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
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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  - 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
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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  - 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, and an explanation of how to interpret NAEP results. In the second part (chapters 2, 3, and 4), examples of questions and student responses are presented. These chapters are divided by grade. The third part (chapters 5 and 6) contains information collected from students, teachers, and school administrators about classroom practices, student motivation, and parental involvement in learning. Finally, the fourth part contains appendices offering a fuller description of the procedures used for the NAEP 1996 science assessment (appendix A), scoring guides for questions discussed in chapters 2, 3, and 4 (appendix B), and standard errors for the statistics presented in the report (appendix C). (WRM)
AU  - O'Sullivan, Christine Y.
AU  - Weiss, Andrew R.
Y1  - 1999/07//
PY  - 1999
DA  - July 1999
SP  - 401
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 (online ordering); Web site: http://nces.ed.gov/naep (full-text); alternate formats available upon request.
SN  - 0160500362
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Scientific Concepts
KW  - Teacher Characteristics
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Classroom Techniques
KW  - Science Teachers
KW  - Educational Environment
KW  - Student Attitudes
KW  - Educational Practices
KW  - Science Achievement
KW  - Tables (Data)
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491581?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 1996 NAEP Technical Report.
AN  - 62484960; ED432620
AB  - This report documents the design, administration, and data analysis procedure of the National Assessment of Education Progress (NAEP) for 1996. It indicates the technical decisions that were made and the rationale behind them. Detailed substantive findings are not presented in this report. These chapters provide technical information about the NAEP: (1) "Overview of Part I: The Design and Implementation of the 1996 NAEP" (Nancy L. Allen and Eugene G. Johnson); (2) "Developing the NAEP Objectives, Items, and Background Questions for the 1996 Assessments of Mathematics and Science" (Stephen Lazer); (3) "Sample Design" (Leslie Wallace and Keith F. Rust); (4) "Assessment Instruments" (Stephen Lazer); (5) "Field Operations and Data Collection" (Lucy M. Gray, Mark M. Waksberg, and Nancy W. Caldwell); (6) "Processing Assessment Materials" (Patrick B. Bourgeacq, Bradley Thayer, and Timothy Robinson); (7) "Professional Scoring" (Patrick B. Bourgeacq, Bradley Thayer, and Timothy Robinson); (8) "Creation of the Database, Quality Control of the Data Entry, and Creation of the Database Products" (John J. Ferris, Katharine E. Pashley, David S. Freund, and Alfred M. Rogers); (9) "Overview of Part II: The Analysis of 1996 NAEP Data" (Nancy L. Allen and James E. Carlson); (10) "Weighting Procedures and Estimation of Sampling Variance" (Eugene G. Johnson, Jiahe Qian, Leslie Wallace, and Keith F. Rust); (11) "Scaling Procedures" (Nancy L. Allen, Eugene G. Johnson, Robert J. Mislevy, and Neal Thomas); (12) "Data Analysis for the Mathematics Assessment" (Frank Jenkins, Hua-Hua Chang, and Edward Kulick); (13) "Data Analysis for the Science Assessment" (John R. Donoghue, Jinming Zhang, Steven P. Isham, Lois H. Worthington, and Ingeborg U. Novatkoski); (14) "Data Analysis for the Long-Term Trend Reading Assessment" (Jo-Lin Liang and Lois H. Worthington); (15) "Data Analysis for the Long-Term Trend Mathematics Assessment" (Jiahe Qian and Norma A. Norris); (16) "Data Analysis for the Long-Term Trend Science Assessment" (Jinming Zhang and Norma A. Norris); (17) "Data Analysis for the Long-Term Trend Writing Assessment" (Eiji Muraki and Bruce A. Kaplan); (18) "Conventions Used in Hypothesis Testing and Reporting NAEP Results" (Spencer S. Swinton, David S. Freund, and Nancy L. Allen); and (19) "Statistical Summary of the 1996 NAEP Samples" (Bruce A. Kaplan). Eleven appendixes contain supplemental information related to statistical analysis. (Contains 176 tables in the text, 106 tables in the appendixes, 26 figures, and 121 references.) (SLD)
AU  - Allen, Nancy L.
AU  - Carlson, James E.
AU  - Zelenak, Christine A.
Y1  - 1999/07//
PY  - 1999
DA  - July 1999
SP  - 926
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 (online ordering); Web site: http://nces.ed.gov/naep (full text); U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016050094X
KW  - National Assessment of Educational Progress
KW  - Weighting (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Databases
KW  - Data Collection
KW  - Sampling
KW  - Sample Size
KW  - Data Analysis
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62484960?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Luz Bay, Patrick B. Bourgea
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Postsecondary Institutions in the United States: 1997-98. E.D. Tabs.
AN  - 62415558; ED432930
AB  - This report uses data from the Institutional Characteristics survey, a component of the Integrated Postsecondary Education Data System, to describe postsecondary education institutions in the United States as of the 1997-98 academic year. The over 9,600 institutions included are grouped into the following classes: (1) whether or not the institution is eligible to participate in Title IV federal student financial aid programs (over two-thirds are); (2) the institution's degree-granting status (47 percent had granted at least one associate or higher degree in the previous year); (3) highest level of offering; and (4) control. Among the highlights are the following: 47 percent of all postsecondary institutions are operated on a for-profit basis, 23 percent are public, and 29 percent are private non-profit; about 30 percent of institutions offer a program of four years or longer, 56 percent offer programs of two years or less; 73 percent of public institutions are under some level of state control; the most common ancillary services offered are academic and career counseling services, followed by placement services for program completers; and public two-year institutions have the lowest tuition rates, about half that of public four-year institutions. Following the highlights, the report explains its methodology and then summarizes data in tables. (DB)
AU  - Korb, Roslyn
Y1  - 1999/07//
PY  - 1999
DA  - July 1999
SP  - 26
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Web site: http://nces.ed.gov (full text).
KW  - Higher Education Act Title IV
KW  - Institutional Characteristics Survey
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  - Community Colleges
KW  - Statistical Data
KW  - Universities
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  - Overview of Public Elementary and Secondary Schools and Districts: School Year 1997-98. Statistics in Brief.
AN  - 62496843; ED432053
AB  - This document provides a synopsis of public-school characteristics and includes statistical summaries of schools, districts, and students. It examines the various types of public schools in the U.S., stating that 87,631 public schools furnished instruction to 46.1 million students in the 1997-98 school year. Most public-school students, 98.1 percent, were enrolled in regular schools: one out of eight schools was located in a large city and one out of six students attended a large-city schools. About 58.5 percent of these students spanned the traditional primary grades. School districts ranged in size from 25 districts enrolling 100,000 or more students to 1,738 districts reporting fewer than 150 students. Student characteristics varied widely. One in eight students had an individualized education program, two-thirds of students were White, non-Hispanic, and one-sixth were Black, non-Hispanic. More than one-third of the students in California, New Mexico, and Texas were Hispanic. Dropout statistics indicate that 15 of the reporting states--about half of those supplying data--had dropout rates between 4 and 6 percent. Dropouts were more likely to be male than female. The report provides technical notes and includes definitions of key terms. The report's data is presented in seven tables, with the information presented by state. (RJM)
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - School Demography
KW  - Profiles
KW  - Student Characteristics
KW  - School Districts
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Tables (Data)
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62496843?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the same brief covering 1996-97, see ED 426 45
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Selected Papers in School Finance, 1997-99.
AN  - 62488100; ED431245
AB  - This volume addresses issues of interest to the education-finance community. Its five articles are intended to promote the exchange of ideas among researchers and policymakers. The papers address advances in measuring education inflation and adjusting for it; the emergence of a new focus upon spending at the school level; new, private sources of funding for public education; and a review of state of the art educational productivity assessment. The first paper, "Adjusting for Differences in the Costs of Educational Inputs" (Eric Hanushek), discusses complexities in deflating educational revenues and the inflationary implications affecting educational dollars. The next paper, "An Alternative Measure of Inflation in Teacher Salaries" (Dan Goldhaber), develops a cost index using data from an annual survey of individuals from the labor market. This is followed by "School Districts and Spending in the Schools" (Amy Ellen Schwartz), which examines the distribution of spending in Ohio schools. The nontax sources of revenue are examined in "New Revenues for Public Schools: Alternatives to Broad-Based Taxes" (Michael Addonizio) with a focus on how these nontraditional revenues affect Michigan schools. The final paper, "Modern Education Productivity Research: Emerging Implications for the Financing of Education" (David Monk, Jennifer King Rice), looks at education production as a useful device for those striving to improve the performance of school systems. (Individual papers contain references.) (RJM)
AU  - Fowler, William J.
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
SP  - 135
PB  - ED Pubs, P.O. Box 1398 Jessup, MD 20794-1398;
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Educational Finance
KW  - School District Spending
KW  - Elementary Secondary Education
KW  - Inflation (Economics)
KW  - Financial Policy
KW  - Educational Economics
KW  - Teacher Salaries
KW  - Economic Impact
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62488100?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  - Annual Earnings of Young Adults, by Educational Attainment. Indicator of the Month.
AN  - 62484784; ED430322
AB  - This document provides wage and salary information (in the form of ratios) for young adults, ages 25-34. It is keyed to educational attainment and covers the years 1970 to 1996. The data show that in 1996, the median annual earnings of young adults who had not completed high school were substantially lower than that of their counterparts who had completed high school (31 and 36 percent lower for males and females, respectively). Young adults who had completed a bachelor's degree earned substantially more than those who had earned no more than a high-school diploma or GED. Findings show that between 1980 and 1996, the earning advantage of obtaining a bachelor's degree or other higher degree increased for males, rising from 19 to 54 percent. Furthermore, during that same period the earnings advantage of 25- to 34-year-olds with some college or a bachelor's degree or higher (relative to their counterparts who had completed high school) was generally greater for females than for males. The data are visually represented in two graphs. Both graphs show the median annual earnings of wage and salary workers whose highest education level were grades 9-11, some college, or a bachelor's degree or higher. (RJM)
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - High School Graduates
KW  - Salaries
KW  - High Schools
KW  - College Graduates
KW  - Wages
KW  - Young Adults
KW  - Salary Wage Differentials
KW  - Higher Education
KW  - Longitudinal Studies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62484784?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  - GEN
T1  - The Condition of Education, 1999.
AN  - 62479474; ED430324
AB  - The current status of education for 1999 is presented as an indicator report, analyzing key data that measure the health of education, monitor important developments, and show trends in major aspects of education. Each year, about 60 indicators are selected that represent a consensus of professional judgment on the most significant national measures of the condition and progress of education at this time, tempered by the availability of current and valid information. The report first presents an overview essay of the information in the individual indicators. Following are the indicators organized into five sections: (1) learner outcomes; (2) quality of education environments (elementary/secondary); (3) quality of education environments (postsecondary); (4) social support for learning; and (5) educational participation and progress. 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, an index, and a list of selected publications of the National Center for Education Statistics (NCES). (MLF)
AU  - Wirt, John
AU  - Choy, Susan P.
AU  - Bae, Yupin
AU  - Sable, Jennifer
AU  - Gruner, Allison
AU  - Stennett, Janis
AU  - Perie, Marianne
AU  - Pratt, Rebecca
AU  - Pfile, Ross
AU  - Connor, Sonia
AU  - Livingston, Andrea
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
SP  - 437
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; additional copies: U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (#065-000-01260-0, $41).
SN  - 0160501083
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Access to Education
KW  - Parent Role
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - Teacher Salaries
KW  - Outcomes of Education
KW  - Ethnic Discrimination
KW  - Ethnic Distribution
KW  - Enrollment
KW  - Teaching Methods
KW  - Teacher Characteristics
KW  - School Demography
KW  - Educational Indicators
KW  - Mainstreaming
KW  - Teacher Background
KW  - School Statistics
KW  - Distance Education
KW  - Student Promotion
KW  - Foreign Countries
KW  - Paying for College
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62479474?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1998 report, see ED 420 931.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1997 Arts Report Card: Eighth-Grade Findings from the National Assessment of Educational Progress. [CD-ROM].
AN  - 62477878; ED430908
AB  - This "NAEP Arts Report Card" for music, theater, visual arts, and dance is in the form of a CD-ROM. This version includes recordings, videos, and other materials used as stimuli for students, extensive examples of student works of art and performances, and explanations of how these works of art and performances were scored. The report's purpose is to inform educators, policymakers, and the public about student achievement in the arts at the grade 8 level. The 1997 arts assessment was designed according to specifications described in the National Assessment of Educational Progress (NAEP) "Arts Education Assessment Framework." The "Framework" was developed between 1992 and 1994 through a consensus process involving arts educators, artists, policymakers, representatives from the business community, assessment specialists, and members of the public. The central principle underlying the arts framework is that a complete and rich arts education is a crucial part of the curriculum, and that such an education must emphasize creating and performing as much as studying and analyzing works of art. The major findings of the assessment are that a large percentage of grade 8 students attend schools in which music and visual arts were taught usually by specialists; most students attend schools in which instruction following state or district curricula was offered in music and visual arts, but not theater or dance; and most visual arts and music instruction took place in school facilities that were dedicated to that subject. The CD-ROM offers a menu of: (1) "Overview"; (2)"General Results"; (3) "Music"; (4) "Theatre"; (5) "Visual Arts"; (6) "Dance"; and (7) "Appendices." Included also is an audio, video, and picture index. (LB)
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
EP  - 0
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - Dance Education
KW  - National Competency Tests
KW  - Music Education
KW  - National Standards
KW  - Art Education
KW  - Visual Arts
KW  - Grade 8
KW  - Optical Disks
KW  - Theater Arts
KW  - Student Evaluation
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62477878?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=NAEP+1997+Arts+Report+Card%3A+Eighth-Grade+Findings+from+the+National+Assessment+of+Educational+Progress.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-06-01&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 printed version of this NAEP Report, see ED 42
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Federal Forecasters Conference--1999. Papers and Proceedings (10th, Washington, DC, June 24, 1999) and Selected Papers from the International Symposium on Forecasting (19th, Washington, DC, June 27-30, 1999).
