college teachers, and other professional, administrative, and support staff of educational institutions numbered 4.2 million. (Contains 29 tables and 12 figures.) (SLD)
AU  - Miller, Alean
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 70
PB  - ED Pubs, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Racial Differences
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62340049?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's "Mini-Digest," see ED 434
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salaries of Teachers. Indicator of the Month.
AN  - 62339826; ED443198
AB  - This report lists percentage distribution and annual median salaries (in constant 1998 dollars) of full-time elementary and secondary school teachers, by age for 1971-98. As a wave of younger teachers hired in the mid-1970s has aged, a demographic shift in the age of teachers has occurred. The percentage of full-time teachers 45 years or older has increased from about 26 percent in 1975 to 43 percent in 1993. The annual median salaries of full-time teachers decreased between 1971 and 1981 by about $500-$700 annually in each age group. Between 1981 and 1989, the salaries of teachers rose. For the oldest group of teachers, salaries rose by about $1,100 per year, on average, while for the middle and youngest age groups, salaries increased by smaller amounts. Since 1989, the salaries of the oldest and youngest groups of teachers have remained about the same, while the salaries of the middle-age group (between ages 35 and 44) have declined by about $400 per year, on average. Finally, the difference between the annual median salaries of bachelor's degree recipients and all teachers declined from about $5,000 in 1981 to $2,300 in 1998. (DFR)
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000011.
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Employment
KW  - Public Schools
KW  - Teacher Recruitment
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - Government Publications
KW  - Teacher Salaries
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62339826?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 1997-98.
AN  - 62339234; ED444241
AB  - The National Center for Education Statistics (NCES) collects selected data from state education agencies about all public elementary and secondary schools and education agencies in the 50 states, the District of Columbia, and the 5 outlying areas: American Samoa, Guam, Commonwealth of the Northern Mariana Islands, Puerto Rico, and the Virgin Islands. Information is also provided by the U.S. Department of Defense (DOD) on its dependents schools overseas. Information on the universe of public schools and education agencies is collected annually through the NCES Common Core of Data (CCD) surveys: (1) Public Elementary/Secondary School Universe Survey; (2) Local Education Agency Universe Survey; (3) State Nonfiscal Survey of Public Elementary/Secondary Education; (4) National Public Education Financial Survey; and (5) School District Financial Survey. In the introduction, several tables summarize the contents of the file. They are followed by the listing of education agencies, organized by state and type of agency. The directory lists all reported public elementary/secondary education agencies in the 50 states, the District of Columbia, the 5 outlying areas, and DOD. Definitions of agency types are also given. Appendices list state education agencies' addresses and sample survey documents. (DFR)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 799
PB  - ED Pubs, PO Box 1398, Jessup, MD 20794-1398;
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Grade Span Configuration
KW  - Public Schools
KW  - Enrollment
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Special Classes
KW  - School Personnel
KW  - Government Publications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62339234?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - SASS & PSS Questionnaires, 1999-2000.
AN  - 62338539; ED445108
AB  - This publication contains the questionnaires used by the U.S. Bureau of the Census to conduct the 1999-2000 Schools and Staffing Survey (SASS) and the Private School Universe Survey (PSS) for the National Center for Education Statistics. SASS is a mail survey of schools, teachers, principals, and school district administrators. The PSS is a data collection program designed primarily to develop a complete list of private schools in the United States. The SASS has five main components: (1) School District Survey (formerly the Teacher Demand and Shortage Survey); (2) Principal Survey; (3) School Survey; (4) Teacher Survey; and (5) Library Survey. There are public, private, Bureau of Indian Affairs, and charter school versions of all components except the School District Survey. These surveys are included in this collection, as well as the Teacher Listing Form used to collect the names and teaching assignments of all teachers employed at SASS schools. The PSS survey is also included. In all, the collection contains 18 surveys. (SLD)
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 615
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2000-310
KW  - Private School Survey (NCES)
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - School Libraries
KW  - Questionnaires
KW  - Public Schools
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Mail Surveys
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62338539?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Highlights from the TIMSS Videotape Classroom Study.
AN  - 62336550; ED444870
AB  - This document reports on the Videotape Classroom Study of the Third International Mathematics and Science Study (TIMSS). This exploratory research project focused on eighth-grade mathematics instruction in Germany, Japan, and the United States, videotaping one complete lesson in each sampled classroom during the 1994-95 school year. The organization of lessons, teachers' goals, and mathematical content is compared between the participant countries. (YDS)
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 9
VL  - NCES-2000-094
KW  - Germany
KW  - Japan
KW  - Third International Mathematics and Science Study
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Foreign Countries
KW  - Cooperative Learning
KW  - Comparative Education
KW  - Junior High Schools
KW  - Videotape Recordings
KW  - Science Instruction
KW  - Mathematics Education
KW  - Problem Solving
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Entry and Persistence of Women and Minorities in College Science and Engineering Education. Research and Development Report. NCES 2000-601
AN  - 1826527886; ED566411
AB  - This study examines the gaps related to gender and race/ethnicity in entrance, persistence, and attainment of postsecondary science and engineering (S&E) education. After reviewing selected prior research and examining potentially relevant variables in two National Center for Education Statistics (NCES) surveys, several variables were selected to create a multivariate model for use in two empirical analyses. The overall goal of the study was to try to determine the relative importance of these variables in sustaining the gender and race/ethnicity gaps in S&E education. First, this report examines the link between high school experience and entrance into S&E postsecondary programs to explore the extent to which women and underrepresented minorities continue to have lower entry rates into S&E programs at the postsecondary level. This part of the study analyzes data from the National Education Longitudinal Study of 1988 (NELS:88). Now that the 1994 third follow-up survey data are available, researchers can follow a nationally representative population of 1988 eighth-graders through high school and into college or the workforce. The second analysis addresses issues relating to persistence and degree attainment by underrepresented minorities and women in postsecondary S&E study. It traced a cohort of postsecondary students who began their S&E education in their first postsecondary year (i.e., as freshmen) through a 5-year time frame (1989-90 to 1993-94) using data from the Beginning Postsecondary Student Longitudinal Study (BPS). The findings from the first analysis support an overall notion that much of the racial/ethnic and gender differences in the entry to S&E programs in postsecondary education can be explained by examining family environment, family support, student behavior, and school factors across race/ethnicity and gender. The second analysis yields important findings regarding underrepresented minority and female students' status in and out of the S&E pipeline. The following tables are appended: (1) Crosswalk of Field Variables and Science/Math Codes for NELS:88 and BPS with a Modified National Science Foundation Definition of Science and Engineering Fields; (2) Descriptive Statistics of Variables used in the NELS:88 and BPS Regression Analyses; (3) Demographic Characteristics for Subgroup with Missing Value on One or More Variables and Subgroup without any Missing Cases: the NELS:88 BY-F3 Panel Data; (4) NELS:88 Data Items and Factor Loadings for Creating the Value-Orientation Scale; and (5) Demographic Characteristics of the Three BPS Subsamples Used in the Analysis (numbers in parentheses are for missing cases on a given variable).
AU  - Huang, Gary
AU  - Taddese, Nebiyu
AU  - Walter, Elizabeth
Y1  - 2000/08//
PY  - 2000
DA  - August 2000
SP  - 122
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Beginning Postsecondary Students Longitudinal Study
KW  - ERIC, Resources in Education (RIE)
KW  - Higher Education
KW  - Postsecondary Education
KW  - Secondary Education
KW  - Minority Group Students
KW  - Parent Surveys
KW  - Educational Attainment
KW  - Outcomes of Education
KW  - College Science
KW  - Engineering Education
KW  - Followup Studies
KW  - Weighted Scores
KW  - Performance Factors
KW  - Academic Persistence
KW  - Data Analysis
KW  - Student Behavior
KW  - Predictor Variables
KW  - Institutional Characteristics
KW  - Administrator Surveys
KW  - Questionnaires
KW  - Family Environment
KW  - Gender Differences
KW  - Ethnicity
KW  - Womens Education
KW  - Error of Measurement
KW  - Student Participation
KW  - Racial Differences
KW  - Longitudinal Studies
KW  - Regression (Statistics)
KW  - Enrollment Rate
KW  - Family Involvement
KW  - Teacher Surveys
KW  - Cognitive Tests
KW  - Females
KW  - Disproportionate Representation
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LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - Lifelong Learning NCES Task Force: Final Report, Volume I. Working Paper Series.
AN  - 62348871; ED451378
AB  - In September 1998, the National Center for Education Statistics (NCES) established a 1-year task force to review the NCES's role concerning lifelong learning. The eight-member task force established a working definition of lifelong learning ("a process or system through which individuals are able and willing to learn at all stages of life, from preschool through old age") and conducted the following activities: (1) summarized and prioritized policy issues concerning lifelong learning; (2) synthesized exiting data to address monitoring and policy needs; (3) identified and prioritized gaps in existing data; and (4) developed recommendations on data collection strategies. The recommendations focused on the following lifelong learning issue areas: the adult population; learning attitudes and skills of adults; labor market demand for adult learning; participation levels and patterns; goals, incentives, and disincentives; investments in adult learning; adult learning providers; instructional delivery and new technologies; informal learning; services and accommodations for adults; outcomes and effectiveness; and the government's role in adult learning. The task force concluded that adult learning is an important area of education that should have a coherent data collection and reporting system within NCES and that NCES should take the following steps to develop such a system: (1) develop a compendium report summarizing existing information on lifelong learning; and (2) modify existing survey instruments that collect relevant information. (MN)
AU  - Binkley, Marilyn
AU  - Hudson, Lisa
AU  - Knepper, Paula
AU  - Kolstad, Andy
AU  - Stowe, Peter
AU  - Wirt, John
Y1  - 2000/07//
PY  - 2000
DA  - July 2000
SP  - 62
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov/pubs2000/20016a.pdf.
VL  - NCES-WP-2000-16a
KW  - National Center for Education Statistics
KW  - Task Force Approach
KW  - ERIC, Resources in Education (RIE)
KW  - Program Effectiveness
KW  - Postsecondary Education
KW  - Lifelong Learning
KW  - Research Methodology
KW  - Government School Relationship
KW  - Educational Finance
KW  - Delivery Systems
KW  - Academic Achievement
KW  - Educational Attainment
KW  - Educational Needs
KW  - Research Design
KW  - Employment Qualifications
KW  - Outcomes of Education
KW  - Job Skills
KW  - Enrollment Trends
KW  - Agency Role
KW  - Program Development
KW  - Cost Effectiveness
KW  - Definitions
KW  - Program Evaluation
KW  - Data Collection
KW  - Student Educational Objectives
KW  - Educational Technology
KW  - Information Needs
KW  - Education Work Relationship
KW  - Needs Assessment
KW  - Organizational Development
KW  - Labor Needs
KW  - Educational Benefits
KW  - Adult Learning
KW  - Policy Formation
KW  - Educational Policy
KW  - Labor Market
KW  - Informal Education
KW  - Change Strategies
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62348871?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For Volume II, see CE 081 527.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Lifelong Learning NCES Task Force: Final Report, Volume II. Working Paper Series.
AN  - 62348006; ED451379
AB  - This document contains the eight appendixes from the National Center for Education Statistics's (NCES's) final report on lifelong learning in the United States. Appendix A discusses the considerations that entered into the formulation of the definition of lifelong learning adopted for the NCES study. Appendix B, "Literature Review on Lifelong Learning" (Sean Creighton, Linda Shafer, Shannon M. Blaney), examines the literature on the context, process, and provision of lifelong learning and lists 47 references. Appendix C presents the following commissioned papers, all of which contain substantial bibliographies: "Social, Demographic, Economic, and Technological Trends Affecting Lifelong Learning" (David Billis); "The Higher Education Provider in the Information Age: Data Implications" (David R. Powers); "An Analysis of Four Workplace Trends and Their Implications for Data Collection" (Bonalyn J. Nelsen); and "Informal and Avocational Learning" (Barbara H. Butler). Appendix D contains a list of members of the technical review panel, a meeting summary, and a background report. Appendixes E-H contain the following items: a list prioritizing issues in 12 areas; overviews of the data collection procedures used in 18 national surveys pertinent to lifelong learning; an exploration of 12 conceptual and measurement issues; and summaries of the task force meetings on data availability. (MN)
Y1  - 2000/07//
PY  - 2000
DA  - July 2000
SP  - 369
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov/pubs2000/20016b.pdf.
KW  - Information Age
KW  - National Center for Education Statistics
KW  - Task Force Approach
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Corporate Education
KW  - Lifelong Learning
KW  - Research Methodology
KW  - Educational Finance
KW  - National Surveys
KW  - Literature Reviews
KW  - Research Design
KW  - Employment Qualifications
KW  - Skill Development
KW  - Economic Change
KW  - Job Skills
KW  - Research Needs
KW  - Colleges
KW  - Competency Based Education
KW  - Cost Effectiveness
KW  - Program Evaluation
KW  - Employer Employee Relationship
KW  - Data Collection
KW  - Training Methods
KW  - Universities
KW  - Population Trends
KW  - Data Analysis
KW  - Educational Technology
KW  - Trend Analysis
KW  - Information Needs
KW  - Education Work Relationship
KW  - Technological Advancement
KW  - Performance Based Assessment
KW  - Educational Objectives
KW  - Adult Students
KW  - Theory Practice Relationship
KW  - Needs Assessment
KW  - Longitudinal Studies
KW  - School Business Relationship
KW  - Organizational Development
KW  - Educational Benefits
KW  - Adult Learning
KW  - Student Needs
KW  - Labor Market
KW  - Change Strategies
KW  - Tables (Data)
KW  - Educational Research
KW  - Adult Education
KW  - Postsecondary Education
KW  - Corporate Education
KW  - Lifelong Learning
KW  - Research Methodology
KW  - Educational Finance
KW  - National Surveys
KW  - Literature Reviews
KW  - Research Design
KW  - Employment Qualifications
KW  - Skill Development
KW  - Economic Change
KW  - Job Skills
KW  - Research Needs
KW  - Colleges
KW  - Competency Based Education
KW  - Cost Effectiveness
KW  - Program Evaluation
KW  - Employer Employee Relationship
KW  - Data Collection
KW  - Training Methods
KW  - Universities
KW  - Population Trends
KW  - Data Analysis
KW  - Educational Technology
KW  - Trend Analysis
KW  - Information Needs
KW  - Education Work Relationship
KW  - Technological Advancement
KW  - Performance Based Assessment
KW  - Educational Objectives
KW  - Adult Students
KW  - Theory Practice Relationship
KW  - Needs Assessment
KW  - Longitudinal Studies
KW  - School Business Relationship
KW  - Organizational Development
KW  - Educational Benefits
KW  - Adult Learning
KW  - Student Needs
KW  - Labor Market
KW  - Change Strategies
KW  - Tables (Data)
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62348006?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For Volume I, see CE 081 526.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Educational Attainment. Indicator of the Month.
AN  - 62345901; ED449203
AB  - This fact sheet presents data about educational attainment in the United States. The educational attainment of people aged 25 to 29 years increased between 1971 and 1998, and the percentage with a high school diploma or equivalency certificate rose from 78 to 88%. The percentage of high school completers with some college rose from 44% to 66%, and the percentage of high school completers with a bachelor's degree or higher rose from 22% to 31%. The educational attainment of blacks in the same age group increased across all education levels between 1971 and 1998 as the rates for high school completion became more similar for blacks and whites. The educational attainment of Hispanics in this age group also increased, but despite these increases, the gaps in attainment between Hispanics and Whites remained similar at every attainment level during the period. Between 1971 and 1998, the educational attainment of females increased at a faster rate than that of males, and by 1998, the attainment rate of females surpassed that of their male peers. (SLD)
Y1  - 2000/07//
PY  - 2000
DA  - July 2000
SP  - 4
KW  - Fact Sheets
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Sex Differences
KW  - College Graduates
KW  - Elementary Secondary Education
KW  - Black Students
KW  - Young Adults
KW  - Higher Education
KW  - Educational Attainment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62345901?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - In the Middle: Characteristics of Public Schools with a Focus on Middle Schools. Statistical Analysis Report.
AN  - 62341528; ED443542
AB  - Prompted by widely held concerns about middle schools' academic rigor and the effectiveness of activities designed to help early adolescents develop in non-academic realms, many middle school educators have renewed efforts to develop curricula and instructional strategies that challenge students academically and expand their intellectual interests, to ensure that teachers receive appropriate training to meet student needs, and to create more nurturing and supportive environments. This report uses data from the Schools and Staffing Survey and the accompanying Teacher Follow-Up Survey to describe various aspects of middle schools, examine how they have changed over time, and compare middle schools with elementary and secondary schools. Following an introduction exploring policy issues related to middle schools, the report examines data in the areas of: (1) organization of schooling, including locations, size and other characteristics, and classroom organization and class size; (2) programs and services, including health-related services; (3) decision making and management, including site-based decision making and principals' and teachers' perceptions of their influence; (4) staffing, including qualifications, teacher workload, and staff turnover; and (5) school climate, including teacher satisfaction, and teachers' and administrators' ratings of problems at their schools. The concluding section of the report explores areas for future research. Tables and notes are appended. (Contains 66 references.) (HTH)
AU  - Alt, Martha Naomi
AU  - Choy, Susan P.
Y1  - 2000/07//
PY  - 2000
DA  - July 2000
SP  - 272
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-Free). http://www.ed.gov/pubs/edpubs.html (Catalog No. NCES 2000-312).
SN  - 0160504287
KW  - School Based Services
KW  - ERIC, Resources in Education (RIE)
KW  - School Administration
KW  - Institutional Characteristics
KW  - Classroom Environment
KW  - Teacher Attitudes
KW  - Early Adolescents
KW  - Decision Making
KW  - Middle Schools
KW  - Classroom Techniques
KW  - Class Organization
KW  - Comparative Analysis
KW  - Public Schools
KW  - Educational Environment
KW  - Educational Policy
KW  - Student Needs
KW  - Administrator Attitudes
KW  - Teacher Qualifications
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62341528?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Private School Online Directory. [CD-ROM, Version 1.00e].
AN  - 62339413; ED445405
AB  - This CD-ROM contains the 1997 Private School Locator. It includes names, addresses, telephone numbers, enrollment, and other descriptive data for 29,845 private schools in the 50 states and the District of Columbia. It is derived from the 1997-98 Private School Survey conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). In addition to the electronic directory, this CD includes the complete data file for the Private School Locator, which may be downloaded in the tab-delimited ASCII text file format. (Author)
AU  - Broughman, Stephen P.
Y1  - 2000/07//
PY  - 2000
DA  - July 2000
EP  - 0
PB  - ED Pubs, PO Box 1398, Jessup, MD 20794-1398.
KW  - National Center for Educational Statistics
KW  - Private School Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Information Dissemination
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - Optical Data Disks
KW  - Private Schools
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Private+School+Online+Directory.+%5BCD-ROM%2C+Version+1.00e%5D.&rft.au=Broughman%2C+Stephen+P.&rft.aulast=Broughman&rft.aufirst=Stephen&rft.date=2000-07-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Guidance Regarding the Requirements of the Individuals with Disabilities Education Act (IDEA) on Individualized Education Programs.
AN  - 62320965; ED444294
AB  - This policy memorandum provides guidance to assist educators, parents, and state and local education agencies in implementing the requirements of Part B of the Individuals with Disabilities Education Act (IDEA) regarding Individualized Education Programs (IEPs) for children with disabilities. The document stresses the requirements of the IEP to involve each child with a disability in the general curriculum, to involve parents and students, together with regular and special education personnel, in making individual decisions to support each child's educational success, and to prepare students with disabilities for employment and other post-school activities. It stresses that the IDEA affords states and local educational agencies significant flexibility to choose to establish IEP format requirements and to establish requirements for developing IEPs that include specific provisions that are not expressly required by IDEA. It also emphasizes that, in considering any changes to its IEP-related requirements, a state or local education agency carefully consider the impact of such changes on both compliance with other IDEA requirements and on ensuring that children with disabilities receive the services they need in order to be involved and progress in the general curriculum, to prepare for employment and post-school independence, and otherwise to achieve to high standards. (CR)
AU  - Heumann, Judith E.