AN  - 62389892; ED440124
AB  - The 10th Federal Forecasters Conference provided a forum where 127 forecasters from different federal agencies and other organizations met to discuss various aspects of the conference's theme, "Forecasting in the New Millennium," that could be applied in the United States. A keynote address, "Procedures for Auditing Federal Forecasts" by J. Scott Armstrong, was followed by a panel presentation to set the stage for 2 concurrent sessions at which 24 papers were presented. These papers, or in some cases abstracts, are grouped into topics of: (1) "The North American Industry Classification System"; (2) "Economic Forecasting Issues"; (3) "Budget Forecasting for the Food Stamp Program"; (4) "New Developments in Health Manpower Forecasting"; (5) "Forecasting Agricultural Commodity Prices"; (6) "Y2K Forecasts from Denial to Doomsday"; (6) "Economic Forecasting Issues: Population and Labor Force"; (7) "Forecasting Techniques"; (8) "Compendium of Techniques"; and (9) "Forecasting the Food Component of the Consumer Price Index." Nine papers from the International Symposium on Forecasting are also included. Of these, "The National Center for Education Statistics Projections Program" by Debra E. Gerald has the most relevance for educators. Each paper contains references. (Contains 60 tables and 65 figures.) (SLD)
AU  - Gerald, Debra E.
Y1  - 1999/06//
PY  - 1999
DA  - June 1999
SP  - 318
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/62389892?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "Cosponsored by the Bureau of the Census, Bureau o
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 1998.
AN  - 62505570; ED426516
AB  - This 1998 edition of the "Digest of Education Statistics" is the 34th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The digest includes data from many government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The publication contains information on a variety of topics, including the number of schools and colleges, teachers, enrollments and graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information is provided on population trends, attitudes on education comparisons, education characteristics of the labor force, government finances, and economic trends. The digest is divided into seven chapters: "All Levels of Education,""Elementary and Secondary Education,""Postsecondary Education,""Federal Programs for Education and Related Activities,""Outcomes of Education,""International Comparisons of Education," and "Learning Resources and Technology." The introduction includes a brief overview of current trends in American education. The data show that in fall 1998 about 75 million people were involved, directly or indirectly, in providing or receiving formal education. Assessment data indicate that there have been improvements in mathematics and science performance between 1986 and 1996. A high proportion of high school graduates are going on to college. Yet, wide variations in student proficiency from state to state and mediocre mathematics scores of American students in international assessments pose challenges. The appendix contains a guide to tabular presentation, a guide to sources, definitions, 11 tables, and an index. In addition to updating many of the statistics that have appeared in previous years, this edition contains a significant amount of new material, including parental involvement in education-related activities; number of hours young children spend in day-care programs; performance of eighth-grade students in music, theater, and visual arts; finances of nonprofit institutions of higher education; international comparisons of the performance of 12th-grade students in mathematics and science; and percent of home computer users using specific applications. Thirty-three figures and 428 tables comprise the bulk of the document. (MLF)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
AU  - Geddes, Claire M.
Y1  - 1999/05//
PY  - 1999
DA  - May 1999
SP  - 647
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
SN  - 016050029X
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Outcomes of Education
KW  - Income
KW  - Student Financial Aid
KW  - Expenditures
KW  - Demography
KW  - Degrees (Academic)
KW  - Foreign Countries
KW  - Preschool Education
KW  - Federal Programs
KW  - Parent Participation
KW  - Enrollment
KW  - Statistical Data
KW  - School Personnel
KW  - Government Publications
KW  - Tables (Data)
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62505570?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1997 digest, see ED 411 612.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Data Sources on Lifelong Learning Available from the National Center for Education Statistics. Working Paper Series.
AN  - 62499284; ED431892
AB  - This document summarizes National Center for Education Statistics (NCES) data on the topic of lifelong learning, which is defined broadly as "all types of learning activities in which adults engage" and which includes both "traditional" and "nontraditional" (returning) postsecondary students. All 11 NCES data sets that report on the educational efforts of adults and ways they might be used to examine the topic of lifelong learning are briefly described. Information on the NCES databases is organized into four categories: longitudinal data on secondary school students; cross-sectional data on postsecondary students; longitudinal data on postsecondary school students; and cross-sectional data on adults. The following data sets are discussed: National Longitudinal Study of 1972; High School and Beyond: Sophomore Class of 1980 and Senior Class of 1982; National Educational Longitudinal Study of 1988; Integrated Postsecondary Education Data System; National Postsecondary Student Aid Study; Beginning Postsecondary Students Survey; Baccalaureate and Beyond; National Adult Literacy Survey; International Adult Literacy Survey; National Household Education Survey: Adult Education, 1991 and 1995; and Recent College Graduates Survey. Seven tables are included. Appended are a partial list of relevant NCES reports on topics related to lifelong learning and a listing of NCES working papers to date. (MN)
AU  - Shafer, Linda L.
Y1  - 1999/05//
PY  - 1999
DA  - May 1999
SP  - 55
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - International Surveys
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Reentry Students
KW  - Nontraditional Students
KW  - Postsecondary Education
KW  - Information Sources
KW  - Lifelong Learning
KW  - Student Characteristics
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Literature Reviews
KW  - Secondary Education
KW  - Outcomes of Education
KW  - Student Financial Aid
KW  - Databases
KW  - Adult Learning
KW  - Enrollment
KW  - College Graduates
KW  - Cross Sectional Studies
KW  - Tables (Data)
KW  - Literacy Education
KW  - Graduate Surveys
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62499284?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 Aid for Undergraduates in Postsecondary Education. Postsecondary Education Descriptive Analysis Reports. Statistical Analysis Report.
AN  - 62489433; ED430484
AB  - This report examines differences between undergraduates who attended postsecondary institutions in states that provide different levels of student financial aid. The report uses data from the 1995-96 National Postsecondary Student Aid Study. The study evaluated how students combine aid types and sources, price of attendance, and personal characteristics. It also examined the relationship between these variables and the probability of students attending institutions in either a high- or low-state-aid group. Among findings are the following: (1) in general, students attending institutions in the high-state-aid group were charged higher average tuition than those in the low-state-aid group; (2) undergraduates in the high-state-aid group were more likely to attend private, not-for-profit, four-year institutions than those in the low-state-aid group; (3) undergraduates in the high-state-aid group were younger and more likely to be dependent than those in the low-state-aid group; and (4) there was no significant difference in the percentage of low-income undergraduates attending institutions in either the high- or low-state-aid groups. Thirty-eight tables detail the study's findings. Appended are a glossary and technical notes. (DB)
AU  - Lee, John B.
AU  - Clery, Suzanne B.
Y1  - 1999/05//
PY  - 1999
DA  - May 1999
SP  - 89
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 1-877-4ED-PUBS (Toll free).
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Undergraduate Students
KW  - Postsecondary Education
KW  - Student Characteristics
KW  - College Students
KW  - Higher Education
KW  - Decision Making
KW  - Tuition
KW  - Tables (Data)
KW  - College Choice
KW  - State Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62489433?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  - Summer Activities of Students Enrolled in Grades 1-12. Indicator of the Month.
AN  - 62305836; ED449235
AB  - Students engage in a variety of activities during their summer vacations that provide them with educational opportunities. In the summer of 1996, 9% of students in grades 1 through 12 attended summer school, and 38% participated in other organized summer activities. Among the students who were enrolled in grades 8 through 12, 26% worked for pay during the summer, 2% participated in unpaid internships, and 9% participated in community service. Examining the activities in which students participate may indicate the opportunities that students and their parents value most. (Contains one table and three graphs.) (SLD)
Y1  - 1999/05//
PY  - 1999
DA  - May 1999
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-1999-008
KW  - ERIC, Resources in Education (RIE)
KW  - Student Employment
KW  - Elementary School Students
KW  - Recreational Activities
KW  - Elementary Secondary Education
KW  - Summer Schools
KW  - Summer Programs
KW  - Secondary School Students
KW  - Internship Programs
KW  - Part Time Employment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62305836?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  - NEWS
T1  - FIVE LEVELS OF LITERACY
AN  - 403906682; 05503858
AB  - Adult literacy can be divided into five levels.  At any level, a person should be able to perform the given tasks consistently.  Pick out key facts in a short newspaper article; total an entry on a deposit slip; find the time and place of a meeting on a form.
JF  - St. Louis Post - Dispatch
AU  - National Center for Education Statistics
Y1  - 1999/04/11/
PY  - 1999
DA  - 1999 Apr 11
EP  - B1
CY  - St. Louis, Mo.
SN  - 19309600
KW  - General Interest Periodicals--United States
KW  - Literacy
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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%3Anorthcentralnews&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=St.+Louis+Post+-+Dispatch&rft.atitle=FIVE+LEVELS+OF+LITERACY%3A+%5BFIVE+STAR+LIFT+EDITION%5D&rft.au=National+Center+for+Education+Statistics&rft.aulast=National+Center+for+Education+Statistics&rft.aufirst=&rft.date=1999-04-11&rft.volume=&rft.issue=&rft.spage=B.1&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 Apr 11, 1999
N1  - Last updated - 2010-07-31
ER  - 



TY  - RPRT
T1  - Learning about Education through Statistics. Second Edition.
AN  - 62490259; ED429127
AB  - The National Center for Education Statistics (NCES) gathers data on all aspects of education from across the United States and releases the resulting surveys and studies as survey reports, information compendia, and special reports that focus on specific educational topics. NCES also participates in joint research activities, brings together data collected by federal, state, and local agencies, and reports on education in the United States compared with other countries. Brief descriptions are given for the following NCES components and surveys related to elementary and secondary education: (1) Common Core of Data; (2) Private School Survey; (3) School District Data Book; (4) Schools and Staffing Survey; (5) National Assessment of Educational Progress; and (6) several elementary and secondary longitudinal studies. The Integrated Postsecondary Education Data System, the National Study of Postsecondary Faculty, postsecondary longitudinal studies, and the National Postsecondary Student Aid Study collect data related to postsecondary education. The National Household Education Survey and the various library surveys are other data gathering operations of NCES. NCES also collects data from adult literacy surveys and the Data on Vocational Education project and it participated in international studies, such as the Third International Mathematics and Science Study. Some data reporting operations, including the Fast Response Survey System, are described. Resource information and a list of NCES publications are attached. (SLD)
AU  - Geddes, Claire
Y1  - 1999/04//
PY  - 1999
DA  - April 1999
SP  - 35
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
VL  - NCES-1999-028
KW  - Common Core of Data Program
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Information Dissemination
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - School Statistics
KW  - User Needs (Information)
KW  - Statistical Analysis
KW  - Data Collection
KW  - Data Analysis
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62490259?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the first edition, see ED 403 329.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Early Estimates of Public Elementary and Secondary Education Statistics: School Year 1998-99. Early Estimates.
AN  - 62481976; ED429131
AB  - The early estimates system from which the data for this report is gathered allows the National Center for Education Statistics (NCES) to publish selected key statistics during the school year in which they are reported. This publication contains the key statistics for the 1998-99 school year. They include the numbers of students in membership, teachers, and high school graduates for public elementary and secondary schools, and total revenues and expenditures for the operation of public elementary and secondary schools. The public school estimates consist of preliminary actual counts for the individual states, estimates derived by the states for NCES, and estimated values developed by NCES. These estimates indicate that there were approximately 46.3 million students in the U.S.'s public elementary and secondary schools in fall 1998, who were taught by an estimated 2.8 million teachers. An estimated 2.4 million students graduated from public high schools in 1997-98, with 2.5 million expected to graduate in the 1998-99 school year. A technical notes section discusses the methods by which estimates were made and their accuracy. (Contains seven tables.) (SLD)
AU  - McDowell, Lena M.
Y1  - 1999/04//
PY  - 1999
DA  - April 1999
SP  - 21
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-4ED-Pubs (Toll Free).
KW  - Early Estimates
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teacher Student Ratio
KW  - Educational Finance
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Tables (Data)
KW  - School Statistics
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62481976?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's early estimates, see ED 41
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Trends in Writing: Fluency and Writing Conventions. Holistic and Mechanics Scores in 1984 and 1996.