AU  - Warlick, Kenneth R.
Y1  - 2000/06/30/
PY  - 2000
DA  - 2000 Jun 30
SP  - 4
KW  - Individuals with Disabilities Educ Act Amend 199
KW  - ERIC, Resources in Education (RIE)
KW  - Student Participation
KW  - Elementary Secondary Education
KW  - Regular and Special Education Relationship
KW  - Federal Legislation
KW  - Individualized Transition Plans
KW  - Preschool Education
KW  - Transitional Programs
KW  - Disabilities
KW  - Policy Formation
KW  - Educational Planning
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Individualized Education Programs
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62320965?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - High School Dropouts, by Race-Ethnicity and Recency of Migration. Indicator of the Month.
AN  - 62430858; ED441929
AB  - As a whole, Hispanics drop out of high school at higher rates and attain lower levels of education than non-Hispanics. The relative recency of migration among Hispanics may at least partially account for this trend. The status dropout rate for an age group (the percentage of that age group not enrolled in school and that has not completed high school) is one measure of dropping out. In 1997, a greater percentage of Hispanics than non-Hispanics aged 16 to 24 were born outside the United States. Among this group, the status dropout rate (39%) was higher than it was among first- and later-generation Hispanics (15 and 18%, respectively). First and later-generation Hispanics were two to three times more likely than their non-Hispanic peers to drop out. In 1997, the percentage of 25-to-34-year-olds who were dropouts was lower than it was in 1989 or 1979. Similar changes were occurring for all groups. The gaps in dropout rates between non-U.S.-born, first-generation, and later-generation Hispanics and comparable non-Hispanics were generally similar in 1979, 1989, and 1997. (SLD)
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000009.
KW  - ERIC, Resources in Education (RIE)
KW  - Minority Groups
KW  - Hispanic Americans
KW  - High Schools
KW  - Dropout Rate
KW  - Immigrants
KW  - Educational Attainment
KW  - High School Students
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62430858?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - This indicator is 1 of 60 from "The Condition of E
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Trends in Educational Equity of Girls & Women.
AN  - 62425495; ED440210
AB  - This statistical report responds to a request by Congress for a report on educational equity for girls and women. The report assembles a series of indicators that examine the extent to which males and females have access to the same educational opportunities, avail themselves of these opportunities, perform at the same level, succeed at the same rate, and obtain the same benefits. Data are drawn mainly from surveys conducted by the National Center for Education Statistics. The report begins with an overview that summarizes the major findings. A series of 44 indicators follows, beginning with preparation for school and moving through elementary and secondary education to postsecondary education, with a consideration of outcomes of education. Data show that in school and in college females are now doing as well or better than males on many indicators, and that the large gaps in educational attainment that once existed between men and women have in most cases been eliminated, and in others have significantly decreased. Women continue to lag behind males in mathematics and science achievement in high school, and they are less likely to major in these fields in college. Women are still under-represented in doctoral and first-degree professional programs, although they have made substantial gains in the last 25 years. (Contains 57 tables and 63 figures.) (SLD)
AU  - Bae, Yupin
AU  - Choy, Susan
AU  - Geddes, Claire
AU  - Sable, Jennifer
AU  - Snyder, Thomas
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 108
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160503779
KW  - ERIC, Resources in Education (RIE)
KW  - Access to Education
KW  - Course Selection (Students)
KW  - Academic Achievement
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Females
KW  - Equal Education
KW  - Educational Attainment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425495?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Condition of America's Public School Facilities, 1999. Statistical Analysis Report.
AN  - 62425415; ED439599
AB  - This report provides national data for 903 U.S. public elementary and secondary schools on the condition of public schools in 1999 and the costs to bring them into good condition. Additionally provided are school plans for repairs, renovations, and replacements; data on the age of public schools; and overcrowding and practices used to address overcrowding. Among the findings are: about a quarter of the schools reported at least one type of onsite building in less than adequate condition; half reported at least one building feature in less than adequate condition; and about 4 out of 10 reported at least one unsatisfactory environmental condition. Data also suggest that the oldest schools are most in need of attention but that many of these schools do not have plans for improvement. About three-quarters of public schools do not have problems with overcrowding, but nearly 10 percent have enrollments that are more than 25 percent greater than the capacity of their permanent buildings. Appendices provide survey methodology, tables of standard errors, and the survey questionnaire. (Contains 34 references.) (GR)
AU  - Lewis, Laurie
AU  - Snow, Kyle
AU  - Farris, Elizabeth
AU  - Smerdon, Becky
AU  - Cronen, Stephanie
AU  - Kaplan, Jessica
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 118
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000032.
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Educational Environment
KW  - Crowding
KW  - Elementary Secondary Education
KW  - Educational Facilities Improvement
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425415?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Condition of Education, 2000.
AN  - 62419773; ED437742
AB  - "The Condition of Education, 2000" is an indicator report, summarizing the health of education, monitoring important developments, and showing trends in major aspects of education. Indicators examine relationships; show changes over time; compare or contrast subpopulations, regions, or countries; or assess characteristics of students from different backgrounds and types of schools. An indicator is policy relevant and problem oriented; it typically incorporates a standard against which to judge progress or regression. Each year about 60 indicators are selected that represent a consensus of professional judgment about significant national measures of the condition and progress of education at this time. The report leads with an essay on the knowledge, skills, and behaviors that entering kindergartners bring to school. The essay summarizes the initial results of a national, longitudinal study that is tracking the progress of these kindergartners through the elementary grades. Data from the study suggest the range of development that kindergarten teachers work with and that subsequent schooling needs to address. The indicators that follow the essay are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) the Quality of Elementary and Secondary Educational Environments; (5) Context of Postsecondary Education; and (6) Societal Support for Learning. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Appendices comprise over half of the publication and contain supplemental tables and notes, estimates of standard errors for the statistics, data sources, a glossary, and a bibliography that includes publications and surveys of the National Center for Education Statistics (NCES). (MLF)
AU  - Wirt, John
AU  - Choy, Susan
AU  - Gruner, Allison
AU  - Sable, Jennifer
AU  - Tobin, Richard
AU  - Bae, Yupin
AU  - Sexton, Jim
AU  - Stennett, Janis
AU  - Watanabe, Satoshi
AU  - Zill, Nicholas
AU  - West, Jerry
AU  - Denton, Kristin
AU  - Pratt, Rebecca
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 383
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-Free); Fax: 202-512-2250; Web site: http://nces.ed.gov/pubsearch/; Web site: http://www.nces.ed.gov. Also additional: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Access to Education
KW  - Student Characteristics
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - National Competency Tests
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Preschool Education
KW  - Enrollment
KW  - Social Indicators
KW  - Performance Based Assessment
KW  - Kindergarten Children
KW  - Teacher Characteristics
KW  - School Demography
KW  - Educational Indicators
KW  - School Statistics
KW  - Adult Learning
KW  - Foreign Countries
KW  - Paying for College
KW  - Participation
KW  - Parent Attitudes
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419773?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1999 report, see ED 430 324.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Instructional Faculty and Staff in Public 2-year Colleges. Statistical Analysis Report. 1993 National Study of Postsecondary Faculty (NSOPF:93).
AN  - 62409335; ED442518
AB  - Drawing on data from the 1993 National Study of Postsecondary Faculty, this analysis sought to differentiate instructional faculty and staff at public two-year colleges by age (under 35 vs. 55-64) and by years of experience in the current job (under 10 years vs. 20 or more years). The report examines differences by primary teaching field, comparing respondents in seven areas: business, law, and communications; health sciences; humanities; natural sciences and engineering; social sciences and education; vocational training; and all other areas. There were two major differences between younger and older instructional faculty and staff: (1) the two groups represent individuals who are at different stages of their careers and (2) their employment histories differed. Some of the differences between those who have held their current jobs for less than 10 years and those who have held their jobs for 20 or more years mirror the differences between younger and older colleagues. Comparisons by primary teaching field suggest the presence of disciplinary subcultures within the community college professorate. The discipline appears to have a clear relationship with instruction, especially in terms of literacy (as reflected in the assignment of term papers or the use of written examinations) and student involvement in classroom instruction (as reflected in the use of teacher lectures). (Contains 16 references.) (VWC)
AU  - Palmer, James C.
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 145
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Intellectual Disciplines
KW  - Two Year Colleges
KW  - Teaching Experience
KW  - Teacher Characteristics
KW  - Community Colleges
KW  - Public Colleges
KW  - Tables (Data)
KW  - Educational Research
KW  - Teaching Methods
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62409335?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project officer was Linda J. Zimbler.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Students with Disabilities: Enrollment, Services, and Persistance. Stats in Brief.
AN  - 62316068; ED444329
AB  - This paper summarizes data from several recent surveys of the Department of Education concerning postsecondary students with disabilities. Surveys represented include the 1995-96 National Postsecondary Student Aid Study, Postsecondary Education Quick Information System survey (1998), and the Beginning Postsecondary Students Longitudinal Study. Narrative, figures, and graphs cover enrollment, support services and accommodations, and postsecondary persistence and attainment. The data indicate that roughly 6 percent of all undergraduates report having a disability, with 29 percent reporting a learning disability; the average age of students with disabilities was 30, compared to 26 for students without disabilities; 98 percent of public institutions enrolled students with disabilities, compared to 63 percent of private 4-year institutions and 47 percent of private 2-year institutions; almost all institutions enrolling students with disabilities reported they provided at least 1 support service or accommodation; and students with disabilities were less likely than other students to have attained a degree after 5 years. Figures and graphs report data on number of undergraduates reporting each disability type; percentage of institutions by type of accommodations offered and institutional characteristics; and percentage of 1989-90 beginning postsecondary students by highest degree attained by 1994, disability status, and institution type. (DB)
AU  - Hurst, David
AU  - Smerdon, Becky
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827. For full text: http://www.nces.ed.gov.
KW  - Beginning Postsecondary Students Long Study
KW  - Department of Education
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Enrollment Trends
KW  - Undergraduate Study
KW  - Student Characteristics
KW  - Disabilities
KW  - Statistical Analysis
KW  - Incidence
KW  - College Students
KW  - Student Personnel Services
KW  - Higher Education
KW  - Academic Persistence
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62316068?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Postsecondary Students with Disabilities: Enrollment, Services, and Persistence. Stats in Brief. NCES 2000-092
AN  - 1651830901; ED546028
AB  - How do the postsecondary enrollment and attainment patterns of students with disabilities compare to students without disabilities? What types of accommodations do institutions provide students with disabilities? These are among the important questions raised by legislation such as the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). To address these questions, it is useful to examine information provided by both students and institutions on students with disabilities in postsecondary institutions and the types of services institutions provide. Because a number of different surveys are mentioned in this Stats in Brief, it is important to note the particular population that was sampled and the year in which the survey was administered. This Stats in Brief reports the results of several National Center for Education Statistics (NCES) surveys that have collected information on students with disabilities. Estimates may depend on the timing of the survey relative to implementation of legislation such as the Individuals with Disabilities Education Act.
AU  - Hurst, David
AU  - Smerdon, Becky
Y1  - 2000/06//
PY  - 2000
DA  - June 2000
SP  - 4
PB  - National Center for Education Statistics. , P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Americans with Disabilities Act 1990
KW  - Individuals with Disabilities Education Act
KW  - ERIC, Resources in Education (RIE)
KW  - Higher Education
KW  - Postsecondary Education
KW  - Institutional Characteristics
KW  - Surveys
KW  - Educational Attainment
KW  - Accessibility (for Disabled)
KW  - Comparative Analysis
KW  - Colleges
KW  - Enrollment Trends
KW  - Disabilities
KW  - Student Needs
KW  - Academic Accommodations (Disabilities)
KW  - College Students
KW  - Academic Persistence
KW  - Student Personnel Services
KW  - Academic Support Services
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1651830901?accountid=14244
LA  - English
DB  - ERIC
N1  - Last updated - 2017-01-13
ER  - 



TY  - RPRT
T1  - School-Level Correlates of Academic Achievement: Student Assessment Scores in SASS Public Schools. Research and Development Report.
AN  - 62435662; ED441039
AB  - The Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), offers the most comprehensive picture available of the education system in the United States. The aim of this study is to show the potential value of a linkage between SASS and data on student academic achievement. To achieve this aim, the study matched 1993-1994 SASS data with state reading and mathematics assessment scores for public schools in 20 states, adjusting for between-state differences in achievement scales by using the state-by-state component of the National Assessment of Educational Progress (NAEP). By combining data sources, school-level correlates of student achievement in a broad sample of U.S. schools were identified. The relationship between a variety of SASS school-level responses and average student assessment scores at the school level was modeled. This model, which was applied separately to public elementary (n=1,123), middle (n=496), and secondary (n=595) schools in the 20 states, related a variety of factors to average achievement. The general correlation of the organization of a school with academic performance can be partitioned into factors of school size, average class size, normative cohesion of staff, and teachers' sense of control in school affairs, each of which, other than school size, has multiple measures in the SASS. Three appendixes contain results from structural equation modeling, factors associated with school climate and achievement, and correlations between state reading assessment and NAEP reading school means. (Contains 66 references and 17 tables.) (SLD)
AU  - McLaughlin, Donald
AU  - Drori, Gili
Y1  - 2000/05//
PY  - 2000
DA  - May 2000
SP  - 75
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2000-303
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Testing Programs
KW  - Reading Tests
KW  - Institutional Characteristics
KW  - Structural Equation Models
KW  - Teacher Attitudes
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Public Schools
KW  - Mathematics Tests
KW  - School Size
KW  - Class Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62435662?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 1999.
AN  - 62430720; ED436861
AB  - This digest provides a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. It includes a selection of data from government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics. The publication contains information on a variety of subjects in the field of educational statistics. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government financing, and economic trends provide background for evaluating education data. This edition contains a significant amount of new material, which includes the following: poverty rates for 5- to 17-year olds in large school districts; federal funds, by program, for large school districts; trends in the average size of public schools, by level of school; distribution of public school students, by race/ethnic concentration of enrollment in school; selected statistics for Hispanic-serving institutions of higher education; selected statistics for tribal colleges predominately service American Indian students; percent of colleges using various selection criteria for admission; and average undergraduate tuition and fees, by percentage distribution of student enrollment. Appendixes include a "Guide to Tabular Presentation,""Guide to Sources," and "Definitions." (DFR)
AU  - Snyder, Thomas D.
Y1  - 2000/05//
PY  - 2000
DA  - May 2000
SP  - 649
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: <http://www.ed.gov/pubs/edpubs.html>.
KW  - Department of Education
KW  - National Center for Education Statistics
KW  - Office of Educational Research and Improvement
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Federal Aid
KW  - School Demography
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Federal Programs
KW  - Statistical Data
KW  - Statistical Significance
KW  - School Personnel
KW  - Vocational Education
KW  - Government Publications
KW  - Tables (Data)
KW  - Statistical Surveys
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62430720?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Elementary and Secondary School Enrollment. Indicator of the Month.
AN  - 62420741; ED441276
AB  - Past trends and projected future changes in the composition of enrollment across levels of education and regions of the country, as well as between public and private schools, indicate the amount of resources the nation's schools will require. This report issued by the National Center for Education Statistics indicates that total (public and private) elementary and secondary school enrollment increased during the late 1980s and 1990s, reaching an all-time high of 52.7 million in 1998. This increase followed declining total enrollment in elementary and secondary schools during the 1970s and early 1980s (from 51.3 million in 1971 to 44.9 million in 1984). Total elementary and secondary school enrollment is estimated to increase by 3 percent to 54.3 million between 1998 and 2008. Secondary school enrollments are projected to increase by 11 percent for both public and private schools between 1998 and 2008, while enrollment in prekindergarten through grade 8 is projected to decrease slightly. Total public school enrollment is estimated to increase in the South and West by 4 and 11 percent, respectively, but to decrease in the Northeast and Midwest by 1 and 3 percent, respectively, between 1998 and 2008. (DFR)
Y1  - 2000/05//
PY  - 2000
DA  - May 2000
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD, 20794-1398. Tel: 877-433-7827 (Toll Free); e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000008.
KW  - Department of Education
KW  - Indicators
KW  - National Center for Education Statistics
KW  - Office of Educational Research and Improvement
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Elementary Secondary Education
KW  - Tables (Data)
KW  - School Statistics
KW  - Private Schools
KW  - Enrollment Projections
KW  - Enrollment Rate
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62420741?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - One of 60 indicators from "The Condition of Educat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Reading Results for Low-Performing Students, 1998.
AN  - 62407798; ED438502
AB  - Data from the NAEP (National Assessment of Educational Progress) 1998 Reading Report Card show increased scores for low-performing students in the 4th and 8th grades in 1998 as compared to 1994, but no change at the 12th grade. Scores for low-performing students in the 8th grade were higher in 1998 than in either 1994 or 1992. Scores for low-performing 4th graders were higher in 1998 than in 1994, but no higher than in 1992. Scores for the lowest-performing 12th graders were lower in 1998 than in 1992. (Contains 6 figures of data and 5 endnotes.) (Author/RS)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 2000/05//
PY  - 2000
DA  - May 2000
SP  - 5
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=1999479.
VL  - 4
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Low Achievement
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62407798?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full report referenced in the abstract, "N
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Preliminary identification of nonlinear correlations for spatial tests and reaction-time tasks.
AN  - 85368622; pmid-10833734
AB  - Scores on three spatial tests (mental rotation, embedded figures, and gestalt completion) were significantly correlated with four same-different reaction-time tasks in a sample of 48 female university students. Scores on the Vandenberg-Kuse mental rotation test correlated best with a one-different-all-different task, embedded figures with a one-different-all-same task, and the gestalt completion with a one-same-all-same task, suggesting that the strategies subjects employ for each spatial test are similar to the strategies they use in each of the same-different tasks with which their scores correlate best. Present results support the position that stronger correlations than previously noted between scores on spatial tests and reaction-time tasks are observed when matching the tests and tasks in terms of hypothesized underlying processes.
JF  - Perceptual and motor skills
AU  - Czarnolewski, M Y
AU  - Eliot, J
AD  - U.S. Department of Education, Washington, DC, USA.
Y1  - 2000/04//
PY  - 2000
DA  - Apr 2000
SP  - 423
EP  - 434
VL  - 90
IS  - 2
SN  - 0031-5125, 0031-5125
KW  - Index Medicus
KW  - National Library of Medicine
KW  - Humans
KW  - Task Performance and Analysis
KW  - Female
KW  - Imagination
KW  - Form Perception
KW  - Discrimination (Psychology)
KW  - Space Perception
KW  - Psychological Tests -- statistics & numerical data
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85368622?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Acomdisdome&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Perceptual+and+motor+skills&rft.atitle=Preliminary+identification+of+nonlinear+correlations+for+spatial+tests+and+reaction-time+tasks.&rft.au=Czarnolewski%2C+M+Y%3BEliot%2C+J&rft.aulast=Czarnolewski&rft.aufirst=M&rft.date=2000-04-01&rft.volume=90&rft.issue=2&rft.spage=423&rft.isbn=&rft.btitle=&rft.title=Perceptual+and+motor+skills&rft.issn=00315125&rft_id=info:doi/
LA  - English (eng)
DB  - ComDisDome
N1  - Date revised - 2010-04-12
N1  - Last updated - 2010-09-25
ER  - 



TY  - GEN
T1  - Beginning Postsecondary Students Longitudinal Study First Follow-Up: BPS:96/98. Public Access Data Analysis System (DAS). [CD-ROM].
AN  - 62439862; ED442335
AB  - This CD-ROM computer disc contains a separate data analysis system for the following National Center for Education Statistics studies: 1996 Beginning Postsecondary Students First Follow-Up (BPS:96/98); 1990 Beginning Postsecondary Students Second Follow-Up (BPS:90/94); Baccalaureate and Beyond Second Follow-Up (B&B:93/97); Undergraduate Students (NPSAS:96); Graduate and First-Professional Students (NPSAS:96); Undergraduate Students (NPSAS:93); Graduate and First-Professional Students (NPSAS:93); Undergraduate Students (NPSAS:90); Graduate/First Professionals (NPSAS:90); Undergraduate Students (NPSAS:87); Graduate and First-Professional Students (NPSAS:87); High School & Beyond: Sophomores, 1980-1992; High School & Beyond: Seniors, 1980-86; National Education Longitudinal Study: 1988/94; National Longitudinal Study of the High School Class of 1972; National Household Education Survey of 1995 Adult Education; National Study of Postsecondary Faculty, 1993; and National Survey of Postsecondary Faculty: 1987-88. Installation instructions are noted on the CD-ROM disc label. (CH)
AU  - Knepper, Paula R.
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
EP  - 0
PB  - Web site: http://nces, edgov (free)
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Undergraduate Students
KW  - Graduate Study
KW  - Statistics
KW  - Higher Education
KW  - Longitudinal Studies
KW  - College Faculty
KW  - Degrees (Academic)
KW  - Data
KW  - Bachelors Degrees
KW  - College Graduates
KW  - Doctoral Degrees
KW  - College Students
KW  - Tables (Data)
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Beginning+Postsecondary+Students+Longitudinal+Study+First+Follow-Up%3A+BPS%3A96%2F98.+Public+Access+Data+Analysis+System+%28DAS%29.+%5BCD-ROM%5D.&rft.au=Knepper%2C+Paula+R.&rft.aulast=Knepper&rft.aufirst=Paula&rft.date=2000-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - Cover title varies.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Employment of Young Adults by Educational Attainment. Indicator of the Month.
AN  - 62433435; ED439294
AB  - Educational attainment is one factor that affects employment rates among young adults aged 25-34. The employment rate of male and female 25-34 year-olds was generally higher among those individuals with a higher level of education between 1971-98. In 1998, males and females with a bachelor's degree or higher were more likely to be employed than their peers who had lower levels of educational attainment. Between 1971-98, the employment rate of males aged 25-34 decreased for those who had not finished high school and for those with a high school diploma or General Educational Development diploma. The employment rate remained relatively constant for those with some college and for those with a bachelor's degree or higher. Between 1971-98, the employment rate of females aged 25-34 increased across all education levels. However, the rate of increase for females who did not complete high school was lower than the increase for females who attained higher levels of education. (A chart illustrates employment rate of 25-34 year olds, by sex and educational attainment: March 1971-98. Two graphs show the employment rate of 25-34 year olds, by sex and educational attainment: March 1971-98.) (YLB)
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Blacks
KW  - Males
KW  - Employment Statistics
KW  - Young Adults
KW  - Racial Differences
KW  - Employment
KW  - Educational Attainment
KW  - Outcomes of Education
KW  - Whites
KW  - High School Equivalency Programs
KW  - Sex Differences
KW  - College Graduates
KW  - Employment Patterns
KW  - Females
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62433435?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - One of 60 indicators from "The Condition of Educat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Descriptive Summary of 1995-96 Beginning Postsecondary Students: Three Years Later. With an Essay on Students Who Start at Less-Than-4-Year Institutions. Beginning Postsecondary Students Longitudinal Study (BPS:96198). Statistical Analysis Report.
AN  - 62430345; ED441374
AB  - This report, part of the Beginning Postsecondary Students Longitudinal Study, provides information about the three-year persistence and degree attainment of students who began their postsecondary education in 1995-96, with a primary focus on students who started at less-than-4-year institutions. The report finds that many of the differences in the enrollment experiences of beginning students at private for-profit and public less-than-4-year institutions reflect differences in the type of program. Eighty percent of students in private institutions began in vocational certificate programs, while about 80 percent of students in public institutions began in associate degree programs, which take longer to complete. Nevertheless, attainment rates for both vocational certificates and associate degrees were much higher for students who began in private institutions. Compared with students in the public sector, those in private institutions were more likely to focus on gaining job skills; had degree goals specific to the programs offered at the first institution attended and were less likely to intend to transfer to a four-year college; were more likely to attend full time; and completed their certificate or associate degree programs in a shorter time period. Appended are a glossary, technical notes, and methodology. (RH)
AU  - Berkner, Lutz
AU  - Horn, Laura
AU  - Clune, Michael
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 270
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Noncollege Bound Students
KW  - Public Colleges
KW  - Private Colleges
KW  - Associate Degrees
KW  - Time to Degree
KW  - Degrees (Academic)
KW  - Bachelors Degrees
KW  - Vocational Schools
KW  - Community Colleges
KW  - Career Education
KW  - Academic Persistence
KW  - Vocational Education
KW  - Program Length
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62430345?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Data Handbook: Elementary, Secondary and Early Childhood Education. 2000 Edition.
AN  - 62426925; ED440152
AB  - This handbook establishes current and consistent terms, definitions, and classification codes to maintain, collect, report, and exchange comparable information about students. The handbook is useful to public and private agencies and educational institutions, researchers, policy makers, and members of the public interested in student data. The definitions are consistent with current state and local practice, national standards movements, and federal reporting requirements as a consensus of what is considered "best practice" in data collection. The Handbook includes these chapters: (1) "Introduction"; (2) "The Handbook"; (3) "Building a Student Record System"; (4) "Data Elements and Definitions"; and (5) "Applications of the Handbook." Twelve appendixes present comprehensive lists of coding options, code designations, and the names of contributors to this edition. (SLD)
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 308
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
SN  - 0160503450
KW  - ERIC, Resources in Education (RIE)
KW  - Classification
KW  - Statistical Analysis
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Definitions
KW  - Data Collection
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62426925?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1999 Edition, see ED 375 160. Updates are
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Low-Income Students: Who They Are and How They Pay for Their Education. Postsecondary Education Descriptive Analysis Reports. Statistical Analysis Report.
AN  - 62424796; ED440189
AB  - This report examines the characteristics of low-income undergraduates and how they pay for college. It begins with a profile of low-income students, comparing them with their not-low-income counterparts. Then, focusing on low-income students who attend full time, full year, it examines their financial need, describes the contribution of financial aid, and presents what is known about how they close the gap between what they pay and the amount of aid they receive. Finally, the report compares 3-year persistence among low-income and not-low-income undergraduates. The analysis relies primarily on the 1995-96 National Postsecondary Student Aid Study, with supplemental information from other national surveys. In 1995-96, 26% of all undergraduates were low income, and 17% of dependent undergraduates were classified as low income. Virtually all low-income undergraduates attending full time, full year had financial need, and most received some financial aid. Grants were received by 81%, and 51% had loans. A substantial part of the gap between student budget and financial aid came from student earnings. Many factors affect academic persistence, but low income students enrolled in 1995-1996 were less likely to have earned a degree or still be enrolled in 1998. Three appendixes contain supplemental tables, a glossary, and technical notes. (Contains 34 tables and 11 figures.) (SLD)
AU  - Choy, Susan P.
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 114
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000169.
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Student Employment
KW  - Low Income Groups
KW  - Undergraduate Students
KW  - Minority Groups
KW  - Paying for College
KW  - Student Characteristics
KW  - Educational Finance
KW  - Financial Needs
KW  - Higher Education
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62424796?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teacher Use of Computers and the Internet in Public Schools. Stats in Brief.
AN  - 62420825; ED442463
AB  - To address the need to understand the extent and types of teacher use of computers and the Internet, as well as teachers' perceptions of their own preparedness to use these tools in their classes, a National Center for Education Statistics (NCES) survey was commissioned. The survey found that 99% of full-time regular public school teachers reported they had access to computers or the Internet somewhere in their schools. This Stats in Brief focuses on those teachers. Thirty-nine percent indicated that they used computers or the Internet "a lot" to create instructional materials, and 34% reported using computers "a lot" for administrative record keeping. Less than 10% reported using computers or the Internet to access model lesson plans or to access research and best practices. Newer teachers were more likely to use computers or the Internet. Teachers' use of computers or the Internet at school varied for some types of uses by school poverty level. Sixty-six percent reported using computers or the Internet for instruction during class time. Forty-one percent reported assigning students work that involved computer applications such as word processing or spreadsheets to a moderate or large extent; 31% reported assigning practice drills, and 30% reported assigning research using the Internet to a moderate or large extent. Elementary school teachers were more likely than secondary school teachers to assign students practice drills using computers and to have their students use computers or the Internet to solve problems; however, secondary school teachers were more likely to assign research using the Internet. Teachers in the lowest poverty schools were more likely to report assigning student work involving computers to a moderate or large extent than teachers in the highest poverty schools. Teachers with professional development in the use of computers and the Internet over the last three years were more likely to assign students various types of computer- and Internet-based work. Twenty-three percent reported feeling well-prepared to use computers or the Internet in the classroom, and an additional 10% reported feeling very well prepared. Teachers with fewer years of experience and those with more hours of professional development felt better prepared to use computers and the Internet for classroom instruction. (AEF)
AU  - Rowand, Cassandra
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 7
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7327 (Toll Free). Full text version: http://nces.ed.gov.
KW  - Connectivity
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Education
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Computer Uses in Education
KW  - Public Schools
KW  - Statistical Data
KW  - Access to Computers
KW  - School Surveys
KW  - Computer Assisted Instruction
KW  - Educational Technology
KW  - Internet
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62420825?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Electronic Codebooks for Windows 95/98: 22 ECBs. Electronic Codebook (ECB) Updates for Previously Released Data Files. [CD-ROM].
AN  - 62323395; ED443835
AB  - This CD-ROM contains a separate electronic codebook for each of the following National Center for Education Statistics data sets: (1) B94, Baccalaureate and Beyond 1993-94 (restricted); (2) B97, Baccalaureate and Beyond 1993-97 (restricted); (3) BP4, Beginning Postsecondary Students 1990-94 (restricted); (4) FAC, 1992-93 National Student of Postsecondary Faculty (restricted); (5) HSo, High School & Beyond: Sophomore Cohort (restricted); (6) HSr, High School & Beyond: Senior Cohort (restricted); (7) PET, High School and Beyond Postsecondary Transcripts Study 1996 (restricted); (8) I95, Integrated Postsecondary Education Data System 1995-96; (9) I96, Integrated Postsecondary Education Data System 1996-97; (10) N87, 1986-87 National Postsecondary Student Aid Study (NPSAS-87); (11) OSB-NPSAS: 87, Out of School Borrowers; (12) NOG, 1989-90 NPSAS Graduate and First-Professional Students (NPSAS:90) (restricted); (13) NOU, 1989-90 Undergraduates (NPSAS:90) (restricted); (14) N93, 1992-93 National Postsecondary Student Aid Study (NPSAS:93) (restricted); (15) N96, 1995-96 National Postsecondary Student Aid Study (NPSAS:96) (restricted); (16) N2P, National Education Longitudinal Study 1988-1992 (restricted); (17) N2R, National Education Longitudinal Study 1988-92 (restricted); (18) N4P, National Education Longitudinal Study 1988-92 (restricted); (19) N4R, National Education Longitudinal Study 1988-94 (restricted); (20) NAL, 1992 National Adult Literacy Survey (restricted); (21) NLS, National Longitudinal Study of the High School Class of 1972; and (22) RCG, 1991 Recent College Graduates Study (restricted). (SLD)
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
EP  - 0
PB  - National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. Tel: 202-502-7334. Web site: http://nces.ed.gov.
KW  - Data Files
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Coding
KW  - Electronic Text
KW  - National Surveys
KW  - Optical Data Disks
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Electronic+Codebooks+for+Windows+95%2F98%3A+22+ECBs.+Electronic+Codebook+%28ECB%29+Updates+for+Previously+Released+Data+Files.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2000-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public School Finance Programs of the United States and Canada: 1998-99. [CD-ROM].
AN  - 62248999; ED455618
AB  - This publication was undertaken by the National Center for Education Statistics in partnership with two private entities, the American Education Finance Association (AEFA), which contracted for the information collection, and the National Education Association (NEA), which funded the effort. Education finance researchers from the University of Georgia and the University of Ottawa compiled descriptions of the funding system in each state and province. The descriptive information in this publication is designed to be useful to the education finance research community and fiscal policy analysts whose backgrounds and training are very diverse. The authors sought to balance the simplicity of the descriptions to make them understandable to a wide audience and, at the same time, technically correct. The papers in this publication were requested by the National Center for Education Statistics, U.S. Department of Education. They are intended to promote the exchange of ideas among researchers and policymakers. (Author/DLW)
AU  - Sielke, Catherine C.
AU  - Dayton, John
AU  - Holmes, Thomas C.
AU  - Jefferson, Anne L.
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (single copies, no charge). Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html; email: EdPubs@inet.ed.gov. To order more than one copy, contact Government Printing Office New Orders, P.O. Box 371954, Pittsburgh, PA 15250-7954, or go to http://orders.access.gpo.gov/su_docs/sale/index.html, #065-000-01325-8, $20). For full text: http: //nces.ed.gov/edfin/state_finance/StateFinancing.asp.
SN  - 0160507952
KW  - Canada
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Researchers
KW  - Public Schools
KW  - Foreign Countries
KW  - Optical Disks
KW  - Funding Formulas
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Financial Policy
KW  - Videodisks
KW  - State Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62248999?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ERIC&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=Sielke%2C+Catherine+C.%3BDayton%2C+John%3BHolmes%2C+Thomas+C.%3BJefferson%2C+Anne+L.&rft.aulast=Sielke&rft.aufirst=Catherine&rft.date=2000-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=0160507952&rft.btitle=Public+School+Finance+Programs+of+the+United+States+and+Canada%3A+1998-99.+.&rft.title=Public+School+Finance+Programs+of+the+United+States+and+Canada%3A+1998-99.+.&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Resources in education
AN  - 52169764; 2002-002607
JF  - Resources in Education
Y1  - 2000/04//
PY  - 2000
DA  - April 2000
SP  - 294
PB  - U. S. Department of Education, Office of Educational Improvement, National Library of Education, Educational Resources Information Center, Washington, DC
VL  - 35
IS  - 4
SN  - 0098-0897, 0098-0897
KW  - geology
KW  - educational resources
KW  - catalogs
KW  - education
KW  - information management
KW  - data management
KW  - 15:Miscellaneous
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/52169764?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/GeoRef&rft_val_fmt=info:ofi/fmt:kev:mtx:book&rft.genre=book&rft.jtitle=&rft.atitle=&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2000-04-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=Resources+in+education&rft.title=Resources+in+education&rft.issn=00980897&rft_id=info:doi/
LA  - English
DB  - GeoRef
N1  - Copyright - GeoRef, Copyright 2012, American Geosciences Institute.
N1  - Date revised - 2002-01-01
N1  - PubXState - DC
N1  - Last updated - 2012-06-07
N1  - SubjectsTermNotLitGenreText - catalogs; data management; education; educational resources; geology; information management
ER  - 



TY  - GEN
T1  - Increasing the Participation of Special Needs Students in NAEP: A Report on 1996 NAEP Research Activities. Statistical Analysis Report.
AN  - 62436010; ED439568
AB  - This report discusses the outcomes of a study that investigated the effects of modifications to the National Assessment of Educational Progress (NAEP) 1996 assessment designed to encourage the participation of more students with disabilities. Modifications included revising the inclusion criteria with the intention of making them clearer, more inclusive, and more likely to be applied consistently across jurisdictions participating in the state assessment program, offering a variety of assessment accommodations to students with disabilities whose Individualized Education Programs (IEP) specified such accommodations for testing, and offering accommodations for Limited English-Proficient students who required an accommodation in order to take the assessment in English. Results indicated: (1) increases in the percentage of students with disabilities participating in NAEP did not seem to be a sole result of revisions to inclusion criteria; (2) most exclusion decisions were made on the basis of what is stated in the IEP and relatively few exclusion decisions were made on the basis of a judgment of severe cognitive impairments, absent corroborating directions from the IEP; and (3) some students who do not regularly receive accommodations or adaptations were offered them in NAEP and others who should not have been tested were included. Appendices include evaluation data. (CR)
AU  - Mazzeo, John
AU  - Carlson, James E.
AU  - Voelkl, Kristin E.
AU  - Lutkus, Anthony D.
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 381
PB  - ED Pubs, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 877-576-7734 (TTY/TDD); Fax: 301-470-1244. For full text: http://nces.ed.gov/nationsreportcard/.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Student Characteristics
KW  - Student Participation
KW  - Elementary Secondary Education
KW  - Decision Making
KW  - National Competency Tests
KW  - Evaluation Criteria
KW  - Disabilities
KW  - Policy Formation
KW  - Limited English Speaking
KW  - Language Minorities
KW  - Individualized Education Programs
KW  - Educational Assessment
KW  - Testing Accommodations
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62436010?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written in collaboration with John J. Ferris, Bruc
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salary, Promotion, and Tenure Status of Minority and Women Faculty in U.S. Colleges and Universities. National Study of Postsecondary Faculty, 1993 (NSOPF:93). Statistical Analysis Report.
AN  - 62435768; ED440608
AB  - This report, using data from the 1992-93 National Study of Postsecondary Faculty, examines differences among postsecondary faculty by gender and by race/ethnicity. Comparisons were made on several human capital variables (education/experience) and structural variables (academic discipline/institution type), as well as for faculty outcomes (salary/tenure/rank). A multivariate analysis of factors associated with salary was also conducted. The study found differences between male and female faculty members in salary and rank, with female full-time faculty averaging lower salaries than males. Age, education, and experience also differed by gender, with female full-time faculty having lower educational levels and less experience than male faculty. Differences among racial/ethnic groups were also noted: white faculty generally had higher salaries and were more likely to be tenured and to be full professors than black faculty; and Black, non-Hispanic full-time faculty were less likely than white, non-Hispanic faculty to have higher salaries, tenure, and full professorships. Sections include an introduction, which notes prior research on the determinants of faculty salary, tenure, and rank, and methodology; sections examining representation of faculty by gender and by race/ethnicity; a section on the multivariate analysis; and a conclusion. Appended are technical notes, standard error tables, and additional data. (Contains 44 references.) (CH)
AU  - Nettles, Michael T.
AU  - Perna, Laura W.
AU  - Bradburn, Ellen M.
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 134
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160503035
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Women Faculty
KW  - Tenure
KW  - Full Time Faculty
KW  - Employment Level
KW  - Tenured Faculty
KW  - Teacher Characteristics
KW  - Race
KW  - Higher Education
KW  - Racial Differences
KW  - Teacher Salaries
KW  - College Faculty
KW  - Teacher Surveys
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Racial Composition
KW  - Statistical Analysis
KW  - Black Teachers
KW  - Academic Rank (Professional)
KW  - Tables (Data)
KW  - Predictor Variables
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62435768?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Trends in Undergraduate Borrowing: Federal Student Loans in 1989-90, 1992-93, and 1995-96. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
AN  - 62420526; ED440562
AB  - This publication compares the borrowing patterns of undergraduate students surveyed in the National Postsecondary Student Aid Studies of 1989-90, 1992-93, and 1995-96 who received federal Family Education (Stafford) or Supplemental Loans for Students, based on data from the National Student Loan Data System. The primary purpose of the study was to examine the effects of changes in federal student loan programs resulting from the reauthorization of the Higher Education Act (1992), which increased both the number of students who qualified for loans and the amounts they could borrow. Following an introduction that reviews the background of federal student loans and student loan supply and demand, the report discusses trends in: subsidized and unsubsidized loans; borrowing trends by type of institution; and tuition and borrowing at 4-year public and private non-profit institutions. The report notes that the change in borrowing rates for all undergraduates between 1992-93 and 1995-96 was primarily due to increased borrowing by dependent students; for independent students, total percentage of borrowing did not change, but the percentage of borrowing unsubsidized loans increased substantially. The report also notes that the relationship between tuition levels and borrowing within institutions does not vary directly with tuition levels. Appended are supplemental data tables, a glossary, and technical notes. (SM)
AU  - Berkner, Lutz
AU  - Bobbitt, Larry
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 107
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-219-1365; Tel: 887-4ED-Pubs (Toll Free).