AN  - 62476538; ED430246
AB  - Supplementary to "NAEP 1996 Trends in Academic Progress," this report describes two aspects of writing for which change has been measured since 1984: writing fluency as determined by holistic scoring; and mastery of the conventions of written English as determined by mechanics scoring. The introduction discusses the layout and means of evaluation: measuring fluency of writing, mechanics of writing, and expressing the differences in performance. Chapter 1 compares holistic scores in 1984 and 1996 regarding student writing fluency in informative, persuasive, and narrative writing. Chapter 2 compares mechanics scores in 1984 and 1996 to look at overall characteristics of the papers, use of sentence types, control of sentence structure, and control of word-level and punctuation conventions. A summary includes discussion of fluency in writing, grammar, spelling, and punctuation, and observations made from the research. Appendixes present an overview of scoring procedures, scoring guides, and tables with standard errors. (SC)
AU  - Ballator, Nada
AU  - Farnum, Marisa
AU  - Kaplan, Bruce
Y1  - 1999/04//
PY  - 1999
DA  - April 1999
SP  - 69
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;
SN  - 0160500427
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Holistic Evaluation
KW  - Grade 11
KW  - Writing Skills
KW  - Scores
KW  - Elementary Secondary Education
KW  - Scoring
KW  - Test Use
KW  - Sentence Structure
KW  - Grade 8
KW  - Comparative Analysis
KW  - Spelling
KW  - Punctuation
KW  - Writing Achievement
KW  - Grade 4
KW  - Writing Evaluation
KW  - Tables (Data)
KW  - Grammar
KW  - Writing Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62476538?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "In collaboration with Claudia Gentile, Elissa Gre
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Community Service Participation of Students in Grades 6-12. Indicator of the Month.
AN  - 62474502; ED428281
AB  - In 1996, 49% of students in grades 6-12 participated in community service: 26% participated in community service on a regular basis, and 23% participated once or twice during the school year. Students in grades 6-12 were more likely to participate in community service if an adult in their household also did so: 32% of students living in a household with an adult participant in community service participated themselves compared to only 19% living in a household with no adult participating. Students who were involved in student government, other school activities, nonschool activities, or paid employment were more likely to participate in community service than were students who were not involved in any of these activities. Rates of student participation in community service were highest in schools that did not just require community service but also arranged it. Participation rates in schools that both required and arranged community service were similar to the rates in schools that arranged community service but did not require it. Parents' highest education level was also related to students' participation in community service. (MN)
Y1  - 1999/04//
PY  - 1999
DA  - April 1999
SP  - 4
KW  - Community Service
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Enrollment Trends
KW  - Student Characteristics
KW  - Service Learning
KW  - Student Participation
KW  - Educational Trends
KW  - Vocational Education
KW  - Trend Analysis
KW  - Secondary Education
KW  - Predictor Variables
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62474502?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  - GEN
T1  - Public School Student, Staff, and Graduate Counts by State, School Year 1997-98. Statistics in Brief.
AN  - 62395365; ED432797
AB  - This report provides the results of an annual state-level survey of student, staff, and high-school graduate counts for grades prekindergarten through 12. The data are collected from state education agencies, processed by the U.S. Bureau of the Census, and then verified by the National Center for Education Statistics. The report answers three basic questions: How many students were enrolled in elementary and secondary public schools in 1997-98? How many staff members were paid to teach, supervise, and provide support services for education? and How many students graduated from high school in 1996-97? All staff counts are in full-time-equivalency units. Results show that 46 million students were enrolled in public elementary and secondary schools in the 50 states and the District of Columbia. Of these, 25.7 million were in prekindergarten through grade 6. Among the states, California had the most students and Wyoming counted the fewest. About 2.7 million full-time-equivalent teachers provided instruction, and among this group, 1,519,000 were elementary school teachers. In addition to the teachers, about 556,000 teachers' aides directly assisted teachers in providing instruction. An additional 35,000 instructional coordinators and supervisors helped teachers through curriculum development and inservice training. Some 2,341,000 students received regular high school diplomas, and an additional 185,000 students received other diplomas. (RJM)
Y1  - 1999/04//
PY  - 1999
DA  - April 1999
SP  - 13
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Public Schools
KW  - School Demography
KW  - Teacher Aides
KW  - Elementary Secondary Education
KW  - Teachers
KW  - National Surveys
KW  - Educational Assessment
KW  - Tables (Data)
KW  - School Statistics
KW  - Student Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62395365?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For brief covering 1996-97, see ED 422 633.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Assistance to States for the Education of Children with Disabilities and the Early Intervention Program for Infants and Toddlers with Disabilities. Final Regulations. Federal Register, Part II, Department of Education, 34 CFR Parts 300 and 303.
AN  - 62484078; ED428493
AB  - This document presents final regulations for the Assistance to States for Education of Children with Disabilities program under Part B of the Individuals with Disabilities Act (IDEA Part B) and the Early Intervention Program for Infants and Toddlers with Disabilities under Part C of the Act. These regulations are needed to implement changes made to Part B by the IDEA Amendments of 1997; to make other changes to the Part B regulations based on relevant, long-standing policy guidance; and to revise the requirements on state complaint procedures under both the Part B and Part C programs. The regulations take effect on May 11, 1999; however, compliance with these regulations will not be required until the date that the state receives FY 1999 funding under the program or on October 1, 1999, whichever is earlier. Changes to the program are explained and include regulations affecting: (1) definitions; (2) state and local eligibility; (3) services; (4) Individualized Education Programs; (5) children in private schools; and (6) discipline for children with disabilities. Comments on the proposed changes and on the outcome of the changes are also included. Appendices include a question and answer section on the new regulations and requirements, and a subject index. (CR)
Y1  - 1999/03/12/
PY  - 1999
DA  - 1999 Mar 12
SP  - 12406
EP  - 12672
VL  - 64
IS  - 48
KW  - Individuals with Disabilities Educ Act Amend 1997
KW  - Individuals with Disabilities Education Act
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Educational Legislation
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Discipline
KW  - Legal Responsibility
KW  - Eligibility
KW  - Federal Legislation
KW  - Services
KW  - Federal Programs
KW  - Educational Change
KW  - Disabilities
KW  - Early Intervention
KW  - Federal Regulation
KW  - Standards
KW  - Compliance (Legal)
KW  - Individualized Education Programs
KW  - Federal State Relationship
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62484078?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  - Immediate Transition from High School to College. Indicator of the Month.
AN  - 62504438; ED427277
AB  - Because most college students enroll in college immediately after completing high school, the percentage of high school completers enrolled in college the October after finishing high school is an indicator of the total proportion of that year's high school completers who will ever enroll in college. The percentage enrolling not only reflects the accessibility of higher education to high school completers but also shows the value completers place on attending college as compared to working, entering the military, starting families, or pursuing other interests. Statistics are presented in data and graphs for 1972-1996, and show the percentage of high school completers ages 16-24 who were enrolled in college the October after completing high school, by type of institution, family income, and race or ethnicity. (EMK)
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 3
PB  - Web site: http://nces, edgov/pubs98/condition98/c9807a01html
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - High Schools
KW  - Enrollment
KW  - College Students
KW  - Higher Education
KW  - National Surveys
KW  - College Admission
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62504438?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  - GEN
T1  - Do Gatekeeper Courses Expand Education Options? Statistics in Brief.
AN  - 62503379; ED427280
AB  - The data in this report were obtained from the base-year and follow-up surveys of the National Education Longitudinal Study of the Eighth Grade Class of 1988 (NELS:88). NELS:88 began with a sample of 1,052 schools and 24,599 eighth graders. The results of this report apply to students who were eighth-graders in 1988 and graduated from high school in 1992. Results show that not all students who take higher-level math or foreign language courses in high school apply to four-year colleges or universities during their senior year in high school. However, students who do enroll in algebra or foreign language during eighth grade are more likely to pursue a four-year postsecondary education at the end of high school. This is true regardless of the level of math or foreign language attained by these students. For those students who aspire to obtain a postsecondary degree, it is useful for the planning process to commence as early as eighth grade or even before. The results of this study are useful for students who plan to attend college and their parents in determining some of the factors that are associated with their child attaining academic success. Includes graphs and tables depicting study results. (Author/MKA)
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Mathematics Instruction
KW  - College Attendance
KW  - Academic Achievement
KW  - Second Language Learning
KW  - Higher Education
KW  - Secondary School Students
KW  - College Admission
KW  - Tables (Data)
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62503379?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 Reading State Report for Florida.
AN  - 62489444; ED428344
AB  - The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the reading proficiency of Florida fourth- and eighth-grade public and nonpublic school students and compares their overall performance to students in the Southeast region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (gender, race/ethnicity, students' reports of parents highest educational level, free/reduced-price lunch program eligibility, and type of location). The average reading proficiency of fourth-grade public school students in Florida on the NAEP reading scale was 207 compared to 215 nationwide; 235 compared to 233 nationwide for fourth-grade public school students; 280 compared to 281 nationwide for eighth-grade nonpublic school students; and 253 compared to 261 nationwide for eighth-grade public school students. (RS)
AU  - Ballator, Nada
AU  - Jerry, Laura
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 69
PB  - ED Pubs, P.O. Box, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); online ordering: Web site: http://www.ed.gov/edpubs.html. Full report online: Web site: http://nces.ed.gov/nationsreportcard/pubs/stt1998/1999460.sh tml (pdf format)
KW  - Florida
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  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Public Schools
KW  - Grade 4
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Private Schools
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62489444?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  - Trends in Student Borrowing. Indicator of the Month.
AN  - 62486560; ED432189
AB  - This brief report summarizes trends in student borrowing based on data from the 1992-93 and 1995-96 National Postsecondary Student Aid Studies. Major findings include: (1) between 1992-98 and 1994-96, the percentage of undergraduate students attending four-year institutions who borrowed from federal loan programs during the academic year increased by about 11 percent at public institutions and by 10 percent at private, not-for-profit institutions; (2) the average annual amount borrowed in each year also increased from $3,000 to $4,100 at public four-year institutions and from $3,600 to $4,500 at private, not-for-profit four-year institutions; (3) the percentage of dependent undergraduates with family incomes of $50,000 or more who had ever borrowed from federal loan programs increased between 1992-93 and 1995-96 at both public and private not-for-profit institutions; (4) in both years, differences in attendance costs between public and private institutions were reflected in the higher amounts borrowed by undergraduates attending private institutions. A table and a graph show the percentage of undergraduates who borrowed, and the average amount and average cumulative amount borrowed by type of institution and class level for the 2 years, and the percentage of dependent undergraduates who ever borrowed from federal loan programs, by family income, for public and private institutions. (DB)
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 4
PB  - Web site: http://nces, edgov/pub98/condition98/c9815a01html
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Loan Programs
KW  - Undergraduate Study
KW  - Public Colleges
KW  - Private Colleges
KW  - Debt (Financial)
KW  - Higher Education
KW  - National Surveys
KW  - Student Financial Aid
KW  - Paying for College
KW  - Family Income
KW  - Data Analysis
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486560?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  - GEN
T1  - NAEP 1998 Reading State Report for Oklahoma.
AN  - 62480662; ED428366
AB  - The 1998 NAEP (National Assessment of Educational Progress) state level reading assessment measured fourth- and eighth-grade students' reading proficiency in situations that involved reading for three purposes: reading for literary experience, reading to gain information, and reading to perform a task (grade 8 only). This report describes the reading proficiency of Oklahoma fourth- and eighth-grade public school 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). The distribution of reading results and reading achievement level results are provided for subpopulations of students (gender, race/ethnicity, students' reports of parents' highest educational level, free/reduced-price lunch program eligibility, and type of location). The average reading proficiency of fourth-grade public school students in Oklahoma on the NAEP reading scale was 220 compared to 215 nationwide; and 265 compared to 261 nationwide for eighth-grade public school students. (RS)
AU  - Ballator, Nada
AU  - Jerry, Laura
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 65
PB  - ED Pubs, P.O. Box, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); online ordering: Web site: http://www.ed.gov/edpubs.html. Full report online: Web site: http://nces.ed.gov/nationsreportcard/pubs/stt1998/1999460.sh tml (pdf format)
KW  - National Assessment of Educational Progress
KW  - Oklahoma
KW  - State Reading Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Education
KW  - Standardized Tests
KW  - Reading Research
KW  - National Competency Tests
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Public Schools
KW  - Grade 4
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62480662?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  - Current Funds Revenues and Expenditures of Degree-Granting Institutions: Fiscal Year 1996. E.D. Tabs.
AN  - 62472194; ED428621
AB  - This report presents revenue and expenditure data for U.S. higher education institutions in the 50 states and the District of Columbia for fiscal year l996 (FY 1996). Higher education institutions are defined as postsecondary institutions, granting associate or higher degrees, eligible for Title IV federal financial aid programs. Data is based on the Integrated Postsecondary Education Data System Finance survey, with revenue data organized by source of revenue and expenditure data by purpose of expenditure. There are separate schedules for salary and scholarship/grant data. A summary of findings includes the following: (1) The largest source of public institution revenue in FY96 was state appropriations; (2) expenditures for public and private nonprofit institutions are related to the level of institution, with two-year institutions allocating a higher percentage of expenditures to instruction than their four-year counterparts; (3) salaries and wages comprised between 47 and 62 percent of expenditures, with two-year public institutions at the high end and four-year private for-profit institutions at the low end; and (5) with some exceptions, public four-year institutions with relatively high expenditures on scholarships and grants tended to be in states where public institutions received a high percentage of total revenue from tuition and fees. Following the data tables are a glossary and a description of the survey methodology. (CH)
AU  - Barbett, Samuel
AU  - Korb, Roslyn A.
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 53
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Two Year Colleges
KW  - Salaries
KW  - Scholarships
KW  - Educational Finance
KW  - Resource Allocation
KW  - Public Colleges
KW  - Private Colleges
KW  - School Funds
KW  - Higher Education
KW  - Instructional Student Costs
KW  - Operating Expenses
KW  - State Aid
KW  - Income
KW  - Student Financial Aid
KW  - Expenditures
KW  - Federal Programs
KW  - Categorical Aid
KW  - Noninstructional Student Costs
KW  - Tables (Data)
KW  - Statistical Surveys
KW  - Trend Analysis
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62472194?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For previous edition, see ED 412 817.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Student Work and Teacher Practices in Mathematics.
AN  - 62386943; ED439013
AB  - The National Assessment of Educational Progress (NAEP) is mandated by the United States Congress to survey the educational accomplishments of U.S. students and monitor changes in those accomplishments. For more than 25 years, NAEP has assessed the educational achievement of 4th-, 8th-, and 12th-grade students in selected subject areas, making it the only nationally representative and continuing assessment of what U.S. students know and can do. NAEP assessments are based on content frameworks and specifications developed through a national consensus process involving teachers, curriculum experts, parents, and members of the general public. The frameworks are designed to reflect a balance among the emphases suggested by current instructional efforts, curriculum reform, contemporary research, and desirable levels of achievement. In 1996, NAEP assessed the abilities of students in grades 4, 8, and 12 in the subjects of mathematics and science. The first release of results from the mathematics assessment appeared in the "NAEP 1996 Mathematics Report Card", a report designed to provide policymakers and the public with a broad view of student achievement. The current report, which provides a more detailed perspective on mathematics achievement and practices in 1996, is primarily for teachers, curriculum specialists, and school administrators. To illustrate what students know and can do, the report presents examples of student work in five different content strands of mathematics. Information on current instruction in mathematics classes, as reported by students and teachers, is also included. This report presents three types of information derived from the NAEP 1996 mathematics assessment: (1) information on what students know and can do in mathematics; (2) information on course-taking patterns and current classroom practices in this subject area; and (3) information on student attitudes toward mathematics. The first portion of this information is derived from an analysis of student performance on the actual assessment exercises. The latter two portions draw upon the questionnaires completed by the students who participated in the assessment and their mathematics teachers. The chapters on student work are organized around the five content strands assessed by NAEP: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. Discussion within these chapters also highlights students' proficiency on a number of cognitive skills that cut across the different content areas. These include conceptual understanding, procedural knowledge, and problem solving, as well as the ability to reason in mathematical situations, to communicate perceptions and conclusions drawn from a mathematical context, and to connect the mathematical nature of a situation with related mathematical knowledge and information gained from other disciplines or through observation. (ASK)
AU  - Mitchell, Julia H.
AU  - Hawkins, Evelyn F.
AU  - Jakwerth, Pamela M.
AU  - Stancavage, Frances B.
AU  - Dossey, John A.
Y1  - 1999/03//
PY  - 1999
DA  - March 1999
SP  - 408
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 12
KW  - Student Attitudes
KW  - Mathematics Instruction
KW  - Grade 4
KW  - Mathematics Achievement
KW  - Course Selection (Students)
KW  - Elementary Secondary Education
KW  - Tables (Data)
KW  - National Competency Tests
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62386943?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1996 NAEP Mathematics Report Card referenc
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Measuring Teacher Qualifications. Working Paper Series.
AN  - 62485374; ED432543
AB  - This paper identifies existing and potential measures of teacher qualifications as a single aspect of teacher quality, emphasizing their underlying rationale, ways to use them, and availability and quality of data collected from various sources. It categorizes types of teacher qualification measures, discusses data sources, and notes availability and quality of data collected from these sources. The paper groups measures of teacher qualifications into four categories: ability or aptitude, content knowledge, pedagogic knowledge, and teaching credentials. The two principal data sources are self-reports on questionnaires like the Schools and Staffing Survey (SASS) and teachers' academic and test-score records maintained by colleges/universities, the Educational Testing Service, and the American College Testing Company. The review suggests that most data collected on teacher qualifications are general information with response rates similar to other non-sensitive items. Collecting highly specific, sensitive, or difficult to recall information has been done less often, with response rates substantially lower than average. The SASS and the Baccalaureate and Beyond study collect the most information on the broadest range of teacher qualification measures. Teachers' academic records provide the most complete picture of teacher qualifications, but access to these records has legal and financial considerations. An appendix presents tables showing teacher qualification measures, data collection surveys, and sources. (Contains 15 references.) (SM)
AU  - Fabiano, Lara
Y1  - 1999/02//
PY  - 1999
DA  - February 1999
SP  - 42
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
VL  - NCES-WP-1999-04
KW  - Teacher Knowledge
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation Methods
KW  - Teacher Evaluation
KW  - Teacher Certification
KW  - Pedagogical Content Knowledge
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Knowledge Base for Teaching
KW  - Teacher Qualifications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62485374?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 Public Schools and Classrooms: 1994-98. Issue Brief.
AN  - 62474659; ED428755
AB  - In 1994, the National Center for Education Statistics (NCES) began surveying approximately 1,000 public schools each year about their access to the Internet, access in classrooms, and since 1996, their type of Internet connections. Based on these findings, this "Issue Brief" discusses the progress public schools have made toward meeting the goal of connecting every school to the Internet by the year 2000, the proportion of classrooms that are connected, and how schools are connecting. Results indicate that differences among public schools with Internet access have decreased in 1998; however, schools with the highest proportion of minority enrollments and schools with the highest proportion of students eligible for free or reduced-price school lunch continue to have fewer instructional rooms with Internet access. While the ratio of students per instructional computer is approaching the ratio recommended by the President's Committee of Advisors on Science and Technology, the ratio of students to computer with Internet access is nearly double the recommended student to computer ratio. Public schools have shown a commitment toward securing more efficient means of connecting to the Internet; more schools are connecting to the Internet using dedicated lines than in previous years. Three figures chart the statistics. (AEF)
AU  - Rowand, Cassandra
Y1  - 1999/02//
PY  - 1999
DA  - February 1999
SP  - 4
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 02794-1398;
VL  - NCES-1999-017
KW  - Access to Technology
KW  - Connectivity
KW  - Goals 2000
KW  - ERIC, Resources in Education (RIE)
KW  - Computer Networks
KW  - Public Schools
KW  - Access to Information
KW  - Public Education
KW  - Elementary Secondary Education
KW  - School Surveys
KW  - Educational Technology
KW  - Educational Improvement
KW  - Computer Uses in Education
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62474659?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 TIMSS Videotape Classroom Study: Methods and Findings from an Exploratory Research Project on Eighth-Grade Mathematics Instruction in Germany, Japan, and the United States. A Research and Development Report.
AN  - 62471307; ED431621
AB  - This report presents the methods and preliminary findings of the Videotape Classroom Study, a video study of eighth-grade mathematics lessons in Germany, Japan, and the United States. This exploratory research project is part of the Third International Mathematics and Science Study (TIMSS). The study included 231 eighth-grade mathematics classrooms and three samples were selected. Findings reveal a number of differences in instructional practices across the three cultures. This report provides a detailed account of the methods used in the study as well as a preliminary look at the findings up to this point. Contains 21 references. (ASK)
AU  - Stigler, James W.
AU  - Gonzales, Patrick
AU  - Kwanaka, Takako
AU  - Knoll, Steffen
AU  - Serrano, Ana
Y1  - 1999/02//
PY  - 1999
DA  - February 1999
SP  - 180
PB  - Web site: http://nces, edgov/timss
VL  - NCES-1999-074
KW  - Germany
KW  - Japan
KW  - Third International Mathematics and Science Stud
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Cross Cultural Studies
KW  - Grade 8
KW  - Foreign Countries
KW  - Mathematics Instruction
KW  - Comparative Education
KW  - Junior High Schools
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62471307?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "With the assistance of Eric Derghazarian, Gundala
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Aging with a disability: views from the National Institute on Disability and Rehabilitation Research.
AN  - 85309705; pmid-11010068
AB  - As I move toward the completion of my term as Director of the National Institute on Disability and Rehabilitation Research (NIDRR), I see many examples of renewal in our field. For example, disability studies and rehabilitation science are emerging new areas of academic specialization, and we will all be involved in shaping the future of these endeavors. The field is recapturing its identity and relevance locally and internationally. Also, I see a considerable number of challenges that range from acute care in medical rehabilitation to universal design in engineering to overall technology policy. I see a challenge in moving research to practice, a challenge in funding, a challenge in service delivery locations, and a challenge in defining the role of the professional in order to build capacity for the future. I believe that the research field ignores practice at its own peril, including practice in older fields such as vocational rehabilitation and in newer fields such as cognitive science and access engineering. Practice must be determined by today's needs and those we foresee for tomorrow. For the NIDRR family, the Long-Range Plan provides a beacon to direct us into the new millennium.
JF  - Assistive technology : the official journal of RESNA
AU  - Seelman, K
AD  - National Institute on Disability and Rehabilitation Research, U.S. Department of Education, Washington, DC 20202-2572, USA.
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 84
EP  - 87
VL  - 11
IS  - 2
SN  - 1040-0435, 1040-0435
KW  - Health technology assessment
KW  - National Library of Medicine
KW  - United States
KW  - Government Agencies
KW  - Humans
KW  - Aged
KW  - Research
KW  - Aging -- physiology
KW  - Self-Help Devices
KW  - Disabled Persons -- rehabilitation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85309705?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=Aging+with+a+disability%3A+views+from+the+National+Institute+on+Disability+and+Rehabilitation+Research.&rft.au=Seelman%2C+K&rft.aulast=Seelman&rft.aufirst=K&rft.date=1999-01-01&rft.volume=11&rft.issue=2&rft.spage=84&rft.isbn=&rft.btitle=&rft.title=Assistive+technology+%3A+the+official+journal+of+RESNA&rft.issn=10400435&rft_id=info:doi/
LA  - English
DB  - ComDisDome
N1  - Date revised - 2009-01-15
N1  - Last updated - 2010-05-07
ER  - 



TY  - JOUR
T1  - Secondary health conditions among middle-aged individuals with chronic physical disabilities: implications for unmet needs for services.
AN  - 85308905; pmid-11010061
AB  - Data from the Aging with Disability (AwD) Study are used to examine variations in the types and frequency of secondary conditions experienced by 301 middle-aged individuals living with the effects of three disabling conditions: polio (n = 124), rheumatoid arthritis (RA) (n = 103), and stroke (n = 75). All respondents were randomly selected from a county rehabilitation hospital or a community-based subject pool. Secondary conditions are operationalized as (1) the number of new health problems diagnosed or treated since the onset of the primary disability and (2) the amount of change/decline in basic and instrumental daily activities since a previous reference period in the disability trajectory. Also analyzed are changes in use of assistive devices and unmet needs for services. Differences in secondary conditions are examined within the AwD sample by impairment group and between samples by comparing AwD rates to national estimates for the same cohort. Results reveal significant differences in the types of new health problems reported by persons living with polio, RA, and stroke and document marked disparities, or accelerated aging, between disabled and nondisabled adults. Findings are discussed in terms of the changing health care needs of persons aging with disability and the importance of improving access to preventive services, ongoing rehabilitation, and assistive technology.
JF  - Assistive technology : the official journal of RESNA
AU  - Campbell, M L
AU  - Sheets, D
AU  - Strong, P S
AD  - National Institute of Disability & Rehabilitation Research, U.S. Department of Education, Washington, DC 20202, USA.
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 105
EP  - 122
VL  - 11
IS  - 2
SN  - 1040-0435, 1040-0435
KW  - Health technology assessment
KW  - National Library of Medicine
KW  - Cross-Sectional Studies
KW  - Humans
KW  - Aging
KW  - Activities of Daily Living
KW  - Chronic Disease
KW  - Middle Aged
KW  - Stroke -- complications
KW  - Poliomyelitis -- physiopathology
KW  - Health Services Needs and Demand
KW  - Arthritis, Rheumatoid -- physiopathology
KW  - Stroke -- physiopathology
KW  - Disabled Persons -- rehabilitation
KW  - Arthritis, Rheumatoid -- complications
KW  - Poliomyelitis -- complications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85308905?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=Secondary+health+conditions+among+middle-aged+individuals+with+chronic+physical+disabilities%3A+implications+for+unmet+needs+for+services.&rft.au=Campbell%2C+M+L%3BSheets%2C+D%3BStrong%2C+P+S&rft.aulast=Campbell&rft.aufirst=M&rft.date=1999-01-01&rft.volume=11&rft.issue=2&rft.spage=105&rft.isbn=&rft.btitle=&rft.title=Assistive+technology+%3A+the+official+journal+of+RESNA&rft.issn=10400435&rft_id=info:doi/
LA  - English
DB  - ComDisDome
N1  - Date revised - 2009-01-15
N1  - Last updated - 2010-05-07
ER  - 



TY  - GEN
T1  - The High School Counselor's Handbook, 1999-2000.