KW  - Family Education Loan Program
KW  - Higher Education Act Amendments 1992
KW  - National Postsecondary Student Aid Study
KW  - Supplemental Loans for Students Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Undergraduate Students
KW  - Student Loan Programs
KW  - Paying for College
KW  - Educational Finance
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Federal Government
KW  - Tuition
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62420526?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State Library Agencies, Fiscal Year 1998. E.D. Tabs.
AN  - 62411844; ED440668
AB  - This report contains data on state library agencies in the 50 states and the District of Columbia for state fiscal year 1998. The data were collected through the State Library Agencies (STLA) Survey, the product of a cooperative effort between the Chief Offices of State Library Agencies, the United States National Commission on Libraries and Information Science, and the National Center for Education Statistics. The survey asks each STLA about the kinds of services it provides, its staffing practices, collections, income and expenditure data, and more. Report highlights discuss results in terms of: governance; allied and other special operations; electronic services and information; library development services; service outlets; collections; staff; income; and expenditures. The body of the report consists of 53 tables that present the survey statistics. Appendices include the survey methodology, state library agencies that were applicants to the Universal Service (E-Rate discount) program, recipients of other federal income, (by state and by type of income received), and the survey facsimile. (AEF)
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 297
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Personnel
KW  - Grants
KW  - State Agencies
KW  - Library Collections
KW  - Library Expenditures
KW  - Library Development
KW  - State Libraries
KW  - Library Surveys
KW  - Library Funding
KW  - Tables (Data)
KW  - State Federal Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62411844?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mapping the Road to College: First-Generation Students' Math Track, Planning Strategies, and Context of Support. Statistical Analysis Report. Postsecondary Education Descriptive Analysis Reports.
AN  - 62407656; ED438178
AB  - This publication compares first-generation students (i.e., those whose parents have no more than a high school education) with their peers whose parent or parents attended college. It focuses on mathematics course taking--the effectiveness of taking algebra in 8th grade and advanced math courses in high school for subsequent college enrollment--and planning strategies students used to prepare for college. The report also examines the involvement of students' parents, teachers, and other "institutional agents" capable of helping them prepare for college. The results of the study offer both negative and positive findings concerning the experiences of first-generation students. On the negative side, even after controlling for measures of academic achievement, family income, family structure (single versus two parents), and other related characteristics, first-generation students were less likely than their peers to participate in academic programs leading to college enrollment. Consequently, they were much less likely to enroll in college within two years of graduating from high school. The disparity between first-generation students and their peers from families where at least one parent had attained a bachelor's degree was especially notable. On the positive side, regardless of parents' educational attainment, students' achievement, and other related factors, students who completed mathematics programs beyond the level of Algebra 2 substantially increased their chances of enrolling in a 4-year college. In addition, other factors such as parents' participation in college preparation activities and students receiving help from their high school in the application process also increased students' chances of enrolling in college (at any level). (Contains 23 references.) (ASK)
AU  - Horn, Laura
AU  - Bobbitt, Larry
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 104
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-433-7827 (Toll Free).
KW  - ERIC, Resources in Education (RIE)
KW  - Track System (Education)
KW  - First Generation College Students
KW  - Parent Background
KW  - Enrollment
KW  - Higher Education
KW  - Secondary School Mathematics
KW  - College Preparation
KW  - Tables (Data)
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62407656?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - How Much Literacy Is Enough? Issues in Defining and Reporting Performance Standards for the National Assessment of Adult Literacy. Working Paper Series.
AN  - 62333154; ED450252
AB  - This paper identifies issues in defining and reporting performance standards for the 2002 National Assessment of Adult Literacy (NAAL). The paper describes a continuum of conceptualizations of performance standards for adult literacy extending from "technical" conceptions of performance standards, as used in the psychometric literature, through "policy and programmatic" conceptions of adult literacy performance standards defined in educational goals, accountability systems, and in adult literacy program curricula, to "popular" conceptions of adult literacy performance standards as expressed in everyday speech and in the news media. The paper concludes that gaps between technical, policy and programmatic, and popular conceptions of adult literacy performance standards can be bridged by the following actions: (1) emphasizing applications of NAAL results to profile populations in need of literacy education services and avoiding misapplications of the results for adult education program accountability; (2) clarifying the differences between literacy constructs and skills measured by the NAAL and those measured by standardized tests used in accountability systems; and (3) making connections and clarifying differences between NAAL literacy definitions and performance levels and adult literacy program curricular content and content standards. (Contains 44 references.) (Author/KC)
AU  - Stites, Regie
Y1  - 2000/03//
PY  - 2000
DA  - March 2000
SP  - 54
VL  - NCES-WP-2000-07
KW  - National Assessment of Adult Literacy
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Competence
KW  - National Surveys
KW  - Functional Literacy
KW  - Outcomes of Education
KW  - National Standards
KW  - Adult Basic Education
KW  - Evaluation Criteria
KW  - Policy Formation
KW  - Competency Based Education
KW  - Definitions
KW  - Behavioral Objectives
KW  - Literacy Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62333154?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer, Sheida White.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - America's Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998.
AN  - 62432436; ED438089
AB  - The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, began following a nationally representative sample of approximately 22,000 kindergartners in the fall of 1998. Baseline data about these children, their families, and the kindergarten programs were collected from telephone interviews with the children's parents/guardians and from self-administered questionnaires completed by the kindergarten teachers. Data were also gathered during an individual assessment with each child. The study assessed the children's cognitive skills and knowledge, social skills, physical health and well-being, approaches to learning, and the children's family environment. Among the findings were the following: (1) in reading, mathematics, and general knowledge, older kindergartners outperform younger kindergartners; (2) children's performance increases with the level of their mothers' education; (3) kindergartners from two-parent families are more likely to score in the highest quartile than children from single-mother families, although some with single mothers also score in this quartile, and some from two-parent families score in the lowest quartile; (4) for the most part, children exhibit a high incidence of prosocial behaviors; (6) reports of children's problem behaviors vary by race/ethnicity and by whether the teacher or parent is rating the child; (7) kindergartners are generally healthy, although their general health differs by their family type, level of mothers' education, and whether or not the family uses public assistance; (8) in terms of children's approach to learning, both parents and teachers report that girls persist at tasks more often than boys, older kindergartners persist more often than younger ones, and children not at risk persist more often than children at risk for school difficulty; (9) the majority of parents report having more than 25 children's books in the home; and (10) black children are more likely than white, Asian, or Hispanic children to receive before- and/or after-school care. Findings indicate that while first-time kindergartners are similar in many ways, differences exist in children's skills and knowledge in relation to their characteristics, background, and experiences. The study will continue to follow the cohort through their fifth-grade year. (Contains 56 references.) (HTH)
AU  - West, Jerry
AU  - Denton, Kristin
AU  - Germino-Hausken, Elvie
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 126
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-Free); Web site: http://nces.ed.gov. For full text: http://nces.ed.gov/pubsearch/index.asp.
KW  - ERIC, Resources in Education (RIE)
KW  - Kindergarten Children
KW  - Primary Education
KW  - Family Environment
KW  - Cognitive Development
KW  - Well Being
KW  - Teacher Attitudes
KW  - Child Health
KW  - Longitudinal Studies
KW  - Cognitive Style
KW  - Kindergarten
KW  - Social Development
KW  - Parent Attitudes
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62432436?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Nutrition Education in Public Elementary School Classrooms, K-5. Statistical Analysis Report.
AN  - 62429312; ED439116
AB  - This report presents findings from the survey, Nutrition Education in U.S. Public Schools, Elementary Teacher Survey, K-5, which followed a federal initiative to improve the quantity and quality of nutrition education in public elementary classrooms. Survey results indicated that 52 percent of elementary teachers had formal training to teach about nutrition. Most teachers reported high availability of resources to support nutrition education (e.g., healthy cafeteria meals, reference materials, support for use of instructional time, and written policies or guidelines). Most reported that they taught lessons to their students about nutrition. About one-third of those who taught nutrition taught it as a separate subject, and about one-third integrated nutrition lessons into other subjects. The mean number of hours teachers spent on nutrition education in a school year was 13. Teachers used active learning strategies and did not rely on traditional lecturing methods. About one in four teachers reported their instructional materials were of high quality. Teachers with higher levels of support from their schools, and teachers with college training on nutrition education utilized family involvement strategies more often. Three appendixes provide survey methodology and data reliability, tables of standard errors, and the survey form. (SM)
AU  - Celebuski, Carin
AU  - Farris, Elizabeth
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 73
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - School Meals Initiative for Healthy Children
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Eating Habits
KW  - Dietetics
KW  - Teacher Attitudes
KW  - Elementary School Teachers
KW  - Teacher Competencies
KW  - Health Promotion
KW  - Nutrition Instruction
KW  - Public Schools
KW  - Inservice Teacher Education
KW  - Parent Participation
KW  - Tables (Data)
KW  - Faculty Development
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62429312?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a similar report covering public elementary an
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Racial and Ethnic Distribution of Elementary and Secondary Students. Indicator of the Month.
AN  - 62426262; ED438394
AB  - This fact sheet from "The Condition of Education, 1999" presents information on the racial and ethnic characteristics of U.S. elementary and secondary school students derived from Census figures. Thirty-six percent of students enrolled in public elementary and secondary schools in 1996 were considered members of a minority group, an increase of 12 percentage points from 1976. This increase was largely the result of growth in the percentage of Hispanic students. Since 1970, black students have accounted for approximately one in three students in the central cities. In 1996, 10% of public school students living in the metropolitan area outside a central city were black, up from 6% in 1970. Approximately 1 in 4 students in central cities was Hispanic in 1996, up from approximately 1 in 10 students in 1972. The percentages of Black and Hispanic students enrolled in private schools increased between 1972 and 1996, rising from 5% each in 1972 to 9% for Blacks and 8% for Hispanics in 1996. (Contains one table and two graphs.) (SLD)
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary School Students
KW  - Public Schools
KW  - Ethnicity
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - Secondary School Students
KW  - Racial Differences
KW  - Census Figures
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62426262?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - International Education Indicators: A Time Series Perspective, 1985-1995.
AN  - 62419443; ED438333
AB  - This report compared educational trends in economically developed countries over time. The countries examined are members of the Organization for Economic Co-operation and Development (OECD), an organization of 29 countries dedicated to promoting economic growth and development around the world. In the United States, the 11 years included in this report were marked by increasing awareness of a range of critical issues in education, such as equal access to quality education, violence and drug use in schools, the increasing cost of higher education, the quality of teachers and teacher training, the implementation of technology in the schools, and the relationship between technological changes in the labor market and school curriculum. The indicators in this report permit the assessment of how well the United States has met some of the educational challenges of the past decade and permit the comparison of developments in the United States with those in other developed countries. The 18 indicators presented are divided into 5 sections: (1) demographic and socioeconomic context of education; (2) participation in education; (3) financial and human resources; (4) system outcomes; and (5) labor market outcomes. In the period from 1985 through 1995, there were increases in the rates of enrollment in secondary and higher education in virtually every OECD country. Public direct expenditures on education as a percentage of Gross Domestic Product remained fairly stable across OECD members, and first university degree graduation ratios increased in most OECD countries. Overall, the educational attainment of adults increased in most OECD countries, with the United States having a greater percentage of adults with at least a university education than any other G-7 country. (Contains 18 figures and 64 tables.) (SLD)
AU  - Baldi, Stephane
AU  - Khalaf, George
AU  - Perie, Marianne
AU  - Sherman, Joel D.
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 152
PB  - U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Organisation for Economic Cooperation Development
KW  - Time Series Analysis
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Objectives
KW  - Educational Indicators
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - International Education
KW  - Higher Education
KW  - Outcomes of Education
KW  - Expenditures
KW  - Economic Factors
KW  - Demography
KW  - Comparative Analysis
KW  - International Studies
KW  - Foreign Countries
KW  - Educational Policy
KW  - Developed Nations
KW  - Enrollment
KW  - Labor Market
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419443?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the report covering 1985-1991, see ED 404 365.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Computer and Internet Access in Private Schools and Classrooms: 1995 and 1998. Stats in Brief.
AN  - 62412415; ED440643
AB  - This brief provides results from the most recent National Center for Education Statistics (NCES) survey of technology in private schools, focusing on trends in the availability of and access to technology from 1995 to 1998. In addition, it reports on the future connectivity plans of private schools not connected to the Internet and on the advanced telecommunications training opportunities private schools offer their teachers. The brief describes the marked increase in access to computers and the Internet among private schools and their students from 1995 to 1998. Over that time, the average student to computer ratio decreased from 9:1 to 6:1, while the percent of schools with access to the Internet increased from 25% to 67%. (AEF)
AU  - Levin, Doug
AU  - Hurst, David
AU  - Burns, Shelley
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 6
PB  - National Center for Education Statistics, 1900 K Street, N.W., Washington, DC 20006. Tel: 800-424-1616 (Toll Free). For full text: http://www.NCES.ed.gov/pubsearch.
VL  - NCES-2000-044
KW  - Connectivity
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Finance
KW  - Teacher Education
KW  - Elementary Secondary Education
KW  - Access to Computers
KW  - School Surveys
KW  - National Surveys
KW  - Tables (Data)
KW  - Private Schools
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62412415?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Internet Access in U.S. Public Schools and Classrooms: 1994-99. Stats in Brief.
AN  - 62411913; ED440642
AB  - Since 1994, the National Center for Education Statistics (NCES) has surveyed nationally representative samples of approximately 1,000 public schools in the fall of each academic year on Internet access and, since 1996, on the types of Internet connections used. The most recent survey of Internet access indicates that public schools in the United States have nearly reached the goal of connecting every school to the Internet. In 1994, 3% of all U.S. public school instructional rooms were connected to the Internet; by 1999, 63% were connected. In 1999, the ratio of students per instructional computer was approximately 6, the same as 1998, which is above the stated "reasonable level" of 4 to 5. In 1996, dial-up network connections were used by almost three-quarters of public schools. By 1999, more schools were using faster dedicated-line network connections; 63% of public schools were connected to the Internet by dedicated lines, 14% using dial-up connections, and 23% using other connection types. The survey listed several potential sources of financial support; about 9 out of 10 schools reported receiving support from their school district, and 72% from state or federal government programs. About one third of schools reported receiving support from parents and parent organizations, and about the same percentage received support from businesses. Fifteen percent of schools received support from teachers or students, while five percent received support from other programs or individuals. (AEF)
AU  - Williams, Catrina
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 6
PB  - National Center for Education Statistics, 1990 K Street, N.W., Washington, DC 20006. Tel: 800-424-1616 (Toll Free). For full text: http://www.NCES.ed.gov/pubsearch.
VL  - NCES-2000-086
KW  - Connectivity
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Access to Computers
KW  - School Surveys
KW  - National Surveys
KW  - Tables (Data)
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62411913?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Title I Migrant Education Program Summer Term Projects, 1998. Statistical Analysis Report.
AN  - 62408500; ED438997
AB  - Summer-term projects are an important component of the federal Migrant Education Program (MEP), legislated under Title I of the Elementary and Secondary Education Act. In 1998, a nationally representative survey of MEP summer projects examined project characteristics, types of instructional and support services offered, and the projects' student records systems. About 1,700 MEP summer-term projects operated for an average of 6 weeks in 1998, serving about 262,000 migrant students. The majority of projects enrolled less than 100 students, served students of all ages, and were located in rural areas. About a third of projects and half of the students served were located in California or Texas. States provided various types of technical assistance to the projects. Almost all projects provided reading instruction; over two-thirds offered math or science instruction or bilingual education. Many projects also offered social science instruction, preschool education, special education, or high school equivalency instruction. The most common support services provided by projects were home-school liaison, transportation, and meals. Projects were less likely to provide medical or dental services, counseling, clothing, or day care. Data were also gathered on student records availability and project practices for creating, updating, and transmitting student records. Appendices present sample methodology, data reliability, definitions, detailed statistical data tables, and the survey questionnaire. (Contains 12 tables and 13 figures.) (Author/SV)
AU  - Parsad, Basmat
AU  - Heaviside, Sheila
AU  - Williams, Catrina
AU  - Farris, Elizabeth
Y1  - 2000/02//
PY  - 2000
DA  - February 2000
SP  - 91
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ESEA Title I Migrant Programs
KW  - Program Characteristics
KW  - ERIC, Resources in Education (RIE)
KW  - Supplementary Education
KW  - Questionnaires
KW  - Migrant Education
KW  - Elementary Secondary Education
KW  - Summer Programs
KW  - Student Records
KW  - Records Management
KW  - Educational Practices
KW  - Ancillary School Services
KW  - Enrollment
KW  - Technical Assistance
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62408500?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Science and technology policy: is disability a missing factor?
AN  - 85361558; pmid-11508404
JF  - Assistive technology : the official journal of RESNA
AU  - Seelman, K D
AD  - National Institute on Disability and Rehabilitation Research, US Department of Education, Washington, DC 20202-2572, USA.
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 144
EP  - 153
VL  - 12
IS  - 2
SN  - 1040-0435, 1040-0435
KW  - Health technology assessment
KW  - National Library of Medicine
KW  - United States
KW  - Research -- organization & administration
KW  - Humans
KW  - Disabled Persons -- legislation & jurisprudence
KW  - Disabled Persons -- rehabilitation
KW  - Self-Help Devices
KW  - Public Policy
KW  - Research Support as Topic
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85361558?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Acomdisdome&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Assistive+technology+%3A+the+official+journal+of+RESNA&rft.atitle=Science+and+technology+policy%3A+is+disability+a+missing+factor%3F&rft.au=Seelman%2C+K+D&rft.aulast=Seelman&rft.aufirst=K&rft.date=2000-01-01&rft.volume=12&rft.issue=2&rft.spage=144&rft.isbn=&rft.btitle=&rft.title=Assistive+technology+%3A+the+official+journal+of+RESNA&rft.issn=10400435&rft_id=info:doi/
LA  - English (eng)
DB  - ComDisDome
N1  - Date revised - 2010-04-12
N1  - Last updated - 2010-09-25
ER  - 



TY  - GEN
T1  - Trends in Disparities in School District Level Expenditures per Pupil. Statistical Analysis Report.
AN  - 62431134; ED437728
AB  - This report examines the disparity in education expenditures in elementary and secondary schools for each state for the period from 1979-80 to 1993-94. Data from the Census Bureau's Survey of Local Governments were used, and the object of analysis was instructional expenditures per pupil. School districts were grouped into four categories: (1) unified districts; (2) elementary districts; (3) secondary districts; and (4) all districts. The greatest emphasis in the report is given to unified districts. Results show that, for most states, a majority of disparity indices for unified districts indicated declining disparity. Five of the states with increasing disparity were in the Midwest, and the other three were in the West. For each of the states for which the measures fell, the decline in disparity did not necessarily mean the state had a more equitable distribution of education expenditures, since the percentage and distribution of special-needs students may have changed over that period. All the disparity measures indicated declining disparity for three of the regions when examined as a whole, and a majority of measures indicated declining disparity in the other areas. Disparity increased for the nation as a whole, in part because instructional expenditures per pupil increased at different rates in different parts of the country. (RJM)
AU  - Hussar, William
AU  - Sonnenberg, William
Y1  - 2000/01//
PY  - 2000
DA  - January 2000
SP  - 121
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Educational Equity (Finance)
KW  - Finance Reform
KW  - Expenditure per Student
KW  - Educational Finance
KW  - School District Spending
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62431134?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Support for Education: Fiscal Years 1980 to 1999.