AN  - 62496853; ED427270
AB  - This handbook is designed for high school counselors guiding students through the process of applying for financial aid for postsecondary education. Using a simple, direct style, it covers the basic information, some common mistakes, and provides resource information that counselors can use or refer students to. Part 1, "General Information about Postsecondary Education Opportunities," includes sources of aid, eligibility requirements, demonstrating need, choosing a school, and opportunities for disadvantaged students. Part 2, "The Application Process for Financial Aid," covers the complete process for submitting the Free Application for Federal Student Aid (FAFSA) using paper or electronic methods. How the application is processed, deadlines, and tips for getting through it smoothly are included. Part 3, "Completing the Free Application for Federal Student Aid," reviews the questions to clarify their intent. A copy of the application is supplied. Appendix A includes additional sources of information such as web sites and publications. Appendix B is a "Directory of State Agencies." Appendix C provides sample handouts. Phone numbers, Internet addresses, and a glossary of specialized terms are also included. (EMK)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 97
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Student Financial Aid
KW  - Paying for College
KW  - College Bound Students
KW  - High Schools
KW  - Higher Education
KW  - School Guidance
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62496853?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 Reading Report Card. National & State Highlights.
AN  - 62491321; ED428336
AB  - This report presents highlights from the 1998 NAEP (National Assessment of Educational Progress) reading assessment of 4th-, 8th-, and 12th-grade students for the nation and for participating states or jurisdictions. Results in 1998 are compared to those in 1994 and 1992. The report provides results for subgroups of students defined by various background and contextual characteristics. Major findings are: (1) average reading scores increased for students in grades 4, 8, and 12; (2) at all three grades in 1998, female students had higher average reading scale scores than their male peers; (3) at all three grades in 1998, the average reading score for White students was higher than that for Black, Hispanic, and American Indian students; (4) students in 1998 who reported higher levels of parental education had higher average reading scale scores; (5) students attending nonpublic schools had higher average scale scores than their counterparts attending public schools; and (6) students who reported watching 3 or fewer hours of television each day had higher average reading scores than students who reported watching more television. Contains numerous charts, tables, and figures of data. (RS)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 66
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
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  - Student Evaluation
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491321?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Handwritten student responses may not reproduce we
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - How Old Are America's Public Schools? Issue Brief.
AN  - 62491257; ED426586
AB  - This brief suggests that the condition of the nation's schools continues to be a problem because they are becoming increasingly obsolete and contain environmental hazards. This report provides data on the increase in school construction between 1950 and 1969 (corresponding to the Baby Boom generation); the percent of schools in oldest, moderate, and newest condition; and the condition of the schools by school characteristics as of 1995. Findings show that the average public school building age is 42 years, almost half were built between 1950 and 1969; 73 percent have undergone at least one major renovation; and of the schools built in 1985 or later, 59 percent were connected to the Internet in 1995, whereas 42 percent of those schools built before 1969 and renovated berfore 1980 (or never renovated) were connected. (GR)
AU  - Rowand, Cassandra
Y1  - 1999/01//
PY  - 1999
DA  - January 1999
SP  - 3
PB  - e-mail: CustomerService@inet, edgov;
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Building Obsolescence
KW  - Public Schools
KW  - School Construction
KW  - Elementary Secondary Education
KW  - Educational Facilities Improvement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62491257?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 Civic Development of 9th- through 12th-Grade Students in the United States: 1996. Statistical Analysis Report.
AN  - 62490589; ED429027
AB  - This report provides an extensive picture of factors often thought to be associated with promoting good citizenship among youth. In particular, it focuses on the civic development of 9th- through 12th-grade students. Broadly speaking, student characteristics, family influences, the role of schools, media factors, and the possible benefits of participation in community service activities are related to civic development. Initial analyses study how these factors relate to civic development in isolation from one another while the latter part of the report studies their relationship to civic development in conjunction with one another. Important questions with relevant answers are presented in the report. Questions asked are: (1) are there any differences between 9th- through 12th-grade students and their parents on key dimensions of civic development? (2) do students, as they progress through the education system, have better civic development scores and are there other student characteristics that are related to civic development? (3) does attention to politics translate into higher levels of civic development? (4) what types of activities in which students engage are associated with higher levels of civic development? and (5) what role does the family play in student civic development? Contains 8 figures, 21 tables, and 88 references. (LB)
AU  - Niemi, Richard G.
AU  - Chapman, Chris
Y1  - 1999/01//
PY  - 1999
DA  - January 1999
SP  - 93
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - ERIC, Resources in Education (RIE)
KW  - Late Adolescents
KW  - Politics
KW  - High Schools
KW  - Student Characteristics
KW  - Citizenship Education
KW  - Social Studies
KW  - Social Sciences
KW  - Community Services
KW  - Community Involvement
KW  - Civics
KW  - Citizenship Responsibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62490589?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  - Preprimary Education Enrollment. Indicator of the Month.
AN  - 62486641; ED426784
AB  - This "Indicator of the Month" from the National Center for Educational Statistics presents data on American children's participation in preprimary education. In addition to data tables, key findings are summarized: (1) preprimary enrollment rates for 3-, 4-, and 5-year-olds were higher in 1996 than in 1991--in 1996, 37 percent of 3-year-olds, 58 percent of 4-year-olds, and 90 percent of 5-year-olds were enrolled in preprimary education; (2) in 1996, similar percentages of White and Black 3- and 4-year-olds were enrolled in center-based programs, while their Hispanic peers were less likely to be enrolled; (3) three- and four-year-olds from families with incomes of more than $50,000 were more likely than 3- and 4-year-olds from families with incomes of $50,000 or less to be enrolled in preprimary education; and (4) there was a positive relationship between parents' educational attainment and the enrollment rates of 3- and 4-year-olds; as parents' educational attainment increased, so did enrollment rates of their children. (EV)
Y1  - 1999/01//
PY  - 1999
DA  - January 1999
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Minority Groups
KW  - Young Children
KW  - Enrollment Trends
KW  - Kindergarten
KW  - Enrollment
KW  - Early Childhood Education
KW  - Tables (Data)
KW  - School Readiness
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486641?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  - Programs and Plans of the National Center for Education Statistics, 1999 Edition.
AN  - 62483276; ED431821
AB  - This report summarizes the current statistical programs of the National Center for Education Statistics (NCES), including its major publications and plans for future work. It updates 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 also focuses on some of the new and innovative work of the NCES, such as the Third International Mathematics and Science Study (TIMMS) and the Early Childhood Longitudinal Study-Kindergarten (ECLS-K) cohort. An introduction describes NCES data collection efforts, and information on NCES programs is grouped into the following 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)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 152
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-4ED-Pubs (Toll Free).
VL  - NCES-1999-027
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/62483276?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 TIMSS: Overview and Key Findings across Grade Levels.
AN  - 62474298; ED428975
AB  - This booklet provides an overview of the Third International Mathematics and Science Study (TIMSS). Key findings from the Pursuing Excellence series of reports for each grade level as well as overall comparative findings are detailed. At the fourth grade level, U.S. students were above the international average in both science and mathematics. In the eighth grade, U.S. students scored above the international average in science and below the international average in mathematics. At the end of secondary schooling, U.S. performance was among the lowest in both science and mathematics. (ASK)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 14
PB  - Tel: 202-219-1333; Web site: http://nces, edgov/timss
VL  - NCES-1999-081
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Cross Cultural Studies
KW  - International Studies
KW  - Foreign Countries
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - Science Achievement
KW  - Mathematics Education
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62474298?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 Data FY 1997. On Disk. [CD-ROM].
AN  - 62394833; ED433044
AB  - The State Library Agencies (STLA) Survey is conducted annually and is the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), and the National Center for Education Statistics (NCES). This fourth Survey in the series provides state and federal policymakers, researchers, and other interested users with descriptive information about state library agencies in the 50 states and the District of Columbia for fiscal year (FY) 1997. The Survey collects data on 506 items, including governance, public service hours, service outlets, collections, library service and development transactions, support of electronic information networks, allied operations, staff, income and expenditures. Data are also collected on STLA services to public, academic, school and special libraries, and to library systems. The data items and definitions are provided in the survey facsimile at the end of the data base documentation. Data items on films, special collections, and combined libraries collected in previous years were deleted from the FY97 survey, based on their declining significance or data quality, as determined by the STLA Steering Committee. Data on staff by gender and race/ethnicity were collected by full-time/part-time status, rather than in full-time equivalents (FTEs), due to the difficulty in providing the FTE data in previous years. (AEF)
Y1  - 1999
PY  - 1999
DA  - 1999
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - State Library Agencies Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - State Agencies
KW  - Public Libraries
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - National Surveys
KW  - Library Services
KW  - Optical Data Disks
KW  - Academic Libraries
KW  - School Libraries
KW  - Data
KW  - Floppy Disks
KW  - State Libraries
KW  - Library Surveys
KW  - Statistical Data
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62394833?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=State+Library+Agencies+Data+FY+1997.+On+Disk.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-01-01&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  - Public Library Data, FY 1996. On Disk. [CD-ROM].
AN  - 62394371; ED433043
AB  - Five files were gathered from the Public Libraries Survey (PLS) for fiscal year (FY) 1996: (1) the Public Library Data File, including data for the universe of 8,946 public libraries identified by state library agencies; (2) the Public Library State Summary/State Characteristics File, including data aggregated at the state level for the 50 states and District of Columbia and state characteristics data; (3) the Public Library Outlet File, including the universe of 16,879 public library service outlets (centrals/main, branches, bookmobiles, and books-by-mail only); (4) the Administrative Entities Only/State Library File, including data on 130 "administrative entities only" and state libraries; and (5) the State Library Outlet File, including data on 10 state library outlets. The data are collected by a network of state data coordinators appointed by the chief officers of state library agencies in the 50 States and the District of Columbia. The FY96 PLS collected data on 50 items for public libraries--38 basic items and 12 identifying items. The basic data include population of legal service area, number of full-time equivalent staff, outlets, library materials, operating income and expenditures, capital outlay, circulation, reference transactions, library visits, public service hours, interlibrary loans, circulation of children's materials, children's program attendance, and several items on electronic technology (i.e., expenditures for materials in electronic format, expenditures for electronic access, materials in electronic format, access to electronic services, access to the Internet, and type of Internet use). Identifying information includes the entity's name, address, telephone number, county, interlibrary relationship, type of governance, administrative structure, and its qualification as a Federal-State Cooperative System (FSCS) public library. The survey collected 12 items on each public library outlet and state library outlet. These items include type of outlet, metropolitan location, population of legal service area, and number of bookmobiles. The survey also collected data on 11 identifying items on state library agencies, systems, federations, and cooperatives. Four items were collected on characteristics of the state data submission (i.e., the starting and ending dates of the FY reporting period, the official state population estimate, and the total unduplicated population of legal service areas for the state). (AEF)
Y1  - 1999
PY  - 1999
DA  - 1999
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - Public Libraries Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Data
KW  - Floppy Disks
KW  - State Libraries
KW  - Statistical Analysis
KW  - Statistical Data
KW  - Public Libraries
KW  - National Surveys
KW  - Library Services
KW  - Optical Data Disks
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=Public+Library+Data%2C+FY+1996.+On+Disk.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-01-01&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  - Education Statistics Quarterly, 1999.
AN  - 62394186; ED438285
AB  - This document consists of the four issues of "Education Statistics Quarterly" published during 1999. This Serial gives a comprehensive view 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 and a featured topic of enduring importance with invited commentary. As part of an overall effort to make reliable data more accessible, the Quarterly provides a quick way to identify information of interest, review key facts and figures, and obtain references to detailed data and analyses. (SLD)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 452
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 1-877-433-7827. Web site: http://nces.ed.gov.
VL  - 1
IS  - 1
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - Higher 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/62394186?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Published quarterly.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Services for Migrant and Seasonal Farmworkers and Their Families. Harvests of Hope.
AN  - 62392147; ED437264
AB  - This directory provides information on federal and state programs and national organizations that serve migrant farmworkers and their families. Section 1 covers federal programs that provide services related to nutrition, housing, education, health and human services, immigration, agricultural employment, and environmental protection. Federal education programs include those administered by the Office of Bilingual Education and Minority Languages Affairs, the Office of Elementary and Secondary Education, and the Office of Special Education and Rehabilitative Services. Information on federal-level contacts and on program purpose and administration are included. Section 2 describes 20 national organizations that offer services to migrant workers and their families. Following a list of additional national offices, section 3 is organized by state or territory and includes contact information for state migrant programs; state coordinators, directors, or offices of federally-funded programs; migrant Head Start grantees; migrant health centers; migrant legal assistance offices; and state monitor advocates. Appendices list publications and other resources of the Office of Pesticide Programs and present a matrix of eligibility requirements for various federal migrant programs. (SV)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 144
PB  - U.S. Department of Education, Publications Office, Washington, D.C. 20202-6135.