AN  - 62430210; ED437441
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year (FY) 1980, the year the U.S. Department of Education was created. Programs residing in other federal agencies are included in order to account fully for all federal education expenditures. Federal support for education, excluding estimated federal tax expenditures, was an estimated $115.6 billion in FY99, an increase of 84% since FY90. After adjustment for inflation, federal support for education increased 47% between FY90 and FY99. On-budget federal funds for education programs were estimated at $82.8 billion in FY99. Off-budget support and nonfederal funds generated by federal legislation were estimated at $32.8 billion, an increase of 193% in current dollars between FY90 and FY99 and 134% in constant dollars. Over 58% of federal education support, excluding estimated federal tax expenditures, went to educational institutions in FY99. Another 20% was used for student support. The remaining 22% went to banks and other lending agencies, libraries, museums, and federal institutions. Schools and colleges derive 11% of their FY99 revenues from the federal government, with the remaining revenues coming from state and local governments. The estimated federal share of expenditures of educational institutions declined from 14% in FY80 to 10% in FY90 and up to 11% in FY99. Seven appendixes contain detailed tables of financial information. (Contains 16 tables and 3 figures.) (SLD)
AU  - Hoffman, Charlene M.
Y1  - 2000/01//
PY  - 2000
DA  - January 2000
SP  - 53
PB  - U.S. Dept. of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Department of Education
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Federal Aid
KW  - Educational Finance
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Federal Government
KW  - Income
KW  - Expenditures
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62430210?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1980 to 1998 report, see ED 424 307.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Academic Libraries: 1996. E.D. TABS.
AN  - 62426607; ED437983
AB  - Based on information from the 1996-97 Integrated Postsecondary Education Data System (IPEDS) Academic Libraries survey, this document presents statistics on libraries in U.S. higher education institutions. Specifically, data are provided on: circulation and interlibrary loan transactions; public service hours; number served, number of reference transactions, and information service to groups; number of books, bound serials, and bound government documents held at the end of the year, and number of libraries by number of volumes; number of units and linear feet held at the end of the year and added during the year; number of unduplicated titles held at the end of the year; number of unduplicated titles added during the year; number and percentage of FTE (full-time equivalent) staff; total operating expenditures and number of libraries by category of total operating expenditures; library operating expenditures by object of expenditure, and salaries as a percentage of total operating expenditures; operating expenditures for information resources, equipment, and other selected expenditures by category; percentage of institutions with selected electronic services; and circulation, number of books and bound serials volumes held at the end of the year/added during the year, total staff, and expenditures per FTE student. An introductory section highlights selected results and summarizes the methodology. A copy of the questionnaire is included. (MES)
AU  - Cahalan, Margaret W.
AU  - Justh, Natalie M.
Y1  - 2000/01//
PY  - 2000
DA  - January 2000
SP  - 121
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: http://nces.ed.gov/surveys/libraries/academic.html. For full text: http://nces.ed.gov/pubs2000/2000326.pdf.
SN  - 0160502446
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Library Expenditures
KW  - Library Statistics
KW  - Questionnaires
KW  - Library Surveys
KW  - Library Personnel
KW  - Reference Services
KW  - Library Collections
KW  - Higher Education
KW  - Library Services
KW  - Tables (Data)
KW  - Academic Libraries
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62426607?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Family Characteristics of 6- to 12-Year-Olds. Indicator of the Month.
AN  - 62416536; ED437216
AB  - Noting that the family environment in which a child lives affects many aspects of that child's life, including school performance, this "Indicator of the Month" from the National Center for Educational Statistics presents data on family characteristics for 1972-1997. In addition to data tables, key findings are summarized: (1) educational attainment of parents of 6- to 12-year-olds increased substantially between 1972 and 1997; (2) the employment rate of mothers of 6- to 12-year-olds rose from 39 percent in 1972 to 66 percent in 1997, whereas the employment rate for fathers decreased slightly; (3) the percent of 6- to 12-year-olds who lived with only their mother increased from 12 to 24 percent between 1972 and 1997, and conversely, the percentage who lived with two parents decreased from 87 to 71 percent during the same period; and (4) in 1997, 6- to 12-year-olds had fewer other children in their household than their peers in 1972. (HTH)
Y1  - 2000/01//
PY  - 2000
DA  - January 2000
SP  - 3
PB  - ED PUBS, Tel: 877-433-7827 (Toll Free) For full text: <http://ncesedgov/pubsearch/pubsinforasp?pubid=2000004>
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Mothers
KW  - Family Structure
KW  - Employed Parents
KW  - Siblings
KW  - Educational Attainment
KW  - Children
KW  - One Parent Family
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62416536?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education 1999."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State ESEA Title I Participation Information for 1997-98: Final Summary Report.
AN  - 62328492; ED450474
AB  - This report summarizes data that address several aspects of the Elementary and Secondary Education Act's Title I program. It includes information on districts, schools and students served, range of instructional and support services provided, Title I staffing patterns, and schools' progress toward meeting performance standards as reported in Title I performance reports submitted by states in the U.S. The report illustrates the scope of the Title I program during two successive school years and identifies emerging trends in the design and implementation of the programs conducted in participating districts and schools nationwide. The document addresses the Title I Grants to Local Educational Agencies Program Part A. The Part A program provides federal financial assistance to eligible school districts and schools to aid their efforts in helping children meet challenging standards, with a particular emphasis on children who are at risk of not meeting such standards. Information is also provided on the Title I State Agency Program for Neglected or Delinquent Children and Youth, which provides free public education to children in institutions for neglected or delinquent children, in addition to educating juveniles through the age of 21 who are in adult correctional institutions. Data and state-by-state summary tables for 1996-1998 are provided. (RJM)
AU  - Sinclair, Beth
AU  - Carroll, Janet
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 45
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll-free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. Full text: http://www.ed.gov/offices/OUS/eval/elem.html.
KW  - Elementary Secondary Education Act Title I
KW  - ERIC, Resources in Education (RIE)
KW  - High Risk Students
KW  - Participation
KW  - School Support
KW  - Federal Programs
KW  - School Districts
KW  - Federal Regulation
KW  - Elementary Secondary Education
KW  - Program Evaluation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62328492?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Fall 2000.
AN  - 62322693; ED449202
AB  - The "Education Statistics Quarterly" gives a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. Each message also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issue contains: (1) "Projections of Education Statistics to 2010" (Debra E. Gerald and William J. Hussar); (2) "Invited Commentary: The Baby Boom Echo Goes to College--By the Millions" (Richard W. Riley); (3) "Invited Commentary: Meeting Greater Expectations and Greater Needs for Education Data" (Lavan Dukes and Edward Croft); (4) "Children Who Enter Kindergarten Late or Repeat Kindergarten: Their Characteristics and Later School Performance" (Jerry West, Anne Meek, and David Hurst); (5) "High School Dropouts, by Race/Ethnicity and Recency of Migration" ("The Condition of Education"); (6) "Teacher Supply in the United States: Sources of Newly Hired Teachers in Public and Private Schools: 1987-88 to 1993-94" (Stephen P. Broughman and Mary R. Rollefson); (7) "Salaries of Teachers" ("The Condition of Education"); (8) "In the Middle: Characteristics of Public Schools with a Focus on Middle Schools" (Martha Naomi Alt and Susan P. Choy); (9) "Condition of America's Public School Facilities: 1999" (Laurie Lewis, Kyle Snow, Elizabeth Farris, Becky Smerdon, Stephanie Cronen, and Jessica Kaplan); (10) "Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1998-1999" (Beth Aronstamm Young); (11) "Postsecondary Students with Disabilities: Enrollment, Services, and Persistence" (David Hurst, Ed. and Becky Smerdon, Ed.); (12) "Entry and Persistence of Women and Minorities in College, Science and Engineering Education" (Gary Huang, Nebiyu Taddese, and Elizabeth Walter); (13) "Debt Burden Four Years after College" (Susan P. Choy); (14) "College Quality and the Earnings of Recent College Graduates" (Robert A. Fitzgerald); (15) "Public Libraries in the United States: FY 1997" (Adrienne Chute and P. Elaine Kroe); (16) "Educational Attainment" ("The Condition of Education"); (17) "The Condition of Education: 2000" (National Center for Education Statistics); (18) "Quality Profile for SASS Rounds 1-3: 1987-1995" (Graham Kalton, Marianne Winglee, Sheila Krawchuk, and Daniel Levine); (19) "How Does NAEP Select Schools and Students?" (Alan Vanneman and Sheida White); and (20) "How Does NAEP Ensure Consistency in Scoring?" (Sheida White, Connie Smith, and Alan Vanneman). Each article contains references. (Contains 20 tables and 19 figures.) (SLD)
AU  - Dillow, Sally
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 105
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - 2
IS  - 3
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Teacher Supply and Demand
KW  - Educational Attainment
KW  - School Statistics
KW  - Enrollment Projections
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62322693?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Comprehensive School Reform Demonstration Program: Raising Student Achievement through Research-Based Reforms That Strengthen the Entire School.
AN  - 62321617; ED443145
AB  - Comprehensive school reform focuses on making coherent schoolwide improvements that affect virtually all aspects of a school's operation, rather than using a piecemeal, fragmented approach to reform. The Comprehensive School Reform Demonstration (CSRD) program aims to raise student achievement by helping public schools across the country implement successful, comprehensive school reforms. The CSRD legislation promotes the use of reliable research and effective practices and emphasizes basic academics and parental involvement. The program provides startup funding to help finance the initial implementation of comprehensive reforms. The program is intended to demonstrate how Title I schoolwide and other funds can be used effectively to support a rigorous, research-based approach to school improvement, even if a school is not receiving CSRD funding. The document offers advice about launching a comprehensive reform effort, key steps for getting started, and nine key components of a comprehensive school reform program. It cites comprehensive reform attempted in the Memphis City Schools, which has been working to implement comprehensive school reform since 1995 through a partnership with New American Schools. (DFR)
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 6
KW  - Comprehensive School Reform Demonstration Program
KW  - Elementary Secondary Education Act Title I
KW  - New American Schools
KW  - ERIC, Resources in Education (RIE)
KW  - Student Improvement
KW  - Teacher Improvement
KW  - Research Projects
KW  - Elementary Secondary Education
KW  - Teaching Models
KW  - Public Schools
KW  - School Restructuring
KW  - Parent School Relationship
KW  - Educational Change
KW  - Research Utilization
KW  - Government Publications
KW  - Educational Technology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62321617?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Winter 2000.
AN  - 62320275; ED451259
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. Each issue also contains a message from the NCES on a timely subject in education statistics and a featured topic with invited commentary. The focus of this issue is the Data on Vocational Education (DOVE) system, which provides detailed information on vocational education at the national level. The issue also contains reports on NCES work in: (1) elementary and secondary education; (2) postsecondary education; (3) public, state, and federal libraries; (4) international statistics; (5) crosscutting statistics; (6) methodology; and (7) data products, other publications, and funding opportunities. (Contains 10 tables and 22 figures.) (SLD)
AU  - Dillow, Sally
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 124
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-512-1800. For full text: http://nces.ed.gov.
VL  - 2
IS  - 4
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Data Collection
KW  - Vocational Education
KW  - National Surveys
KW  - Tables (Data)
KW  - School Statistics
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62320275?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly. Individual articles also cite
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Mathematics and Science in the Eighth Grade: Findings from the Third International Mathematics and Science Study.
AN  - 62319025; ED445920
AB  - This report refocuses the international comparisons of eighth-grade students' achievement with the view to highlighting the place of the United States among the nations. A second component looks at the performance of sections of the eighth-grade student population against the same kind of international benchmarks. A third component picks up the emphasis of the Third International Mathematics and Science Study (TIMSS) on instructional practice by developing a description of the instructional practices of U.S. eighth-grade mathematics and science teachers. The discussion that follows describes TIMSS as the source of the information for these analyses and the context in which the various comparisons are made. Chapter 2 provides an international perspective on the performance of U.S. seventh and eighth graders. Chapter 3 looks at the performance of sections of the U.S. eighth-grade population in the same international context. Chapter 4 provides a description of the instructional practices of those who teach mathematics and science to these eighth-grade students. Chapter 5 discusses observations on the findings as a whole. (Contains 215 references.) (ASK)
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 247
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 1-877-4ED-Pubs. For full text: http://nces.ed.gov./timss.
VL  - NCES-2000-014
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Cross Cultural Studies
KW  - Grade 8
KW  - Comparative Education
KW  - Mathematics Achievement
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Mathematics Education
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62319025?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Career Crisis in the School Superintendency? The Results of a National Survey.
AN  - 62317204; ED443167
AB  - A new, validated survey instrument, SPEAR (Superintendents' Professional Expectations and Advancement Review), asked top executives about their opinions, skills, perceptions on a range of career concerns, and future interests. Of the nation's 13,500 school superintendents, a random sample of 2,979 was selected, segmented by district size. The overall finding is that superintendents are proud and satisfied with their own accomplishments, but greatly concerned about the prospect of finding talented leaders to take their places. Some of the questions explored in the survey include the following: Is there a crisis in attracting educators into the profession? How satisfied are superintendents with their careers? How mobile are superintendents? What are their professional concerns? What personal concerns and motives do they express? and What skills do they bring to the job? The report provides a brief description of its findings and recommendations as well. The appendix contains the SPEAR questionnaire. (Contains 21 references.) (DFR)
AU  - Cooper, Bruce S.
AU  - Fusarelli, Lance D.
AU  - Carella, Vincent A.
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 51
PB  - American Association of School Administrators Order Fulfillment Department (Stock Number 236-022, $13);
KW  - American Association of School Administrators
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - School Administration
KW  - Tenure
KW  - Job Satisfaction
KW  - Administrator Role
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Occupational Mobility
KW  - Occupational Information
KW  - Job Skills
KW  - Public Schools
KW  - Career Development
KW  - Educational Change
KW  - Administrator Attitudes
KW  - Tables (Data)
KW  - Superintendents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62317204?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Foreword by Paul D. Houston.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Promoting Better Health for Young People through Physical Activity and Sports. A Report to the President from the Secretary of Health and Human Services and the Secretary of Education. Fall 2000.
AN  - 62316466; ED447132
AB  - This report discusses health promotion for young people, focusing on 10 strategies for facilitating physical activity and sports for children and youth. A background section discusses the benefits of physical activity, how much physical activity and fitness young people need, how active and fit America's children and adolescents are, and how society discourages physical activity. A section on strategies for promoting participation in physical activity and sports explains that to obtain the opportunities and motivation that will enable them to increase physical activity and fitness levels, young people can benefit from: families who model and support participation in physical activity; school programs that help students develop knowledge, attitudes, behaviors, and confidence to adopt and maintain physically active lifestyles; after-school care programs that provide regular opportunities for active, physical play; youth sports and recreation programs that offer a range of developmentally appropriate activities; a community structural environment that makes it easy and safe to be active; media campaigns that increase the motivation to be physically active; and an ongoing mechanism for measuring progress in promoting youth physical activity and fitness and in providing the school and community based program that will make this possible. (Contains 44 references.) (SM)
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 37
PB  - CCC Healthy Youth, P.O. Box 8817, Silver Spring, MD 20907. Tel: 888-231-6405 (Toll-Free); Fax: 888-282-7681; e-mail: HealthyYouth@cdc.gov. For full text: http://www.cdc.gov/nccdphp/dash/presphysactrpt.
KW  - ERIC, Resources in Education (RIE)
KW  - Athletics
KW  - Family Influence
KW  - Community Programs
KW  - Physical Fitness
KW  - After School Programs
KW  - Comprehensive School Health Education
KW  - Child Health
KW  - Elementary Secondary Education
KW  - Children
KW  - Community Influence
KW  - Mass Media Role
KW  - Health Promotion
KW  - Life Style
KW  - Physical Education
KW  - Physical Activities
KW  - Adolescents
KW  - Physical Activity Level
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62316466?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics Quarterly, Spring [and] Summer 2000.
AN  - 62315069; ED445101
AB  - This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released during a 3-month period. Each issue also contains a message from the NCES on a timely subject in education statistics and a featured topic with invited commentary. The focus of volume 2, issue 1 is on "America's Kindergartners," the first report to present findings from the NCES Early Childhood Longitudinal Study (ECLS). ECLS completes the picture of the U.S. education system with surveys of 2 cohorts of the youngest learners, about 22,000 children from the kindergarten class of 1998-1999 and about 15,000 newborns of 2001. Issue 1 also contains reports on NCES work in the categories of: (1) early childhood education; (2) elementary and secondary education; (3) post-secondary education; (4) lifelong learning; (5) public, state, and federal libraries; (6) international statistics; (7) crosscutting statistics; (8) methodology; and (9) a list of data products, other publications, and funding opportunities. The focus of issue 2 is on the Common Core of Data (CCD) surveys, a series of six separate annual data collections of information from the administrative records of state education agencies. In addition to commentary on the CCD, issue 2 contains reports on elementary and secondary education, postsecondary education, international education, crosscutting studies, and research methodology, as well a list of data products, other publications, and funding opportunities for the quarter. (Issue 1 contains 39 tables and 41 figures. Issue 2 contains 32 tables and 26 figures.) (SLD)
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 316
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 202-512-1800. For full text: http://nces.ed.gov.
VL  - 2
KW  - Common Core of Data Program
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Kindergarten Children
KW  - Preschool Education
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Tables (Data)
KW  - School Statistics
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62315069?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Individual articles available in the "Current Inde
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Education for Homeless Children and Youth Program: Title VII, Subtitle B of the McKinney-Vento Homeless Assistance Act. Report to Congress, Fiscal Year 2000.
AN  - 62252137; ED462508
AB  - This report compiles data submitted by state educational agencies in accordance with the McKinney-Vento Homeless Assistance Act. States are required to provide an estimate of: total number of homeless children and youth by grade level, number of homeless children and youth enrolled in public school by grade level, number of homeless children and youth regularly attending school by grade level, and primary nighttime residence of homeless children and youth. The greatest numbers of homeless children are at the preschool and elementary levels. Lower numbers reported for secondary school may be due to difficulties identifying older children and youth. Approximately 67 percent of identified homeless children and youth are enrolled in school. Excluding preschool, 87 percent of homeless children and youth attend school regularly. Most homeless children and youth identified in state reports live in shelters, doubled up with friends or relatives, or in other situations such as motels and campgrounds. Barriers to enrolling in and attending school include transportation, lack of official school records, immunization requirements, residency requirements, and providing birth certificates. Strategies for addressing issues in homeless education include increasing awareness of the problem and promoting interagency collaboration to meet children's needs. Tables on homeless children and youth are appended. (SM)
Y1  - 2000
PY  - 2000
DA  - 2000
SP  - 18
KW  - Barriers to Participation
KW  - Stewart B McKinney Homeless Assistance Act 1987
KW  - ERIC, Resources in Education (RIE)
KW  - State Government
KW  - Enrollment Trends
KW  - Access to Education
KW  - Elementary Secondary Education
KW  - Homeless People
KW  - Children
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62252137?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Education Longitudinal Study: 1988-94 Data Files and Electronic Codebook System, 1999 Re-Release. Base Year through Third Follow-Up ECB/CD-ROM. [CD-ROM].