KW  - Nutrition Services
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Migrant Programs
KW  - Migrant Workers
KW  - Migrant Education
KW  - State Agencies
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - National Organizations
KW  - Human Services
KW  - Preschool Education
KW  - Family Programs
KW  - Legal Aid
KW  - Federal Programs
KW  - Advocacy
KW  - Migrant Health Services
KW  - State Programs
KW  - Migrant Programs
KW  - Migrant Workers
KW  - Migrant Education
KW  - State Agencies
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - National Organizations
KW  - Human Services
KW  - Preschool Education
KW  - Family Programs
KW  - Legal Aid
KW  - Federal Programs
KW  - Advocacy
KW  - Migrant Health Services
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62392147?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1997 directory, see ED 412 038.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Linking_Learning: Migrant Education Technology Projects, 1999.
AN  - 62386771; ED437233
AB  - The two issues of Linking_Learning published in 1999 update the education community and others regarding six migrant education technology projects funded by the U.S. Department of Education. The projects are the Anchor School Project, InTime (Integrating Technology into Migrant Education), MECHA, KMTP (Kentucky Migrant Technology Project), ESTRELLA, and SYNERGY. These projects test the utility of technology to improve learning opportunities and life choices for students in migrant labor families. "Mentors and Mentees Meet on the Rio Grande" describes a special weekend event in which 17 migrant secondary school students and the college students who serve as their online mentors in the ESTRELLA project attended workshops on mentoring and preparing for college. "Online Coursework Expanding as Projects Meet Needs" examines the use of online courses in ESTRELLA, KMTP, and InTime. "Families Make TV a Learning Asset" discusses InTime's delivery of Ready to Learn workshops for Oregon's migrant preschool children and their families via public television. Other articles include profiles of the six project webmasters; "Visual Learning Activities in ESTRELLA" (Jeri Kinser); "Kids in Space: Migrant Children Go to Space Camp" (Christy Casbon); "Kentucky Kids Explore and Learn" (on field trips to a zoo and a science center); and "MECHA Migrants Talk to Teachers Online." (Contains photographs and project contact information, including Web sites.) (SV)
AU  - Carson, Nancy
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 15
KW  - ERIC, Resources in Education (RIE)
KW  - Migrant Education
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - College School Cooperation
KW  - Computer Uses in Education
KW  - Mentors
KW  - Distance Education
KW  - Online Courses
KW  - Technology Integration
KW  - Preschool Education
KW  - Educational Television
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62386771?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Photographs may not reproduce adequately.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Classification of Instructional Programs - 2000. Public Comment Draft. [Third Revision].
AN  - 62383947; ED434592
AB  - This third revision of the Classification of Instructional Programs (CIP) updates and modifies education program classifications, descriptions, and titles at the secondary, postsecondary, and adult education levels. This edition has also been adopted by Canada as its standard for major field of study classification. The volume includes the following sections: (1) an introduction, with information on update processes and procedures, principles governing programs included in the CIP, how the volume is organized, proposed revisions, textual conventions, taxonomic information, and new programs added; (2) a listing of series, codes, and titles; (3) full text of instructional program codes, titles, and definitions for the following classes of programs: academic and occupationally specific programs; vocational family and consumer sciences/consumer and home economics programs; technology education/industrial arts programs; U.S. Reserve Officer Training Corps programs; personal improvement and leisure programs; dental, medical, and veterinary residency programs; and high school/secondary diplomas and certificate programs. Appendix A is a French language section on codes used exclusively in Canada; Appendix B lists program codes and titles deleted in the years 2000, 1990, and 1985. (CH)
AU  - Morgan, Robert L.
AU  - Hunt, Stephen E.
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 310
KW  - Canada
KW  - Classification of Instructional Programs
KW  - Reserve Officers Training Corps
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Policymakers
KW  - Practitioners
KW  - Program Descriptions
KW  - Academic Education
KW  - Postsecondary Education
KW  - Course Descriptions
KW  - Higher Education
KW  - Home Economics Education
KW  - Occupational Surveys
KW  - Foreign Countries
KW  - Classification
KW  - Indexing
KW  - High Schools
KW  - Program Content
KW  - Professional Education
KW  - Vocational Education
KW  - Nontraditional Education
KW  - Occupations
KW  - Allied Health Occupations
KW  - Cataloging
KW  - Industrial Arts
KW  - Education Work Relationship
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62383947?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Canadian content contributed by Alan Goodall and D
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - National Assessment of Educational Progress.
AN  - 62382878; ED435649
AB  - The National Center for Education Statistics (NCES) recently unveiled a new Web site about the National Assessment of Educational Progress (NAEP), the "Nation's Report Card." This site (http://nces.ed.gov/nationsreportcard) provides easy access to a wealth of assessment information about the condition of education in the United States, as well as student achievement results in reading, writing, mathematics, science, geography, the arts, and other subject areas. This brochure provides information about the structure of the Web site, highlights its features and applications, and provides step-by-step instructions on how to use and customize the information the site offers. (SLD)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 22
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
VL  - NCES-1999-457
KW  - National Assessment of Educational Progress
KW  - Web sites
KW  - ERIC, Resources in Education (RIE)
KW  - Information Dissemination
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Competency Tests
KW  - World Wide Web
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62382878?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  - West Virginia Services for Children with Deafblindness. Final Report. Project Period 10/1/95 - 9/30/99.
AN  - 62379998; ED436916
AB  - This final report describes the accomplishments and activities of a four-year federally funded project to improve special education and related services for children with deafblindness in West Virginia. The paper describes the accomplishments of each of the project's eight objectives: (1) to identify children with deafblindness; (2) to train teachers and service providers; (3) to develop and maintain regional consultants; (4) to expand the project for the transition of youth with deafblindness from school to community; (5) to provide consultation and training to families; (6) to facilitate cooperation and coordination of the delivery of services with relevant state agencies; (7) to disseminate information about resources to service providers, families, and the community; and (8) to utilize an advisory committee in the development and implementation of services. Discussion of lessons learned from the project emphasizes the value of ongoing statistical analysis of the deafblind census for targeting service delivery, modification of the model using regional consultants, and use of a personal approach with families. Attached are a project newsletter and a mini-library list. (Contains 24 references.) (DB)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 21
KW  - West Virginia
KW  - ERIC, Resources in Education (RIE)
KW  - Outreach Programs
KW  - Postsecondary Education
KW  - Training
KW  - Information Dissemination
KW  - Delivery Systems
KW  - Elementary Secondary Education
KW  - Disability Identification
KW  - Inservice Education
KW  - Deaf Blind
KW  - Family Programs
KW  - Transitional Programs
KW  - Agency Cooperation
KW  - Technical Assistance
KW  - Related Services (Special Education)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62379998?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: Schools and Staffing Survey.
AN  - 62232968; ED457229
AB  - The Schools and Staffing Survey (SASS) is the largest sample survey of the characteristics and conditions of U.S. public and private schools and their teachers and principals. This booklet provides an overview of the aims of the SASS and the information it provides. In 1999, nearly 124,000 SASS questionnaires were mailed to collect information on the topics previously studied and a number of new topics, which include: (1) school and district performance reports; (2) characteristics of computer use and availability; (3) instructional practices of mathematics teachers in grades 8 through 12; (4) standards for home schooled students; (5) charter schools; and (6) migrant student enrollment and services. Retained or expanded coverage includes teacher and principal characteristics and backgrounds, parent involvement, school safety, and school programs and services. The SASS, which has been administered three times between 1987 and 1994, has measured critical aspects of teacher supply and demand, profiled the qualifications and working conditions of teachers and administrators, and described the basic conditions of schools as workplaces and learning environments. (SLD)
Y1  - 1999
PY  - 1999
DA  - 1999
SP  - 34
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
VL  - NCES-1999-352
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Student Characteristics
KW  - School Districts
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Educational Environment
KW  - Parent Participation
KW  - Sampling
KW  - Sample Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62232968?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  - Keeping Schools Safe: A Federal Report: Early Warning, Timely Response: A Guide to Safe Schools
AN  - 1518293184
AB  - Summarizing the research on violence prevention.
JF  - Education Digest
Y1  - 1999/01/01/
PY  - 1999
DA  - 1999 Jan 01
SP  - 17
CY  - Ann Arbor, Mich.
PB  - Education Digest
VL  - 64
IS  - 5
SN  - 0013-127X
KW  - Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/1518293184?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%3Apio&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Education+Digest&rft.atitle=Keeping+Schools+Safe%3A+A+Federal+Report%3A+Early+Warning%2C+Timely+Response%3A+A+Guide+to+Safe+Schools&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1999-01-01&rft.volume=64&rft.issue=5&rft.spage=17&rft.isbn=&rft.btitle=&rft.title=Education+Digest&rft.issn=0013127X&rft_id=info:doi/
DB  - Periodicals Index Online
N1  - Last updated - 2014-04-23
ER  - 



TY  - GEN
T1  - Early Literacy Experiences in the Home. Indicator of the Month.
AN  - 62485850; ED426783
AB  - This "Indicator of the Month" presents data on early literacy experiences in the homes of American children. In addition to data tables, key findings are summarized in the text. Key findings are: (1) in 1996, more than 80 percent of children ages 3-5 were read to three or more times or told a story in the past week by a parent or family member, while 38 percent had visited a library in the past month, and the percentage of children who were read to or told a story increased between 1991 and 1996; (2) children ages 3-5 who were not enrolled in preprimary education were just as likely to have been told a story in the past week by a parent or family member as their peers enrolled in kindergarten, but they were less likely to have been read to three or more times in the past week or to have visited a library in the past month; (3) white children ages 3-5 were more likely to have received these early literacy experiences than black or Hispanic children; (4) children whose parents had at least a bachelor's degree were more likely to have been read to or to have visited a library than children whose parents had only a high school diploma or GED. (EV)
Y1  - 1998/12//
PY  - 1998
DA  - December 1998
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Family Involvement
KW  - Family Characteristics
KW  - Minority Groups
KW  - Preschool Education
KW  - Libraries
KW  - Story Telling
KW  - Emergent Literacy
KW  - Reading Aloud to Others
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62485850?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  - GEN
T1  - Salaries of Full-Time Instructional Faculty on 9- and 10-Month Contracts, 1996-97. E.D. Tabs.
AN  - 62482880; ED425682
AB  - This report presents 13 tables of data about college faculty salaries for 1996-97 based on data from the Integrated Postsecondary Education Data System. Among the findings concerning average faculty salaries are the following: the average salary for all ranks combined in degree-granting institutions was $50,829; male faculty averaged about $10,000 more than female faculty over all ranks; over all ranks, faculty in private degree-granting institutions had higher average salaries than faculty in public degree-granting institutions; faculty in four-year degree-granting institutions had significantly higher salaries than those in two-year institutions; faculty salaries in public institutions in Connecticut and New Jersey averaged over $60,000, whereas salaries in Arkansas, North Dakota, South Dakota, and Wyoming were under $40,000; between 1995-96 and 1996-97 faculty salary increases, on average, did not keep pace with inflation; from 1992-93 to 1996-97 only the salaries of assistant professors and instructors failed to keep pace with inflation. Individual tables present data broken down by such factors as state, academic rank, sex, and public or private status. Two appendices provide a description of the survey, information on methodology, and the survey instrument. (DB)
AU  - Brown, Patricia Q.
Y1  - 1998/12//
PY  - 1998
DA  - December 1998
SP  - 46
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 1-877-4ED-PUBS (Toll Free).
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Full Time Faculty
KW  - Sex Differences
KW  - Surveys
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - Trend Analysis
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62482880?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1994-95 report, see ED 409 785.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Guide to 1999-2000 SARs and ISIRs.
AN  - 62477414; ED426667
AB  - This guide is intended to help financial aid administrators (FAAs) interpret student financial aid information that appears in the Student Aid Report (SAR), a paper output document sent to the student, or in an Institutional Student Information Record (ISIR), which is an electronic record sent to the institution. The guide explains the codes and flags that appear as FAA information on the SAR and ISIR. The guide is organized in three sections: (1) an introduction, which covers major system changes, the processing flow and processing system, transactions, and highlights and assumptions; (2) information summaries for SARs and ISIRs, which provide FAA information, including agency source, record type, various kinds of flags, special handling, reject reasons, intermediate compute values, and comment codes; and (3) corrections and updates, which includes various information review and request forms, parent information, school code corrections, and dependency status changes. Appendixes include reject codes and reject reasons; data base matches and flags; financial aid history match flags; 1999-2000 comment codes and text; addresses; sample SARs and SAR information acknowledgment; and sample ISIR. (CH)
Y1  - 1998/12//
PY  - 1998
DA  - December 1998
SP  - 141
KW  - Institutional Student Information Records
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Financial Aid
KW  - School Business Officials
KW  - Student Financial Aid Officers
KW  - Student Loan Programs
KW  - Federal Programs
KW  - Educational Finance
KW  - Federal Regulation
KW  - Higher Education
KW  - Financial Aid Applicants
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62477414?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  - Paraprofessionals: A Resource for Tomorrow's Teachers.