AN  - 62247171; ED457218
AB  - The National Education Longitudinal Study of 1988 (NELS:88) is the first nationally representative study of eighth grade students in public and private schools. NELS:88, sponsored by the National Center for Education Statistics, is designed to provide longitudinal data about critical transitions experienced by young people as they develop, attend school, and embark on their careers. In 1988, some 25,000 eighth graders, their parents, teachers, and school principals were surveyed. In 1990, as part of the first follow-up, the same students, their teachers, and the school principals were surveyed. The second follow-up was in 1992, and the third in 1993. This CD-ROM, which is a reissue, contains public release data from the NELS:88 base year through third follow-up surveys and an electronic codebook (ECB) system. The first dataset and ECB integrate student, parent, transcript, school administrator, and teacher data from the base year through the second follow-up. The second data set and ECB contain integrated base year through third follow-up records for third follow-up respondents. The CD also contains the third follow-up methodology and descriptive summary reports and the base year through second follow-up data file user's manuals. TYPE OF SURVEY: National; Longitudinal; Follow-up; Sample Survey. POPULATION: Students; Parents; Teachers; Principals; SAMPLE: Students; Parents; Teachers; Principals (25,000). RESPONDENTS: Students; Parents; Teachers; Principals. FREQUENCY: Biennial. YEAR OF EARLIEST DATA: 1988. YEAR OF LATEST DATA: 1994. (SLD)
Y1  - 2000
PY  - 2000
DA  - 2000
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - National Education Longitudinal Study 1988
KW  - Transition Management
KW  - ERIC, Resources in Education (RIE)
KW  - Principals
KW  - Change
KW  - Student Characteristics
KW  - Junior High Schools
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Career Choice
KW  - Secondary School Teachers
KW  - Outcomes of Education
KW  - Dropouts
KW  - Grade 8
KW  - Public Schools
KW  - Enrollment
KW  - Child Development
KW  - Parents
KW  - Private Schools
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62247171?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=National+Education+Longitudinal+Study%3A+1988-94+Data+Files+and+Electronic+Codebook+System%2C+1999+Re-Release.+Base+Year+through+Third+Follow-Up+ECB%2FCD-ROM.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=2000-01-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the previous release of this CD-ROM, see ED 40
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Frequency of Arts Instruction for Students.
AN  - 62428576; ED436478
AB  - Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment, which assessed eighth-grade students only, indicate that public and private schools in the United States are far more likely to offer extensive instruction in music and the visual arts than in either dance or theater. Includes 1 table and web addresses for further information. (Author/LB)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1244.
VL  - 4
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Dance
KW  - Junior High Schools
KW  - Dance Education
KW  - National Competency Tests
KW  - Music Education
KW  - National Standards
KW  - Art Education
KW  - Visual Arts
KW  - Grade 8
KW  - Art
KW  - Public Schools
KW  - Music
KW  - Student Evaluation
KW  - Private Schools
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62428576?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a related NAEP Facts, see SO 031 475.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Distance Education at Postsecondary Education Institutions, 1997-98. Statistical Analysis Report.
AN  - 62427456; ED437879
AB  - This report presents findings from the second national survey of distance education undertaken by the National Center for Education Statistics. The survey covers the 12-month 1997-98 academic year and includes data for higher education institutions as well as all 2-year and 4-year postsecondary institutions. Highlights of the report include the following: distance education is becoming an increasingly visible feature of postsecondary education, primarily at public institutions, with an estimated 54,470 different courses offered; 8 percent of all 2-year and 4-year institutions offer degree or certificate programs designed to be completed totally through distance education; most institutions offering distance education use several types of video and Internet-based technologies; about three-quarters of institutions offering distance education charge the same tuition for these courses as for comparable on-campus courses; and between fall 1995 and 1997-98 the percentage of higher education institutions offering distance education courses increased from 33 to 44 percent. The first chapter of the report is an overview; following chapters review institutions and enrollments, course offerings and enrollments, degree and certificate programs, distance education technologies, tuition and fees, changes in distance education since 1994-95, and present conclusions. Appended are survey methodology, tables of standard errors, and the survey questionnaire. (CH)
AU  - Lewis, Laurie
AU  - Snow, Kyle
AU  - Farris, Elizabeth
AU  - Levin, Douglas
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 117
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (1 copy free). For full text: http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000013.
KW  - ERIC, Resources in Education (RIE)
KW  - Open Universities
KW  - Postsecondary Education
KW  - Questionnaires
KW  - External Degree Programs
KW  - Extension Education
KW  - Access to Education
KW  - Surveys
KW  - Tuition
KW  - Distance Education
KW  - Telecourses
KW  - Enrollment Trends
KW  - Change Strategies
KW  - Nontraditional Education
KW  - Tables (Data)
KW  - Educational Technology
KW  - Trend Analysis
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62427456?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Project Officer is Bernie Greene. For the report c
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Musical Activities and Achievement in Music: NAEP 1997 Arts Assessment.
AN  - 62418007; ED436475
AB  - Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment in Music, which covered eighth-grade students only, regardless of whether they had received instruction in music, show that student involvement in a variety of musical activities (playing an instrument in particular) is positively related to student music achievement. Students were assessed on creating, performing, and responding. The assessment found a positive relationship between students responding to music and students "doing" music (creating and performing). Includes 4 tables and web addresses for further information. (LB)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1244. Tel: 877-433-7827 (Toll Free); Website: <http://nces.ed.gov/naep/>.
VL  - 4
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Junior High Schools
KW  - National Surveys
KW  - Musical Instruments
KW  - National Competency Tests
KW  - Music Education
KW  - Middle Schools
KW  - Music Activities
KW  - Evaluation Methods
KW  - Grade 8
KW  - Tests
KW  - Music
KW  - Student Evaluation
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62418007?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Subgroup Achievement on the NAEP 1997 Arts Assessment.
AN  - 62411541; ED436477
AB  - Data from the National Assessment of Educational Progress (NAEP) 1997 Arts Assessment for eighth-grade students show that female students outperformed male students in every category of assessment for all three art forms assessed: (1) music; (2) theater; and (3) visual arts. In contrast to assessments in other subjects, nonpublic school students rarely outperformed public school students. Asian and white students had higher scores than black and Hispanic students in many but not all categories of the assessment. Includes 3 tables and web addresses for further information. (Author/LB)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 6
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1244.
VL  - 4
IS  - 2
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Junior High Schools
KW  - Dance Education
KW  - National Competency Tests
KW  - Music Education
KW  - Middle Schools
KW  - National Standards
KW  - Art Education
KW  - Visual Arts
KW  - Grade 8
KW  - Public Schools
KW  - Theater Arts
KW  - Music
KW  - Student Evaluation
KW  - Private Schools
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62411541?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a related NAEP Facts, see SO 031 476.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Baccalaureate and Beyond Longitudinal Study: Second Follow-Up. B&B: 93/97. Public Use Data Analysis System (DAS). [CD-ROM].
AN  - 62409144; ED437438
AB  - This CD-ROM contains data from the Baccalaureate and Beyond Longitudinal Study Second Follow-up Study (B&B:93/97) in the form of a data analysis system that includes most of the variables of interest to analysts. The B&B:93/97 study tracks the experiences of a cohort of recent college graduates, those who received a baccalaureate degree during the 1992-93 school year and who were first interviewed as part of the National Postsecondary Student Aid Study. The experiences of this cohort will be followed for about 12 years. The disk contains installation instructions and a methodology report in a subdirectory. TYPE OF SURVEY: Longitudinal; Follow-up Survey; National Survey. POPULATION: College Graduates. SAMPLE: Graduates interviewed in the National Postsecondary Student Aid Study. RESPONDENTS: College Graduates. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1993. YEAR OF LATEST DATA: 1997. (SLD)
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
EP  - 0
PB  - U.S. Department of Education, Mail Code 5651, 600 Independence Avenue, S.W., Washington, D.C. 20277-2935.
KW  - Baccalaureate and Beyond Longitudinal Study (NCES)
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Access to Education
KW  - Student Characteristics
KW  - Higher Education
KW  - Optical Data Disks
KW  - Longitudinal Studies
KW  - Cohort Analysis
KW  - Outcomes of Education
KW  - Bachelors Degrees
KW  - Followup Studies
KW  - Professional Education
KW  - Enrollment
KW  - College Graduates
KW  - Data Collection
KW  - Interviews
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62409144?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Baccalaureate+and+Beyond+Longitudinal+Study%3A+Second+Follow-Up.+B%26amp%3BB%3A+93%2F97.+Public+Use+Data+Analysis+System+%28DAS%29.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the first followup study CD-ROM, see ED 401 33
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Common Core of Data (CCD): School Years 1993-94 through 1997-98. [CD-ROM].
AN  - 62403513; ED437437
AB  - The Common Core of Data (CCD) is the primary database of the National Center on Education Statistics on elementary and secondary public education in the United States. CCD is a comprehensive, annual, national database of all elementary and secondary schools and school districts that contains data that are comparable across all states. The 50 states and the District of Columbia are included in the collection, as well as the outlying territories under U.S. jurisdiction. This CD-ROM contains 5 years of CCD data, beginning with school year 1993-1994 and going through 1997-1998 (school data for the last 4 years, and Agency and State data for all 5 years). This disc contains approximately 360,000 school records, more than 82,000 agency records, and 283 state records. Agency level finance data for fiscal years 1994 through 1996 have been merged with the appropriate agency nonfiscal records. Some of the agency fiscal and demographic data were obtained from the 1990 Decennial Census and F-33 survey conducted by the U.S. Bureau of the Census. State nonfiscal and fiscal data have been merged into a single file. State-level fiscal data are available through fiscal year 1997. Installation instructions and information for searching the files and using the "Handbook" are included. TYPE OF SURVEY: Census; National Survey. POPULATION: Schools (360,000); Agencies; States. FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1993. YEAR OF LATEST DATA: 1998. (SLD)
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
EP  - 0
PB  - U.S. Department of Education, Mail Code 5651, 600 Independence Avenue, S.W., Washington, D.C. 20277-2935.
KW  - Common Core of Data Program
KW  - Data Files
KW  - Machine Readable Data
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Databases
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Optical Data Disks
KW  - Secondary Schools
KW  - Elementary Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62403513?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Common+Core+of+Data+%28CCD%29%3A+School+Years+1993-94+through+1997-98.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-12-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For the 1991-92 through 1995-96 CD-ROM, see ED 425
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teachers' Feelings of Preparedness. Indicator of the Month.
AN  - 62402534; ED437392
AB  - Teachers' self-assessments provide one indication of the extent to which preservice and on-the-job learning prepare teachers to meet the new demands of education. In 1998, 71 percent of public school teachers felt that they were very well prepared to maintain order and discipline in their classrooms. Fewer teachers felt that they were very well prepared to meet certain instructional requirements, including implementing new teaching methods, implementing state or district curriculum and performance standards, and using student performance assessment techniques. Teachers were least likely to report feeling very well prepared to integrate educational technology into their teaching methods or to address the needs of students with disabilities or of students with limited English proficiency or from diverse cultural backgrounds. Teachers who spent more than 8 hours in professional development in the content area of a specific activity in the previous 12 months were generally more likely than other teachers to feel very well prepared in that area. The exception was the area in which teachers felt most prepared: maintaining order and discipline in the classroom. (SM)
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 3
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); e-mail: edpubs@inet.ed.gov. For full text: <http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000003>.
KW  - ERIC, Resources in Education (RIE)
KW  - Self Evaluation (Individuals)
KW  - Special Education
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Diversity (Student)
KW  - Discipline
KW  - Teacher Competencies
KW  - Classroom Techniques
KW  - Public Schools
KW  - Disabilities
KW  - Teachers
KW  - Student Evaluation
KW  - Limited English Speaking
KW  - Teacher Qualifications
KW  - Faculty Development
KW  - Educational Technology
KW  - Teaching Methods
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62402534?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - NELS:88/2000. Fourth Follow-up: An Overview.
AN  - 62400211; ED437440
AB  - Early in 2000, data collection will begin for the fourth follow-up of the National Education Longitudinal Study of 1988 (NELS:88/2000). NELS:88 is a major longitudinal study that provides trend data about critical transitions experienced by young people as they develop, attend school, embark on their careers, and form families. NELS:88/2000 will furnish information on how school policies, family involvement, teacher practices, intensity of course taking experiences, and post-secondary education affect student outcomes, including academic achievement, persistence in high school, participation in post-secondary education, and occupational experiences. NELS:88 is the first study sponsored by the National Center for Education Statistics that began surveying students as early as eighth grade. The same students were resurveyed in 1990, 1992, and 1994. The fourth follow-up will revisit the sample when many have completed college and are 8 years out of high school. The data set has been designed to support cross-sectional, longitudinal, and trend analyses. The electronic codebook and the Data Analysis System are described. (SLD)
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 15
PB  - U.S. Dept. of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-2000-301
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Followup Studies
KW  - College Graduates
KW  - Academic Achievement
KW  - Educational Trends
KW  - Young Adults
KW  - National Surveys
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Trend Analysis
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62400211?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Forum on Technology in Education: Envisioning the Future. Proceedings (Washington, D.C., December 1-2, 1999).
AN  - 62313241; ED452841
AB  - This report contains the following white papers commissioned for the Forum on the Future of Technology in Education: Envisioning the Future to explore a variety of perspectives related to the future of technology in education, as well as the topics of "e-learning" and technology and disability: (1) "Technology in K-12 Education: Envisioning a New Future" (David D. Thornburg); (2) "Extracurriculars as the Curriculum: A Vision of Education for the 21st Century" (Roger C. Schank and Kemi Jona); (3) "Rewiring the History and Social Studies Classroom: Needs, Frameworks, Dangers, and Proposals" (Randy Bass and Roy Rosenzweig); (4) "Forum on Technology in K-12 Education: Envisioning a New Future--Science" (Steven J. Rakow); (5) "Technology Meets Math Education: Envisioning a Practical Future Forum on the Future of Technology in Education" (Andee Rubin); (6) "The Future of Technology in K-12 Arts Education" (Joan Assey); (7) "Toward a Vision of the Future Role of Technology in Literacy Education" (Linda Labbo); (8) "E-learning: Education Businesses Transform Schooling" (Peter J. Stokes); and (9) "The Future Is in the Margins: The Role of Technology and Disability in Educational Reform" (David Rose and Anne Meyer). The document also contains an agenda for the forum, a summary report, participant biographies, and a discussion of emerging priorities identified during the forum. (MES)
Y1  - 1999/12//
PY  - 1999
DA  - December 1999
SP  - 310
PB  - Full text: http://www, airorg/forum/forumhtm
KW  - Technology Role
KW  - Technology Utilization
KW  - ERIC, Resources in Education (RIE)
KW  - Mathematics Instruction
KW  - Instructional Development
KW  - Social Studies
KW  - Elementary Secondary Education
KW  - Science Instruction
KW  - Art Education
KW  - Curriculum Development
KW  - Educational Change
KW  - Disabilities
KW  - History Instruction
KW  - Extracurricular Activities
KW  - Educational Technology
KW  - Literacy Education
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62313241?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For individual papers, see IR 020 684-690. Mary O'
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The NAEP Guide: A Description of the Content and Methods of the 1999 and 2000 Assessments. Revised Edition.
AN  - 62431802; ED440153
AB  - As mandated by Congress, the National Assessment of Educational Progress (NAEP) surveys the educational accomplishments of U.S. students and monitors changes in those accomplishments. NAEP tracks the educational achievement of 4th, 8th, and 12th graders over time in selected content areas, and has been tracking achievement for 30 years. The goals of this guide are to provide readers with an overview of the project and to help them understand the philosophical approach, procedures, analysis, and psychometric underpinnings of the NAEP. It introduces NAEP resources, demonstrates how the survey design matches the NAEP role as an indicator of national achievement, and describes some of the methods used in the 1999 and 2000 assessments. The guide follows a question-and-answer format, presenting questions most commonly asked about the NAEP and following them with answers and background information. Questions relate to: (1) the nature of the NAEP; (2) the subjects it assesses; (3) participation and confidentiality; (4) the availability of information to parents and the public; (5) the evaluation and validation of the NAEP; (6) the assessment development process; (7) accommodations for students with disabilities and those of limited English proficiency; (8) assessment innovations; (9) results; (10) scoring; (11) analysis of results; (12) comparability of results; (13) NAEP reports; (14) contextual background data; (15) use of NAEP results by educators; (16) use of NAEP results in education and policy issues; (17) linkage with other assessments; (18) students assessed in the NAEP; (19) student and school participation; (20) use of matrix sampling; and (21) data collection procedures. (Contains 32 references.) (SLD)
AU  - Horkay, Nancy
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 86
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard.
VL  - NCES-2000-456
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Testing Problems
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Scoring
KW  - National Surveys
KW  - National Competency Tests
KW  - Test Bias
KW  - Comparative Analysis
KW  - State Surveys
KW  - Data Collection
KW  - Sampling
KW  - Educational Assessment
KW  - Test Interpretation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62431802?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1997-1998 guide, see ED 412 294.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Internet Access in Public and Private Schools. Indicator of the Month.
AN  - 62420245; ED433799
AB  - This indicator highlights findings about Internet access in schools. From 1994-98, Internet access and the percentage of instructional rooms with Internet access in public schools increased. Public schools with a high student poverty level were less likely to have Internet access than schools with a low poverty level from 1994-97. In fall 1998, high poverty-level public schools were as likely to have Internet access as low poverty-level schools. In fall 1997, public schools with a high minority enrollment had a lower rate of Internet access and a smaller percentage of instructional rooms with Internet access than schools with a low minority enrollment. By fall 1998, this gap closed, but high minority enrollment schools were still less likely to have instructional rooms with Internet access. In both public and private schools with Internet access, teachers were more likely to have access to e-mail, news groups, resource location services, and the World Wide Web than students. Tables and graphs present data on: (1) percentage of public schools and instructional rooms with Internet access by school characteristics, 1994-98; (2) percentage of public schools and instructional rooms with Internet access, 1994-98; and (3) percentage of public schools and instructional rooms with Internet access by percentage of students eligible for free or reduced-price lunch, 1998. (MES)
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 3
PB  - U, S Dept of Education; Tel: (877) 433-7827 (Toll Free); Web site: http://ncesedgov/pubsearch/pubsinfoasp?pubid=2000002 (Full Text)
VL  - NCES-2000-002
KW  - Access to Technology
KW  - Connectivity
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Public Schools
KW  - Access to Information
KW  - Student Characteristics
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Equal Education
KW  - Private Schools
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62420245?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education, 1999."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1998 Civics Report Card for the Nation.
AN  - 62415873; ED435583
AB  - The National Assessment of Educational Progress (NAEP) is the nation's only ongoing survey of what students know and can do in various academic subject areas. This report summarizes the results of the 1998 NAEP civics assessment for the nation. The results are based on an assessment of students at grade 4, grade 8, and grade 12. Students' performance is described in terms of their average civics score on a 0 to 300 scale and in terms of the percentage of students attaining each of three achievement levels: (1) basic; (2) proficient; and (3) advanced. The achievement levels are performance standards adopted by the National Assessment Governing Board (NAGB) as part of its statutory responsibilities. In addition to providing average scores and achievement level performance for the nation, this report also provides results for subgroups of students defined by various background and contextual characteristics. Further, the report explores relationships between selected teacher and classroom activities and student performance. The chapter titles include: (1) "Average Scale Score and Achievement Level Results for the Nation"; (2) "Average Civics Scale Score Results for Selected Subgroups"; (3) "Civics Achievement Level Results for Selected Subgroups"; (4) "Contexts for Learning Civics: School/Teacher Policies and Practices"; and (5) "Contexts for Learning Civics: Classroom Practices and Student Variables." The appendices include an overview of procedures used in the assessment, standard errors, and a list of the members of the NAEP civics development and standing committees. (LB)
AU  - Lutkus, Anthony D.
AU  - Weiss, Andrew R.
AU  - Campbell, Jay R.
AU  - Mazzeo, John
AU  - Lazer, Stephen
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 196
PB  - U.S. Department of Education (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: <http://nces.ed.gov/nationsreportcard/>.
KW  - National Assessment of Educational Progress (NAEP)
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Curriculum Based Assessment
KW  - National Competency Tests
KW  - Evaluation Methods
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Program Evaluation
KW  - Student Evaluation
KW  - Civics
KW  - Tables (Data)
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62415873?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Edward Kulick, Spencer Swin
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 1996-97.
AN  - 62406578; ED436025
AB  - This directory is part of the continuing series of education directories published by the National Center for Education Statistics. It provides a current, state-by-state listing of local public school systems and other education agencies dedicated to the many institutions and organizations that deal with these entities. The directory offers instructions on usage, describes the types of agencies listed, and identifies the many abbreviations used in the text. Information on the universe of public schools and education agencies is collected annually in the NCES Common Core of Data (CCD) surveys. The surveys are completed from administrative records of the state education agencies by Common Core of Data Coordinators. The contents for the directory come primarily from the CCD education agency universe data collection of spring, 1997. In the directory's introduction, several tables that summarize the contents of the file are provided. They are followed by the listing of education agencies, organized by state and type of agency. The directory lists all reported public, elementary/secondary education agencies in the 50 states, the District of Columbia, Puerto Rico, the U.S. Virgin Islands, American Samoa, Guam, the Commonwealth of the Northern Mariana Islands, and Department of Defense schools. (RJM)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 793
SN  - 0160501806
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Directories
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Reference Materials
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62406578?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1995-96 edition of this publication, see E
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1998 Civics Report Card Highlights.
AN  - 62406307; ED435584
AB  - The 1998 National Assessment of Educational Progress (NAEP) civics assessment contained a combination of multiple-choice and open-ended questions. Each student participating in the assessment received two 25-minute sections of questions. Most civics questions measured both knowledge and intellectual skills. In addition, some questions measured participatory skills and/or civic dispositions. This packet presents sample questions and student responses from the 1998 civics assessment for grades 4, 8, and 12. Student performance on each question is associated with one of the three achievement levels: (1) basic; (2) proficient; or (3) advanced. In addition, each question is accompanied by a table that indicates, for multiple-choice questions, the percentage of students within each achievement level who responded correctly, and, for constructed-response questions, the percentage of students within each achievement level whose responses were scored "acceptable" or better. The correct answer for each multiple-choice question is indicated. The topics covered in the highlights include: (1) "NAEP in a Nutshell"; (2) "The NAEP 1998 Civics Assessment"; (3) "Grade 4 Sample Questions and Responses"; (4) "Grade 8 Sample Questions and Response"; (5) "Grade 12 Sample Questions and Responses"; (6) "Results and Responses for the Nation"; (7) "School and Home Factors Related to Civics"; and (8) "Other Publications and Related Materials." (LB)
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 13
PB  - U. S. Department of Education (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827. For full text: <http://nces.ed.gov/nationsreportcard>.
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Curriculum Based Assessment
KW  - National Competency Tests
KW  - Evaluation Methods
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Program Evaluation
KW  - Student Evaluation
KW  - Civics
KW  - Tables (Data)
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62406307?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the complete Report Card, see SO 031 348. Prin
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Pocket Condition of Education, 1999.
AN  - 62404475; ED436834
AB  - This booklet contains a sampling of charts taken from "The Condition of Education 1999." It features graphs on trends in science performance of white and black 9-, 13-, and 17-year-olds; mathematics performance of 4th-, 8th-, and 12th-grade students; international comparisons of student performance in mathematics and science; reading performance of 4th-, 8th- and 12th-grade students; employment of noncollege youth; employment of young adults, by educational attainment; annual earnings of young adults, by educational attainment; internet access in public schools; student computer use; inclusion of students with disabilities in the least restrictive environment; teachers' feelings of preparedness; teachers' participation in collaborative activities; salaries of teachers; student victimization at school; student alcohol and drug use; fathers' involvement in their children's education; public elementary and secondary expenditures per student; preprimary education enrollment; elementary and secondary school enrollment; racial and ethnic distribution of college enrollments; recent school dropouts; racial and ethnic differences in the transition to college; bachelor's degrees conferred, by field of study and race-ethnicity; graduate field of study, by sex and race-ethnicity; and international comparisons of educational attainment, by age, sex, and country. (RJM)
AU  - Nathanson, Jeanne H.
Y1  - 1999/11//
PY  - 1999
DA  - November 1999
SP  - 33
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Tel: 877-433-7827. For full text: <http://nces.ed.gov>.
SN  - 0160502144
KW  - Condition of Education (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Practices
KW  - Educational Change
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Program Evaluation
KW  - National Surveys
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62404475?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education 1999."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Predicting the Need for Newly Hired Teachers in the United States to 2008-09.
AN  - 62425981; ED435596
AB  - There will be a need for many newly hired teachers in the United States over the next 10 years as large numbers of teachers are expected to retire and enrollments are expected to increase. This report examines the problem using an algebraic model with no econometric analysis. It uses age-specific continuation rates of teachers from several different Schools and Staffing Surveys (SASS) of the National Center for Education Statistics to predict how many teachers will continue teaching from one year to another. The demand for teachers is taken as exogenous, and several scenarios are examined. The report assumes that the supply will meet the demand and that the age distribution of new teachers will be the same as the 1993-94 SASS distribution. Depending on the assumptions made, projections for the number of newly hired public school teachers needed by 2008-09 ranges from 1.7 million to 2.7 million. Some of these newly hired teachers will be needed to replace those leaving the profession, and others will be needed as enrollments continue to increase. The majority of the publication is comprised of statistical figures and tables, a technical appendix, and appendix tables. (Author/SM))
AU  - Hussar, William J.
Y1  - 1999/10//
PY  - 1999
DA  - October 1999
SP  - 60
PB  - U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-433-7827.
KW  - ERIC, Resources in Education (RIE)
KW  - Labor Turnover
KW  - Teacher Retirement
KW  - Public Schools
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - Tables (Data)
KW  - Private Schools
KW  - Beginning Teachers
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425981?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2009. Pocket Projections.
AN  - 62425886; ED435672
AB  - Each year, the National Center for Education Statistics publishes this pocket summary of the annual "Projections of Education Statistics." The complete report contains information on projected enrollment at all ages, number of high school graduates, degrees conferred, classroom teachers, and public elementary and secondary school expenditures, with state-level tables on enrollment. This summary contains figures for 1986-87, estimates for 1997-98, and projections to 2008-09, with calculations of the percent of change from 1986-87 to 1997-98 and from 1997-98 to 2005-09. Tables present data for these periods for: (1) population by age; (2) elementary and secondary enrollment in public and private schools; (3) high school graduates from public and private schools; (4) classroom teachers in public and private schools; (5) public and private elementary and secondary pupil/teacher rations; (6) elementary and secondary public school expenditures; (7) higher education enrollment in public and private institutions; (8) earned degrees; and (9) higher education expenditures for public and private institutions. Technical notes explain the computation of projections. (SLD)
AU  - Hussar, William J.
Y1  - 1999/10//
PY  - 1999
DA  - October 1999
SP  - 13
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-Pubs (Toll free). Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954. Tel: 202-512-1800; Fax: 202-512-2250.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - High School Graduates
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Expenditures
KW  - Degrees (Academic)
KW  - Public Schools
KW  - Predictive Measurement
KW  - Enrollment Trends
KW  - Teachers
KW  - Population Trends
KW  - Tables (Data)
KW  - Private Schools
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425886?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Private School Universe Survey, 1997-98.
AN  - 62425108; ED434416
AB  - This report on the private school universe presents data on K-12 schools broken down by school size, school level, religious orientation, geographical region, community type, and program emphasis. The number of students and teachers is reported in the same categories. The number of students is also reported by race-ethnicity, gender, and grade level. Twenty-two tables present data by three classification schemes: private school typology, religious orientation, and association membership. The Private School Survey was designed to collect data from all private schools in the 50 states and the District of Columbia. The survey was conducted in 1997-98 by the U.S. Bureau of the Census for the National Center for Education Statistics. Results show that, in the fall of 1997, there were 27,402 private elementary and secondary schools in the U.S., a total not statistically different from 1995. Among the schools there was considerable diversity as to orientation and affiliation. Of the three primary types of private schools--Catholic, other religious, and nonsectarian--other religious schools were the most numerous (48 percent), followed by Catholic schools (30 percent), and nonsectarian schools (22 percent). Regions with the most private schools were the Midwest (27 percent) and South (30 percent). The survey design is described in the report's Technical Notes section. (RJM)
AU  - Broughman, Stephen P.
AU  - Colaciello, Lenore A.
Y1  - 1999/10//
PY  - 1999
DA  - October 1999
SP  - 99
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (NCES-1999-319). Tel: 877-4ED-PUBS (Toll Free); Web site: <http://nces.ed.gov/pubsearch/index.asp>.
SN  - 0160501849
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Parochial Schools
KW  - School Demography
KW  - Enrollment Trends
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Tables (Data)
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425108?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Key Statistics on Public Elementary and Secondary Schools and Agencies: School Year 1995-96. Survey Report.
AN  - 62422480; ED435650
AB  - This report provides information about the organization, students, staff, and financial resources of public elementary and secondary education agencies and schools in the United States during the 1995-96 school year. The information, taken from the Common Core of Data (CCD) survey system, is presented in the body of the report, with supplementary detailed tables in Appendix A. The CCD contains data provided voluntarily each year by the education agencies of the 50 states, the District of Columbia, the Department of Defense Dependents Schools (overseas), and five outlying areas. During the 1995-96 school year, there were more than 16,000 local education agencies in these regions, and almost 15,000 were regular school districts directly responsible for free, public education. There were about 45 million public school students in 1995-96. Of these, two-thirds were White, non-Hispanic; about one in six was Black; and about one in seven was Hispanic. The almost 2.6 million teachers in this school year accounted for more than half of the almost 5 million local education employees. Information is also provided about educational finance, including average expenditures. Four appendixes contain supplementary and detailed tables, information about the CCD, and a glossary. (Contains 72 tables and 12 figures.) (SLD)
AU  - Hoffman, Lee M.
Y1  - 1999/10//
PY  - 1999
DA  - October 1999
SP  - 173
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Public Schools
KW  - Minority Groups
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - National Surveys
KW  - Tables (Data)
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62422480?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Students Who Took Advanced Placement (AP) Examinations. Indicator of the Month.
AN  - 62416180; ED434166
AB  - The number of students per 1,000 12th graders who participated in Advanced Placement (AP) examinations shows the level of importance that students, schools, and colleges place on the AP program and how that importance has changed over time. Between 1984 and 1997, the number of students who took AP examinations increased dramatically, from 50 to 131 students per 1,000 12th graders. By 1997, more females than males (145 per 1,000 compared with 117 per 1,000) took the AP examinations. Whites were more likely than Blacks or Hispanics to take AP examinations except in the area of foreign languages. Two tables and two figures provide information about the students who took AP examinations and the examinations they chose. The highest participation was for social studies examinations. (SLD)
Y1  - 1999/10//
PY  - 1999
DA  - October 1999
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - Advanced Placement Examinations (CEEB)
KW  - ERIC, Resources in Education (RIE)
KW  - College Entrance Examinations
KW  - College Bound Students
KW  - Participation
KW  - High Schools
KW  - Sex Differences
KW  - Advanced Placement
KW  - High School Seniors
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62416180?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education, 1999";
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Integrated Postsecondary Education Data System, 1996. [CD-ROM].
AN  - 62425735; ED435688
AB  - The Integrated Postsecondary Education Data System (IPEDS) is a system of surveys designed to collect data from primary providers (institutions) of postsecondary education. It collects data in such areas as enrollment, program completions, faculty and staff, and financing. This compact disc (CD) contains data from the 1995-96 and 1996-97 Integrated Postsecondary Education Data System (IPEDS). The CD also contains Electronic Code Book software that will create fully labeled Statistical Package for the Social Sciences and Statistical Analysis System code for all or any portion of the data. Installation instructions are included. TYPE OF SURVEY: National Survey. YEAR OF FIRST DATA: 1995. YEAR OF LATEST DATA: 1997. (SLD)
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 ($17). Tel: 202-512-1800; Web site: <http://www.access.gpo.gov/su docs>.
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Colleges
KW  - Enrollment
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Optical Data Disks
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425735?accountid=14244
L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Aeric&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=&rft.atitle=Integrated+Postsecondary+Education+Data+System%2C+1996.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-09-01&rft.volume=&rft.issue=&rft.spage=&rft.isbn=&rft.btitle=&rft.title=&rft.issn=&rft_id=info:doi/
LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - For "Integrated Postsecondary Education Data Syste
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Literacy in the Labor Force. Results from the National Adult Literacy Survey.
AN  - 62425266; ED435841
AB  - This document, which is based on data gathered during the 1992 National Adult Literacy Survey (NALS), examines the literacy skills of the U.S. civilian labor force, including the employed and unemployed. The following topics are among those discussed: (1) human resources and the U.S. economy; (2) literacy proficiencies of the nation's labor force; (3) literacy proficiencies of key demographic, socioeconomic, and regional subgroups of the labor force (men and women; various age, racial, and ethnic groups; adults with different levels of schooling, poverty status, and areas of residence; native versus foreign-born adults); (4) literacy proficiencies of the labor force by industry and occupations (including front-line blue-collar workers and health care workers); (5) literacy proficiencies and earnings; (6) literacy proficiencies and adults' educational attainments, school enrollment behavior, and literacy training experiences; (7) employability and earnings potential of the nation's unutilized and underutilized working-age population; (8) estimated effects of prose, document, and quantitative literacy proficiencies on labor market activities, earnings and incomes (as demonstrated by a multivariate analysis); and (9) participation in basic skills training programs. A total of 150 tables/figures are included. Appendices contain guidelines for interpreting the literacy scales, an overview of procedures used in the NALS, and a list of participants in the development process. (MN)
AU  - Sum, Andrew
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 362
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. Tel: 877/4ED-PUBS (Toll Free).
SN  - 016050175X
KW  - National Adult Literacy Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Employment Projections
KW  - Adult Programs
KW  - Employment Level
KW  - Unemployment
KW  - Socioeconomic Status
KW  - National Surveys
KW  - Educational Attainment
KW  - Multivariate Analysis
KW  - Comparative Analysis
KW  - Minority Groups
KW  - Underemployment
KW  - Basic Skills
KW  - Enrollment
KW  - Definitions
KW  - Salary Wage Differentials
KW  - Employment Patterns
KW  - Employed Women
KW  - Age Differences
KW  - Labor Force Development
KW  - Education Work Relationship
KW  - Adult Literacy
KW  - Occupational Clusters
KW  - Immigrants
KW  - Labor Force
KW  - Geographic Regions
KW  - Racial Differences
KW  - Job Training
KW  - Part Time Employment
KW  - Employment Potential
KW  - Adult Basic Education
KW  - Ethnic Groups
KW  - Poverty
KW  - Sex Differences
KW  - Tables (Data)
KW  - Literacy Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425266?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1998 Writing State Report for Oregon.
AN  - 62419848; ED433534
AB  - In 1998 for the first time, the NAEP (National Assessment of Educational Progress) administered a writing assessment at the state level. This report describes the writing achievement of Oregon eighth-grade students and compares their overall performance to students in the West region of the United States and the nation (using data from the NAEP national assessments). In Oregon, 2323 students from 96 public schools were assessed. The writing assessment questions asked for three major kinds of writing: some required narrative, some informative, and some persuasive writing. Each student who participated in the state assessment was given two questions and had 25 minutes to respond to each question. The questions asked students to write in a variety of forms, such as essays, letters, stories, as well as to a variety of audiences, such as teachers, other students, and school boards. The distribution of writing results and writing achievement level results are provided for subpopulations of students (gender, race/ethnicity, students' reports of parents' educational level, free/reduced-price lunch program eligibility, and type of location). The average writing proficiency of eighth-grade public school students in Oregon on the NAEP writing scale was 149 compared to 148 nationwide. (RS)
AU  - Jerry, Laura J.
AU  - Ballator, Nada
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 44
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Assessment of Educational Progress
KW  - Oregon
KW  - State Writing Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Comparative Analysis
KW  - Public Schools
KW  - Writing Achievement
KW  - Junior High Schools
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419848?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Alfred Rogers." For the ent
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Projections of Education Statistics to 2009.
AN  - 62419015; ED434165
AB  - This report includes statistics on elementary and secondary schools and institutions of higher education at the national level. Included are projections for enrollment, graduates, classroom teachers, and expenditures to the year 2008. In addition, the report includes projections of enrollment in public elementary and secondary schools and high school graduates to the year 2009 at the state level. These projections reflect revisions influenced by the 1990 Census, the 1997 estimates, and the latest assumptions for fertility rate, net immigration, and mortality rate. A methodology section describes models and assumptions used to develop the projections, which are based on a cohort survival model, an age-specific enrollment rate model, exponential smoothing models, and econometric models. Most of the projections include three alternatives, based on different assumptions about growth paths. The first alternative, the middle projection, is considered the most likely. In the forecast summary, key demographic and economic assumptions are presented in chart 1 and selected education statistics are shown in figure 1. Total public and private elementary and secondary enrollment is projected to increase to 54.5 million in 2006 and remain constant through the year 2009. Higher education enrollment, however, is projected to increase by 14%, to 16.3 million, by the year 2009. Four appendixes contain technical information, supplementary tables, remarks on data sources, and a glossary. (Contains 1 chart, 71 figures, 52 tables; 26 methodological tables, and 13 supplementary tables. (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 210
PB  - U.S. Department of Education, ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-4ED-PUBS (Toll Free).
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - School Statistics
KW  - Census Figures
KW  - Enrollment Projections
KW  - Public Schools
KW  - College Graduates
KW  - Tables (Data)
KW  - Private Schools
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419015?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For previous projections, to 2007 and 2008, see ED
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Digest of Education Statistics, 1998.
AN  - 62415380; ED434164
AB  - This edition of the "Mini-Digest" provides a pocket-sized compilation of statistical information covering U.S. education from kindergarten through graduate school. This information is found in much greater detail in the "Digest of Education Statistics,""The Condition of Education," and "Youth Indicators." The statistical highlights provide a quantitative description of the education scene in the United States. Information is presented on: (1) enrollment at elementary, secondary, and higher education levels; (2) teachers and teacher characteristics; (3) educational outcomes (course-taking patterns, graduates, dropouts, literacy rates, completions, reading and mathematics performance, and college degrees); and (4) educational finance (primary, secondary, and post-secondary levels, federal funding and financial aid). Statistics reveal that in 1998, education was the primary occupation of more than 75 million people. Included in this total were about 67.3 million students and about 4 million teachers and college faculty. (Contains 30 tables and 12 figures.) (SLD)
AU  - Hoffman, Charlene
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 70
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Administration
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Racial Differences
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
KW  - Trend Analysis
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's "Mini-Digest," see ED 417
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1998 Writing Report for District of Columbia.
AN  - 62408481; ED433545
AB  - In 1998 for the first time, the NAEP (National Assessment of Educational Progress) administered a writing assessment at the state level. This report describes the writing achievement of District of Columbia eighth-grade students and compares their overall performance to students in the Northeast region of the United States and the nation (using data from the NAEP national assessments). In the District of Columbia, 1592 students from 31 public schools were assessed. The writing assessment questions asked for three major kinds of writing: some required narrative, some informative, and some persuasive writing. Each student who participated in the state assessment was given two questions and had 25 minutes to respond to each question. The questions asked students to write in a variety of forms, such as essays, letters, stories, as well as to a variety of audiences, such as teachers, other students, and school boards. The distribution of writing results and writing achievement level results are provided for subpopulations of students (gender, race/ethnicity, students' reports of parents' educational level, free/reduced-price lunch program eligibility, and type of location). The average writing proficiency of eighth-grade public school students in District of Columbia on the NAEP writing scale was 126 compared to 148 nationwide. (RS)
AU  - Jerry, Laura J.
AU  - Ballator, Nada
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 42
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - District of Columbia
KW  - National Assessment of Educational Progress
KW  - State Writing Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Comparative Analysis
KW  - Public Schools
KW  - Writing Achievement
KW  - Junior High Schools
KW  - Standardized Tests
KW  - Student Evaluation
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Writing Research
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62408481?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Alfred Rogers." For the ent
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Enrollment Patterns of First-Time Beginning Postsecondary Students. Indicator of the Month.