AN  - 62469260; ED427001
AB  - There is a need for highly trained professional staff, particularly paraprofessionals, in Title I schools. If paraprofessionals are spending a significant amount of time working with Title I students in a teaching environment, it is crucial that they possess the knowledge and skills sufficient to help the students achieve the same high standards expected of all students. Title I funds can be used to increase the access of paraprofessionals to services for improving their skills. Paraprofessionals should be included in professional development activities. They also need career ladder programs to help them obtain the education necessary to become certified teachers. Several states and local education agencies have established projects that can be used as examples for others wishing to implement professional career ladders. Many types of federal financial aid are available as resources for paraprofessionals seeking education degrees or teaching certificates. They include Pell grants, Direct Stafford Loans and Federal Family Education Stafford Loans, campus-based programs, teacher recruitment grants, and loan forgiveness. General eligibility requirements include being a U.S. citizen, U.S. national, or U.S. permanent resident and attending school at least half-time (for certain grants). (SM)
AU  - LeTendre, Mary Jean
Y1  - 1998/12//
PY  - 1998
DA  - December 1998
SP  - 6
KW  - Elementary Secondary Education Act Title I
KW  - Teacher Knowledge
KW  - ERIC, Resources in Education (RIE)
KW  - Career Ladders
KW  - Adult Students
KW  - Preservice Teacher Education
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Professional Development
KW  - Higher Education
KW  - Students
KW  - Inservice Education
KW  - Student Financial Aid
KW  - Promotion (Occupational)
KW  - Public Schools
KW  - Paraprofessional School Personnel
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62469260?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 School Code List, 1999-2000.
AN  - 62486925; ED423809
AB  - This volume lists the unique codes assigned by the Department of Education to all postsecondary institutions (public, private, and proprietary) participating in student aid programs under Title IV of the Higher Education Act. The list is organized by state, and alphabetically by institution within each state. Introductory information explains how students should use the guide to complete a 1999-2000 Free Application for Federal Student Aid (FAFSA), a renewal FAFSA, a FAFSA Express, or a FAFSA application on the Web. Each listing includes the school's official Title IV school name, address, and code. (DB)
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
SP  - 90
PB  - U.S. Dept. of Education, 600 Independence Ave., S.W. Washington, DC 20202;
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Postsecondary Education
KW  - Federal Legislation
KW  - Records (Forms)
KW  - Paying for College
KW  - Educational Legislation
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486925?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous year's code list, see ED 414 817.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Who Goes to America's Highly Ranked "National" Universities? Statistics in Brief.
AN  - 62483846; ED424849
AB  - This report examines characteristics of students who enroll in the 50 highly selective universities identified by "U.S. News and World Report" as "Tier 1 National Universities." It explores whether achievement, course-taking patterns, participation in extracurricular activities, having a computer at home, or type of high school attended help predict enrollment of students in these institutions. Data from the National Education Longitudinal Study of 1988 and the 1995 institutional rankings by "U.S. News and World Report" were combined for the analysis. The study found that overall, 10 percent of 1991-92 high school graduates who attended four-year institutions attended Tier 1 universities; Asian/Pacific Islanders were more than twice as likely as Hispanics, blacks, or whites to attend Tier 1 institutions; in 1988 eighth graders with computers at home were twice as likely as others to attend Tier 1 institutions; students scoring 1100 or higher on the Scholastic Assessment Tests were almost five times as likely as those with lower scores to attend Tier 1 institutions; students who earned a 3.5 or higher grade point average and/or took calculus, physics, and advanced foreign languages were three to four times more likely to attend these institutions. The study also examined such variables as socioeconomic status, gender, and high school characteristics. Technical notes are appended. (Contains 11 references.) (DB)
AU  - Owings, Jeff
AU  - Madigan, Timothy
AU  - Daniel, Bruce
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
SP  - 24
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 1-877-433-7827 (Toll-Free).
KW  - National Education Longitudinal Study 1988
KW  - Scholastic Assessment Tests
KW  - U S News and World Report
KW  - ERIC, Resources in Education (RIE)
KW  - High Achievement
KW  - Selective Admission
KW  - Student Characteristics
KW  - Academic Achievement
KW  - Higher Education
KW  - Tables (Data)
KW  - College Choice
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62483846?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  - Overview of Public Elementary and Secondary Schools and Districts: School Year 1996-97. Statistics in Brief.
AN  - 62481915; ED426459
AB  - In the 1996-97 school year, 86,058 public schools provided instruction to 45.6 million students in the United States. A statistical overview offers a profile of these schools and students. The majority of public school students, 98.2 percent, were enrolled in regular schools; 0.05 percent were in special education schools; 0.04 percent in vocational schools; and 0.09 percent in alternative schools. Information is provided on: (1) schools and community, such as the statistic that while 1 in 8 schools was located in a large city, 1 in 6 students attended large city schools; (2) primary, middle, and high schools; (3) school district grade spans and the finding that of the 14,422 regular school districts, 3,161 were responsible for only the elementary grades; (4) school district size, as measured by the number of students in membership; (5) student characteristics, including Free Lunch eligibility, individual education programs, and ethnic background; and (6) dropouts. The proportion of students who were reported as eligible to receive a free lunch ranged from a low of 12.4. percent in New Hampshire to a high of 69.3 percent in the District of Columbia. The key terms in the statistical tables are defined. The data appear in seven tables and are broken down by state. (JMD)
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - School Surveys
KW  - Government Publications
KW  - Tables (Data)
KW  - Statistical Surveys
KW  - School District Size
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62481915?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1995-96 edition, see ED 418 509.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Fall Enrollment in Postsecondary Institutions, 1996. E.D. Tabs.
AN  - 62476333; ED424848
AB  - This report presents enrollment data for four-year and two-year postsecondary institutions that were eligible for Title IV federal financial aid in 1996. Data were obtained from the 1996 fall enrollment survey. Survey findings are presented in five major sections: (1) characteristics of enrolled students; (2) types of institutions attended; (3) attendance status; (4) changes in enrollment, 1992-96; and (5) enrollment by state. Section 1 includes data for all postsecondary institutions, while Sections 2 through 5 focus on degree-granting institutions. A highlights section identifies key findings such as the following: in 1996, 14.8 million students were enrolled in the nation's 6,404 Title IV-eligible postsecondary institutions; black students comprised 11 percent of undergraduates at degree-granting institutions, but only 7.2 percent of graduate students; among all students, 77.4 percent attended public degree-granting institutions; overall, 59.2 percent of undergraduate students and 42.3 percent of graduate students attended school full-time; and between 1995 and 1996 there was a decline in enrollment at public four-year institutions and an increase in enrollment at public two-year institutions. Detailed statistical tables for degree-granting institutions are presented in the first four appendices. The fifth appendix provides technical notes on study methodology. (DB)
AU  - Barbett, Samuel
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
SP  - 164
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9324; ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 1-877-433-7877 (Toll-Free).
SN  - 016049835X
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Graduate Study
KW  - Federal Aid
KW  - Undergraduate Study
KW  - Student Characteristics
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Eligibility
KW  - Student Financial Aid
KW  - Degrees (Academic)
KW  - Minority Groups
KW  - Enrollment Trends
KW  - Professional Education
KW  - Enrollment
KW  - Statistical Data
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62476333?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 Comparisons of Education Statistics: 1969-70 to 1996-97.
AN  - 62475903; ED425205
AB  - Information on elementary and secondary schools and institutions of higher learning aggregated at a state level is presented. The report contains a wide array of statistical data ranging from enrollments and enrollment ratios to teacher salaries and institutional finances. The state-level statistics most frequently requested from the National Center for Education Statistics are included. The analytical tables draw on information available in the "Digest of Education Statistics, 1997" and other material. The first section of the report provides tables of data on the context of education in the states. These tables include information such as educational attainment, population statistics, income and poverty rates, and limited English proficiency. The second section of tables contains information on elementary and secondary education, with data on enrollment, the numbers of teachers and staff, the number of schools, and revenues and expenditures. Similar information is provided in the third section for postsecondary education including vocational and technical education. A guide to data sources is included. (Contains 21 figures and 92 tables.) (SLD)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
SP  - 266
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160498074
KW  - State Characteristics
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Teacher Salaries
KW  - School Statistics
KW  - Secondary Schools
KW  - Income
KW  - Comparative Analysis
KW  - Enrollment
KW  - Vocational Education
KW  - Population Trends
KW  - Tables (Data)
KW  - Elementary Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62475903?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Contains some small print that may not reproduce w
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Common Core of Data (CCD): School Years 1991-92 through 1995-96. [CD-ROM].
AN  - 62468459; ED425206
AB  - The Common Core of Data (CCD) is the primary database of the National Center for Education Statistics on elementary and secondary public education in the United States. The CCD is a comprehensive, annual, national statistical database of all elementary and secondary schools and school districts that contains data that are comparable across the states. All 50 states, the District of Columbia, and outlying territories under U.S. jurisdiction are included in the collection. This CD-ROM contains 5 years of CCD data, beginning with school year 1991-92 through 1995-96. The disc contains school data for the last 4 years and agency and state data for the last 5 years. The disc contains approximately 340,000 school records, 83,000 agency records, and 330 state records. Agency-level financial data for fiscal years 1992 though 1995 have been merged with the appropriate agency nonfiscal records, and state nonfiscal and fiscal records have been merged. Fiscal year 1996 data are available at the state level only. Some of the agency fiscal and demographic data were obtained from the 1990 Census and the F-33 survey conducted by the U.S. Bureau of the Census. The disc also includes the "Financial Accounting Resource Handbook" in Portable Document File format. Installation instructions and information on searching the files and using the "Handbook" are included. TYPE OF SURVEY: Census; National Survey. POPULATION: Schools (340,000); Agencies; States. FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1991. YEAR OF LATEST DATA: 1996. (SLD)
Y1  - 1998/11//
PY  - 1998
DA  - November 1998
EP  - 0
PB  - U.S. Department of Education, Mail Code 5651, 600 Independence Avenue, S.W., Washington, DC 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  - Public Schools
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/62468459?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+1991-92+through+1995-96.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1998-11-01&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 - Includes Installation Guide.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - High School Counselor Training, 1998. Participant's Guide.
AN  - 62489168; ED424545
AB  - This workshop trains high school counselors to provide training that introduces high school students to the Free Application for Federal Student Aid (FAFSA). The participant guide provides a workbook for high school counselors to use during the workshop. Contents of the sessions are (1) "Introduction"; (2) "Completing the FAFSA"; (3) "Getting the Results"; (4) "What Does a College Do?"; and (5) "Getting Help." In the introduction, three typical students are introduced who are used as examples during the workshop. The various types of federal student aid are introduced and eligibility criteria are reviewed. In Session 2 the reasons for completing a FAFSA are reviewed. Counselors are shown how to answer common questions about the FAFSA and how to complete a FAFSA electronically. In Session 3 counselors learn about the central processing system, how the "expected family contribution" is calculated, and how to interpret and correct the student aid report. Section 4 contains materials used in workshop activities. Session 5 includes activities and provides information about financial aid resources for use with students. Lists of acronyms and resource contact information are provided. (EMK)
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 116
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Higher Education
KW  - Work Study Programs
KW  - School Guidance
KW  - College Applicants
KW  - High School Seniors
KW  - Student Financial Aid
KW  - Counselor Training
KW  - Paying for College
KW  - High Schools
KW  - Financial Needs
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62489168?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  - Indicators of School Crime and Safety, 1998.
AN  - 62484610; ED423616
AB  - The string of tragic, violent incidents that occurred during the 1997-98 school year has refocused the American public's attention on school crime and safety. This statistical compilation supports the "Annual Report on School Safety: 1998" by presenting the latest available data on school crime and student safety. The report presents a profile of school crime and its victims. Organized as a series of indicators, each one displaying data on different aspects of school crime and safety, the report consists of five sections: (1) Nonfatal Student Victimization--Student Reports; (2) Violence and Crime at School--Public School Principal/Disciplinarian Reports; (3) Violent Deaths at School; (4) Nonfatal Teacher Victimization at School--Teacher Reports; and (5) School Environment. Data were collected by a variety of federal departments and agencies, including the Bureau of Justice Statistics, the National Center for Education Statistics, the National Center for Health Statistics, and the Centers for Disease Control and Prevention. Appendices include School Practices and Policies Related to Safety and Discipline, Technical Notes, and a glossary of terms. (MKW)
AU  - Kaufman, Phillip
AU  - Chen, Xianglei
AU  - Choy, Susan P.
AU  - Chandler, Kathryn A.
AU  - Chapman, Christopher D.
AU  - Rand, Michael R.
AU  - Ringel, Cheryl
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 258
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398; Tel: 877-433-7827 (Toll Free); Bureau of Justice Statistics Clearinghouse; Tel: 800-732-3277 (printed copies). Web site: http://nces.ed.gov or http://www.ojp.usdoj.gov/bjs/ (electronic copies).
KW  - Centers for Disease Control GA
KW  - Department of Education
KW  - Department of Justice
KW  - National Center for Education Statistics
KW  - National Center for Health Statistics
KW  - School Crime
KW  - ERIC, Resources in Education (RIE)
KW  - Rape
KW  - Crime
KW  - Suicide
KW  - Elementary Secondary Education
KW  - School Safety
KW  - Violence
KW  - School Statistics
KW  - Homicide
KW  - Educational Environment
KW  - Victims of Crime
KW  - Government Publications
KW  - Aggression
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62484610?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  - Parent Involvement in School-Related Activities.