AN  - 62406861; ED434577
AB  - This report provides statistical data on enrollment patterns of first-time beginning postsecondary students for academic years 1989-1990 and 1995-1996. It notes that in 1995-1996, about 40 percent of all first-time beginning postsecondary students enrolled in four-year institutions (25 percent at public institutions and 15 percent at private institutions); another 46 percent enrolled in public two-year institutions. Overall, these percentages were the same as those for 1989-1990. In 1995-1996, 25 percent of financially dependent students from families with incomes of $60,000 or more enrolled in private four-year institutions, a considerably higher percentage than the rate for students from families with incomes in the $30,000-$59,999 range (16 percent), or for those with incomes of less than $30,000 (14 percent). Among students enrolling in less-than-four-year institutions, the primary reason cited by 18- to 19-year-olds was the ability to transfer to a four-year institution, while students age 20 and older enrolled to obtain job skills. (MDM)
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - College Freshmen
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Students
KW  - Educational Attitudes
KW  - Income
KW  - Proprietary Schools
KW  - Enrollment Trends
KW  - Community Colleges
KW  - Tables (Data)
KW  - Trend Analysis
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education, 1998."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Indicators of School Crime and Safety, 1999.
AN  - 62403376; ED436835
AB  - This report provides detailed statistical information on crime in schools. It is a companion document to the "Annual Report on School Safety: 1999," which offers an overview of the nature and scope of school crime. This report is organized as a series of indicators, with each indicator presenting data on a different aspect of school crime and safety. The report contains 4 sections: Nonfatal Student Victimization--Student Reports; Violence and Crime at School--Public School Principal/Disciplinarian Reports; Nonfatal Teacher Victimization at School--Teacher Reports; and School Environment. The report shows that even though the actual rate of victimization has declined or remained constant over recent years, students feel less safe at school now than just a few years ago. Students, ages 12 through 19, who reported avoiding one or more places at school for their own safety increased between 1989 and 1995. The presence of street gangs on school property continued to concern students, reflected by the fact that the percentage of students who reported seeing street gangs at their school increased from 1989 to 1995. Alcohol and marijuana use on school property remained constant, although marijuana use anywhere by students in grades 9 through 12 increased. Three appendices list school safety practices and policies, technical notes, and other information. (RJM)
AU  - Kaufman, Phillip
AU  - Chen, Xianglei
AU  - Choy, Susan P.
AU  - Ruddy, Sally A.
AU  - Miller, Amanda K.
AU  - Chandler, Kathryn A.
AU  - Chapman, Christopher D.
AU  - Rand, Michael R.
AU  - Klaus, Patsy
Y1  - 1999/09//
PY  - 1999
DA  - September 1999
SP  - 253
PB  - Bureau of Justice Statistics Clearinghouse, Box 179, Annapolis Junction, MD 20701-0179. For full text: <http://nces.ed.gov> or <http://www.ojp.usdoj.gov/bjs>.
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Environment
KW  - Crime
KW  - Student Attitudes
KW  - Delinquency
KW  - Elementary Secondary Education
KW  - School Security
KW  - School Safety
KW  - National Surveys
KW  - Annual Reports
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62403376?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Integrated Postsecondary Education Data System (IPEDS): An Improved System. Final Draft.
AN  - 62412094; ED441370
AB  - This study is the final report from the National Center for Education Statistics task force on redesign of the Integrated Postsecondary Education Data System (IPEDS). Following an executive summary outlining the need for changes and a series of recommendations, Section 1 details the reasons, goals, and processes involved in the IPEDS redesign. Section 2 outlines recommended actions for the new IPEDS, including an implementation schedule and the resources required. A key element is the recommendation for a Web-based data collection system. Section 3 offers alternative options, recognizing that a Web-based system demands development of software and appropriate resources which might not be available. Attachments include: a listing of statutory data requirements specified in laws and regulations; the current components of IPEDS; externally mandated changes and additions to IPEDS; issues examined in the redesign; a discussion of the issues, origins, and potential solutions; and lists of groups, organizations and individuals consulted. (RH)
AU  - Peng, Samuel S.
AU  - Korb, Roslyn A.
AU  - Rose, Joseph
AU  - Snyder, Thomas D.
AU  - Cohen, Michael P.
Y1  - 1999/08/31/
PY  - 1999
DA  - 1999 Aug 31
SP  - 58
KW  - Integrated Postsecondary Education Data System
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Database Producers
KW  - Research Methodology
KW  - Government School Relationship
KW  - Higher Education
KW  - World Wide Web
KW  - Databases
KW  - Database Design
KW  - Federal Programs
KW  - Reference Services
KW  - Federal Regulation
KW  - Data Collection
KW  - Statistical Surveys
KW  - Database Management Systems
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62412094?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - NEWS
T1  - BE SURE TO LISTEN WHEN TALKING TO KIDS
AN  - 415078979
AB  - * Be a good listener. Make sure your children feel comfortable asking you about drugs. Take the time to talk in a quiet, unhurried manner. Don't get angry at what you hear. If necessary, take a five- minute break to calm down before continuing.
JF  - Times - Picayune
AU  - Source: A Parent's Guide To Prevention, U.S. Department of Education
AU  - Lessner, Lori
Y1  - 1999/08/31/
PY  - 1999
DA  - 1999 Aug 31
EP  - A6
CY  - New Orleans, La.
SN  - 10553053
KW  - General Interest Periodicals--United States
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L2  - http://vb3lk7eb4t.search.serialssolutions.com/?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&rfr_id=info:sid/ProQ%3Asouthcentralnews&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Times+-+Picayune&rft.atitle=BE+SURE+TO+LISTEN+WHEN+TALKING+TO+KIDS%3A+%5BORLEANS+EDITION%5D&rft.au=Source%3A+A+Parent%27s+Guide+To+Prevention%2C+U.S.+Department+of+Education%3BLessner%2C+Lori&rft.aulast=Source%3A+A+Parent%27s+Guide+To+Prevention&rft.aufirst=U.S.+Department+of&rft.date=1999-08-31&rft.volume=&rft.issue=&rft.spage=A.6&rft.isbn=&rft.btitle=&rft.title=Times+-+Picayune&rft.issn=10553053&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Times Picayune Publishing Company Aug 31, 1999
N1  - Last updated - 2010-07-18
ER  - 



TY  - GEN
T1  - The Condition of Education 1998: Supplemental and Standard Error Tables.
AN  - 62491142; ED432068
AB  - This report presents key data analyses that measure the health of education, monitor important developments in the education system, and show trends in major aspects of education. It is an annual, Congressionally mandated report produced by the National Center for Education Statistics. The data were compiled from many sources, including federal and state agencies, private research organizations, and professional associations. The information is intended to be policy-relevant and problem-oriented, having been produced for persons who wish to examine in greater detail the issues presented in the publication "The Condition of Education." It contains approximately 180 tables that provide additional information to complement the data presented in "The Condition." The data are divided into two parts. Section 1, the largest section, contains all the supplemental tables, along with explanatory notes. The tables provide information on numerous scenarios, such as the percentage of 3-, 4-, and 5-year-olds enrolled in center-based programs or kindergarten; the percentage of students ages 6-20 who were enrolled in grades 1-12 and who attended summer schools; event dropout rates for those in grades 10-12; and the percentage of postsecondary instructional faculty and staff and average number of classes taught, selected faculty characteristics, and employment status. Section 2 contains data on standard error for each of the tables in section 1. (RJM)
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 416
PB  - Web site: http://www, ncesedgov
KW  - ERIC, Resources in Education (RIE)
KW  - Formative Evaluation
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Educational Assessment
KW  - Annual Reports
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491142?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full 1998 report supplemented here, see ED
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1996-1997. Statistics in Brief.
AN  - 62491097; ED432069
AB  - The data in this report are part of the National Public Educational Financial Survey, an annual state-level collection of revenues and expenditures for public education for students in prekindergarten through 12th grade. Nearly $305 billion were collected for public elementary and secondary education in the 50 states and the District of Columbia. Revenues ranged from a high of around $34 billion in California, which serves about 1 out of every 8 students in the nation, to a low of about $643 million in North Dakota, which serves about 1 out of every 380 students. Nationally, revenues increased an average of six percent over last year's revenues. By far, the greatest part of education revenues came from nonfederal sources (state, intermediate, and local governments), which together provided about 93.4 percent of all revenues. Expenditures for public education totaled about $270 billion, with the 50 states and District of Columbia spending an average of $5,923 for every student, a 4.2 percent increase from the previous year. Each category of revenues and expenditures is defined, and the data, grouped state by state, are presented in five tables. (RJM)
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 11
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Educational Equity (Finance)
KW  - Federal Aid
KW  - School Support
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Educational Economics
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491097?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1995-96 version of this statistical brief,
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Participation of Kindergartners through Third-Graders in Before- and After-School Care. Statistics in Brief.
AN  - 62419867; ED433147
AB  - The early childhood program participation component of the National Household Education Survey (NHES) was developed to collect information on children's experiences in a wide range of care settings. Findings of the NHES for 1995 found that approximately 39 percent of the nation's primary school children receive some form of nonparental care before and/or after school on a weekly basis. Children may receive before- and after-school care in home-based or in center-based settings, but are more likely to spend time in such care after school than before school, and are more likely to be cared for by a relative. Overall, very few children care for themselves before and/or after school. In general, part-day kindergartners participate in some form of nonparental care arrangements more than first through third graders. Black children are more likely to receive after-school care than children of any other race or ethnicity. While participation in after-school care does not differ by household income, there are differences by family type: children living with only one parent or no parents (guardian or grandparents) are more likely than those living with both parents to participate in after-school care arrangements. Children whose mothers did not complete high school are less likely to receive after-school care than those of mothers with a high school diploma or college degree. Children were also more likely to participate in after-school care when their mothers were employed. Kindergartners through third-graders participated in care an average of 14 hours a week, either before or after school. White children spend less time in nonparental care than Black or Hispanic children, and children from lower income households spend more hours per week in care arrangements than those from higher income households. Out-of-pocket cost for families using before- and after-school care varies widely due to differences in fees and subsidies, and care provided by relatives. Families who pay for nonparental care spend an average of $33.00 per week. No significant differences in costs were found by race-ethnicity or family type. Families with higher incomes spend more for care than those with lower incomes, although the difference was not statistically significant. (Includes description of NHES survey methodology and other national data on participation in before- and after-school care. (HTH)
AU  - Brimhall, DeeAnn W.
AU  - Reaney, Lizabeth M.
AU  - West, Jerry
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 25
PB  - Web site: http://nces, edgov/pubsearch/pubsinfoasp?pubid=1999013
KW  - Child Care Costs
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Policymakers
KW  - Practitioners
KW  - Researchers
KW  - Family Characteristics
KW  - Elementary School Students
KW  - Primary Education
KW  - Ethnicity
KW  - Mothers
KW  - After School Programs
KW  - Employed Parents
KW  - Race
KW  - School Age Day Care
KW  - Educational Attainment
KW  - Family Income
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419867?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Computer Use. Indicator of the Month.
AN  - 62419334; ED433008
AB  - Computers have become an essential tool in society. Early exposure to computers may help students gain the computer literacy that will be crucial for future success in the workplace. Access to computers at school and at home allows students to retrieve information, manipulate data, and produce results efficiently and in innovative ways. Examining the extent to which students have access to computers at school and at home may be an indicator of how well prepared students will be to enter an increasingly technological workplace. Between 1984 and 1996, the percentage of 4th, 8th, and 11th graders who reported using a computer at school at least once a week increased substantially. The youngest students were more likely than older students to report computer use in schools. In 1996, 79% of 4th graders, 91% of 8th graders, and 96% of llth graders reported using a computer at home or at school to write stories or papers, a substantial increase from 1984. Students from high income families were more likely to report using a computer at home or at school than students from low income families. Computer use statistics are tabulated for 4th, 8th, and 11th graders. (AEF)
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 4
PB  - Web site: http://nces, edgov/pubs98/condition98/c9803a01html
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 11
KW  - Grade 4
KW  - Use Studies
KW  - Elementary Secondary Education
KW  - Family Income
KW  - Access to Computers
KW  - Tables (Data)
KW  - Educational Technology
KW  - Computer Uses in Education
KW  - Computer Literacy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419334?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Extracted from "The Condition of Education, 1998";
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Teachers on Teaching. Results from the Schools and Staffing Survey.
AN  - 62419227; ED433336
AB  - This booklet provides snapshots of teachers' work lives, using information obtained from previous Schools and Staffing Surveys (SASS). The SASS is a set of integrated questionnaires that collect information nationwide about schools and the staff who work in them. A wide variety of schools complete the surveys. The SASS Teacher Questionnaire asks teachers about many topics, including their workloads; their experience, education, and professional development; their influence over school policies; and their perceptions of school climate. This booklet's sections examine the following: teachers' working hours; time spent teaching core subjects; teachers' control and influence in the classroom; teachers' control and influence in the school; professional development; teacher satisfaction in the public schools; teacher satisfaction in private schools; and average class size. (SM)
AU  - Alt, Martha Naomi
AU  - Kwon, Jin
AU  - Henke, Robin R.
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 25
PB  - National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5651;
VL  - NCES-1999-344
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Role
KW  - Teacher Student Relationship
KW  - Job Satisfaction
KW  - Teacher Improvement
KW  - Teacher Participation
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Teacher Responsibility
KW  - Public Schools
KW  - Inservice Teacher Education
KW  - Teaching Load
KW  - Teachers
KW  - Working Hours
KW  - Teaching Conditions
KW  - Private Schools
KW  - Faculty Development
KW  - Class Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62419227?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Students Who Prepare for College and a Vocation. Issue Brief.
AN  - 62410150; ED435081
AB  - High schools have traditionally focused on preparing students for entry-level jobs or for postsecondary education. Recently, federal legislation (e.g., 1990 and 1998 Perkins Acts) has encouraged a more integrated approach for all students, one that maintains college entry as a viable option while also providing a stronger foundation in work skills and applications. The percentage of high school graduates who complete both a vocational concentration and a college preparatory curriculum is small, but it increased markedly between 1982 and 1994. This issue brief focuses on students who complete both a vocational and college preparatory curriculum, examining their vocational course taking, academic achievement in high school, and postsecondary participation. High school graduates with concentrations on vocational areas that use computers most extensively, such as business and technology/communications, generally were most likely to complete a college preparatory curriculum. The academic achievement gains and postsecondary participation rates of high school graduates who completed both a vocational concentration and a college preparatory curriculum were similar to those who completed a college preparatory curriculum only, and generally higher than students who completed a vocational concentration only. (Contains 3 tables, 1 figure, and 2 references.) (GCP)
AU  - Hudson, Lisa
AU  - Hurst, David
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 3
PB  - NCES Publications, Tel: 877-433-7827 (Toll Free). For full text: <http://nces.ed.gov/>.
KW  - Carl D Perkins Voc and Appl Techn Educ Act 1990
KW  - ERIC, Resources in Education (RIE)
KW  - Employment Opportunities
KW  - Academic Achievement
KW  - Higher Education
KW  - Career Choice
KW  - Vocational Evaluation
KW  - High Schools
KW  - Educational Opportunities
KW  - Curriculum
KW  - Course Selection (Students)
KW  - Vocational Education
KW  - College Preparation
KW  - Vocational Aptitude
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62410150?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salaries and Tenure of Full-Time Instructional Faculty on 9- and 10-Month Contracts, 1997-1998. E.D. Tabs.
AN  - 62409410; ED432947
AB  - This report presents detailed tabulations for academic year 1997-98 of the number, tenure, and average salaries of full-time instructional faculty on 9- and 10-month contracts at institutions of higher education eligible for Title IV financial aid. Data are from the Integrated Postsecondary Education Data system. Highlights of the 13 tables include the following: salaries of full-time instructional faculty averaged $52,335 and varied by rank with an average salary of $68,731 for professors and $32,449 for instructors; salaries at two-year public institutions averaged $11,000 higher than those at two-year private institutions; 60 percent of the total faculty were tenured, and 71 percent were male; average faculty salaries for all ranks combined were higher than for faculty in public degree-granting institutions; states with high average salaries in public institutions included California, Connecticut, and New Jersey whereas the states with the lowest salaries in public institutions were North Dakota and South Dakota; faculty in four-year, degree-granting institutions averaged over $8,000 more per year than those in two-year institutions; on average, male faculty earned $10,300 more than female faculty. Appended are a description of the salary survey, methodology, and the survey itself. (DB)
AU  - Brown, Patricia Q.
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 48
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Tenure
KW  - Full Time Faculty
KW  - Sex Differences
KW  - Regional Characteristics
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - National Surveys
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - Differences
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62409410?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1996-97 report, see ED 425 682.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Snapshots of Public Schools in the United States: Results from the Schools and Staffing Survey.
AN  - 62402135; ED433600
AB  - This booklet analyzes information obtained from the Schools and Staffing Survey (SASS). The SASS is a set of integrated questionnaires that collect information about schools and the staff who work in them. The survey asks for information from a random sample of schools, their principals, a subset of the teachers in each school, and public-school districts. Public schools from every state were surveyed, including those administered by the Bureau of Indian Affairs. A representative sample of private schools was included in the survey. The survey addressed such issues as teachers' education, their experience in various capacities in schools, and their perceptions of school climate. The booklet also provides information about: students and the variety of professional and paraprofessional staff who serve them; professional development for teachers; instruction for limited-English-proficient students; perceptions of problems in schools, such as students who come to school unprepared to learn, who lack parental involvement, and who exhibit apathy, poverty, disrespect for teachers; influences on school policies, particularly in six areas of school policies and activities in which teachers and principals reported that they had a lot of influence; site-based decision-making; and average class size by state for the years 1993-94. (RJM)
AU  - Kwon, Jin
AU  - Alt, Martha Naomi
AU  - Henke, Robin R.
Y1  - 1999/08//
PY  - 1999
DA  - August 1999
SP  - 25
PB  - Ed Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Principals
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Student Problems
KW  - School Personnel
KW  - Professional Development
KW  - National Surveys
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62402135?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1997-98. Statistical Analysis Report.
AN  - 62491684; ED431822
AB  - The information provided in this publication was reported by state education agencies to the National Center for Education Statistics for the Common Core of Data. It relates to student membership in public schools and school districts in the United States and outlying areas during the 1997-98 school year and to revenues and expenditures for fiscal year 1996. The 100 largest school districts, representing less than 1% of all school districts in the United States were responsible for the education of 23% of all public school students. These districts employed 20% of U.S. public school teachers, and accounted for 17% of all public schools and 19% of public high school graduates. The 100 largest school districts had larger school sizes than the average school district. Three states, Florida, Texas, and California, accounted for over one-third of the 100 largest school districts. The proportion of minority students in the 100 largest school districts was almost double the proportion of minority students in all schools, and the proportion of students eligible for free lunch was higher in the largest districts. Four appendixes present supplemental data for the 1997-98, 1987-88, and 1996-97 school years for comparison purposes. (Contains 29 tables and 1 figure.) (SLD)
AU  - Young, Beth Aronstamm
Y1  - 1999/07//
PY  - 1999
DA  - July 1999
SP  - 81
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (free); Tel: 877-4ED-Pubs (Toll Free).
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Minority Groups
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School Size
KW  - Tables (Data)
KW  - School Statistics
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491684?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Work and Teacher Practices in Science: A Report on What Students Know and Can Do.
AN  - 62491581; ED432472
AB  - In 1996, the National Assessment of Educational Progress (NAEP) assessed the knowledge and skills of students in the areas of earth science, life science, and physical science. It also collected information related to the background of students (grades 4, 8, and 12), their teachers (grades 4 and 8), and the schools they attended (grades 4, 8, and 12). This report is intended primarily for science teachers; hence, the results presented relate directly to student performance, classroom practices, and school climate. This report also discusses students' attitudes and beliefs about science. The report is divided into four parts. In the first part (chapter 1), an overview of the assessment is provided. This includes information about the framework used in the development of the assessment, a description of how the assessmet was administered to students, a