AN  - 62476188; ED424972
AB  - Noting that some schools have adopted practices or policies that encourage parents to become more involved in their children's school activities and events, this statistical report (based on the National Household Education Survey) details the level and character of parental involvement in school activities. Findings highlighted are: (1) parents of more than 80 percent of students reported attending a general meeting or a scheduled meeting with their child's teachers; (2) parents of black and Hispanic students were more likely than parents of white students to help their children with homework three or more times a week; (3) parents' participation in school activities such as meetings or events was associated with students' educational achievement; and (4) parents in households with two biological or adoptive parents were more likely than those in single parent homes to attend school meetings or events. The report includes tables of data indicating the percentage of students who parents reported participating in school activities and helping with homework, by selected characteristics, and by type of involvement. (HTH)
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 3
KW  - National Center for Education Statistics
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Family Environment
KW  - Ethnicity
KW  - Parent Background
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Attainment
KW  - School Activities
KW  - Family School Relationship
KW  - Parent Student Relationship
KW  - Parent School Relationship
KW  - Parent Participation
KW  - Tables (Data)
KW  - Racial Factors
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62476188?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  - GEN
T1  - Student Victimization at School. Indicator of the Month.
AN  - 62473551; ED424699
AB  - Violence in schools directly affects educators and students by reducing school effectiveness, inhibiting student learning, and exposing students who may already be at risk for school failure to physical and emotional harm. The University of Michigan Institute for Social Research "Monitoring the Future Study" supports the conclusion that victimization rates at school for high school seniors changed little between 1976 and 1996, except for small increases in the number of students who reported being threatened. Data collected in 1996 on type and racial/ethnic distribution of victimization at school during the previous 12 months demonstrate that black and white high school seniors were about equally likely to report being victimized; black students were more likely than white students to report being injured with a weapon; high school seniors from metropolitan and nonmetropolitan areas were about equally likely to report being victimized; and high school seniors were more likely to report being threatened or injured without a weapon than with a weapon. Data are presented in one table and two graphs. (MKW)
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 4
KW  - Institute for Social Research MI
KW  - Monitoring the Future
KW  - School Crime
KW  - Threat
KW  - ERIC, Resources in Education (RIE)
KW  - Crime
KW  - Stealing
KW  - School Safety
KW  - Violence
KW  - White Students
KW  - Weapons
KW  - Ethnic Distribution
KW  - Educational Environment
KW  - High Schools
KW  - Victims of Crime
KW  - Incidence
KW  - Black Students
KW  - Government Publications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62473551?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  - GEN
T1  - New Entrants to the Full-Time Faculty of Higher Education Institutions. 1993 National Study of Postsecondary Faculty (NSOPF-93). Statistical Analysis Report.
AN  - 62468943; ED424831
AB  - This report uses data from the 1993 National Study of Postsecondary Faculty (NSOPF-93) to compare full-time faculty who, in the fall of 1992, were in the first 7 years of their academic career with full-time faculty with 8 or more years of full-time college experience. Among key findings are the following: the new cohort disproportionately represented fields outside the liberal arts; females constituted 41 percent of the new faculty and 28 percent of the senior cohort; racial/ethnic minorities constituted 17 percent of the new cohort and 12 percent of the senior cohort; new faculty did not assume their current positions until an average of 6 years after earning their highest degree, as compared to 2 to 3 years for senior faculty; and 33 percent of the new cohort were in nontenure-eligible positions, as compared to 16 percent of the senior faculty. Individual sections of the report present tables, graphs, and text that address the following: (1) identifying new entrants to full-time faculty; (2) size and distribution of new entrants by institutional type and program area; (3) demographic characteristics of new entrants; (4) educational background and work history of new entrants; and (5) appointment characteristics and satisfaction levels of new entrants. Appended are technical notes and standard error tables. (DB)
AU  - Finkelstein, Martin J.
AU  - Seal, Robert
AU  - Schuster, Jack H.
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 135
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160498066
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Tenure
KW  - Full Time Faculty
KW  - Teaching Experience
KW  - Teacher Characteristics
KW  - Minority Group Teachers
KW  - Higher Education
KW  - Females
KW  - Tables (Data)
KW  - Beginning Teachers
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62468943?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 Bootstrap Variance Estimator for Systematic PPS Sampling. Working Paper Series.
AN  - 62396422; ED434133
AB  - In large multipurpose surveys, it is common to select the sample systematically proportional to some measure of size (PPS) that is correlated with an important variable of interest. Assuming the frame is sorted in a useful deterministic manner, systematic sample methodologies provide an additional control on the sample allocation, beyond the control provided from the stratification. This makes it less likely to select a "bad sample." This should reduce the variability of the estimates as compared to a comparable nonsystematic selection procedure. The problem with systematic samples is that variance estimators are biased. This paper presents a bootstrap variance estimator, which can have less bias than standard methodologies, such as half-sample replication. The results will be demonstrated with a simulation study based on an important National Center for Education Statistics survey, the Schools and Staffing Survey. An appendix demonstrates the consistency of the proposed estimators. (Contains 8 tables and 12 references.) (Author/SLD)
AU  - Kaufman, Steven
Y1  - 1998/10//
PY  - 1998
DA  - October 1998
SP  - 55
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652;
VL  - NCES-WP-98-12
KW  - Bootstrap Methods
KW  - Variance (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Estimation (Mathematics)
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - Sampling
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62396422?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 Your Public Library Compare? Service Performance of Peer Groups. Statistics in Brief.
AN  - 62488767; ED422971
AB  - The Public Libraries Survey, with the cooperation of all 50 state library agencies, the District of Columbia, and the United States territories, provides statistics about income, operating expenditures, staffing, size of collection, circulation, interlibrary loans, hours of operation, electronic access, and other items. One popular use of these data is to compare one library's service measures with those of other libraries. The validity of comparisons between two libraries is dependent on the similarity of the libraries being compared; comparisons among similar libraries are called "peer comparisons." The purpose of this article is to help public library practitioners compare their library with its peers, when peer groups are defined in terms of library size. Once libraries were assigned to peer groups based on population of legal service area and total operating expenditures, comparisons of service performance were made. Service performance was defined in terms of five input variables (public library service hours per year, total librarians, total ALA-MLS librarians, total number of subscriptions, and total number of books and serials) and seven output variables (library visits per capita, children's program attendance, circulation of children's materials, interlibrary loans received per 1,000 population, interlibrary loans provided, total per capita reference transactions, and total per capita circulation). (Contains 14 tables.) (AEF)
AU  - Bassman, Keri
AU  - Lacampagne, Carole
AU  - Humes, Barbara
AU  - Korb, Roslyn
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 19
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Childrens Libraries
KW  - Library Personnel
KW  - Library Collections
KW  - Public Libraries
KW  - Library Expenditures
KW  - Comparative Analysis
KW  - Library Surveys
KW  - Periodicals
KW  - Library Funding
KW  - Library Automation
KW  - Tables (Data)
KW  - Interlibrary Loans
KW  - Users (Information)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62488767?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  - Long-Term Trends in Student Science Performance.
AN  - 62486671; ED424114
AB  - The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of the nation's children and youth in a variety of academic subjects. Data from the NAEP 1996 Long-Term Trend Science Assessment show mixed results since the first assessment. Scores for all three age groups fell and then rose. Both 9- and 13-year-olds showed an overall increase, but 17-year-olds showed an overall decline. Scores for white students were higher than for blacks and hispanics for all three age groups, although scores for 9- and 13-year-old black students did improve, both absolutely and in comparison with white students. Thirteen-year-old and 17-year-old male students had higher scores than female students. (ASK)
AU  - Vanneman, Alan
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 5
PB  - Web site: http://nces, edgov/naep/
VL  - 3
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Minority Groups
KW  - Sex Differences
KW  - Academic Achievement
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Standards
KW  - Student Evaluation
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486671?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  - Evaluation of Definitions and Analysis of Comparative Data for the School Library Statistics Program. Technical Report.
AN  - 62486589; ED424303
AB  - This report addresses the three issues of concern with national surveys expressed in the report "School Library Media Centers in the United States: 1990-91." These issues were: (1) numbers of schools with libraries; (2) levels at which these libraries are staffed; and (3) the role libraries and their staffs play in schools. Data came from various national surveys, including the Library Media Center (LMC) and Library Media Specialist (LMS) Surveys, the Schools and Staffing Survey (SASS), the National Public Education Financial Survey, and the Common Core of Data. The type of school, the respondent, the levels of the survey, and whether the survey was collected as sample or universe were compared. Comparison of the survey definitions to definitions for similar items on other surveys is discussed. This is followed by data comparisons for the items across the surveys. Both school and state aggregate data comparisons are shown. Estimation, imputation, and scope are examined in detail, and intersurvey item agreement and disagreement are highlighted. Areas of overlap among these surveys are reported, and suggestions are made for the improvement of the LMC and LMS surveys. These include examining schools that were out of scope for the LMC because they were out-of-scope for the SASS. Finding ways to reduce the number of nonresponse and insufficient response cases for both the LMC and LMS surveys is discussed. Collecting and tabulating data for school library volunteers should be considered to give a more accurate picture of private school libraries. (Contains 46 tables.) (SLD)
AU  - Dickson, Gretchen
AU  - Kindel, Carrol
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 161
VL  - NCES-98-267
KW  - Aggregation (Data)
KW  - Common Core of Data Program
KW  - Library Media Center Survey
KW  - Library Media Specialist Survey
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation Methods
KW  - School Libraries
KW  - Comparative Analysis
KW  - Statistics
KW  - Librarians
KW  - Estimation (Mathematics)
KW  - Elementary Secondary Education
KW  - Definitions
KW  - Data Collection
KW  - National Surveys
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486589?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  - Index to NCES Issue Briefs and Indicators of the Month: Cumulative through June 1998.
AN  - 62484079; ED424670
AB  - The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education. The second of a series of indices to NCES "Issue Briefs" and "Indicators of the Month" is presented here. "Issue Briefs" are short-format publications that present information on education topics of current interest. "Indicators of the Month" analyze key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The index includes all "Issue Briefs" and "Indicators of the Month" currently available from the first edition in 1992 to the most recent edition of June 1998. Topics covered include race/ethnicity; teachers, administrators, and teaching issues; schools and schooling; school finance; student characteristics, course taking, and aspirations; educational outcomes; and international assessments. The titles, issues dates, and reference numbers of 76 briefs are listed here. The NCES addresses high-priority education data needs, provides indicators of education status and trends, and reports data to the Department of Education, to Congress, to the States, and to education policy makers and the general public. (RJM)
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 8
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Instructional Materials
KW  - Indexes
KW  - Elementary Secondary Education
KW  - Educational Resources
KW  - Reference Materials
KW  - Instructional Materials
KW  - Indexes
KW  - Elementary Secondary Education
KW  - Educational Resources
KW  - Reference Materials
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62484079?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  - Handbook for the Development of Performance Standards: Meeting the Requirements of Title I.
AN  - 62481889; ED427027
AB  - Title I of the Improving America's Schools Act (IASA) of 1994 provides funds for schools with large concentrations of children from low-income families. A fundamental requirement is that children served by Title I funds must be educated according to the same academic standards as all other students. This handbook focuses on methods for developing performance standards in the aligned system of standards and assessments required by IASA Title I. The handbook aims to capture the best of current practice, without relying solely on the published literature, by drawing on the experiences of educators and recent research. The first section (chapters 1-4) defines performance standards in the context of an aligned education system and provides advice for developing a system of performance standards. Chapters introduce the idea of performance standards as a system, provide background about Title I legislation, and define terms related to performance standards. The second section (chapters 5-8) contains several state stories about initiating and developing performance standards and standards-based assessment programs. Chapters focus on Colorado, Maryland, Oregon, and Wyoming. The third section (chapters 9-10) contains the work of nationally recognized researchers in the field of assessment. Chapter 9, "Creating Descriptions of Desired Student Achievement When Setting Performance Standards" by Craig N. Mills and Richard M. Jaeger, describes a method for developing performance standards. Chapter 10, "Setting Performance Standards on Achievement Tests: Meeting the Requirements of Title I" by Ronald K. Hambleton, synthesizes research related to cutting scores. Most chapters contain references. Four appendixes present the instruments. (Contains 16 figures and 4 tables.) (SLD)
AU  - Hansche, Linda N.
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 115
SN  - 1884037534
KW  - Improving Americas Schools Act 1994 Title I
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - State Programs
KW  - Low Income Groups
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standard Setting (Scoring)
KW  - Federal Legislation
KW  - Educational Practices
KW  - Educationally Disadvantaged
KW  - Cutting Scores
KW  - Standards
KW  - Performance Factors
KW  - Compensatory Education
KW  - Educational Assessment
KW  - Educational Research
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62481889?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - With contributions by Ronald K. Hambleton, Craig N
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Long-Term Trends in Student Mathematics Performance.
AN  - 62479241; ED424115
AB  - The National Assessment of Educational Progress (NAEP) continuously monitors the knowledge, skills, and performance of the nation's children and youth in a variety of academic subjects. Data from the NAEP 1996 Long-Term Mathematics Assessment show a positive linear trend for all three age groups since the first assessment in 1973, indicating improving scores over time. All subgroups, including blacks and Hispanics, showed positive linear trends as well, at all three age levels. (ASK)
AU  - Vanneman, Alan
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 5
PB  - Web site: http://nces, edgov/naep/
VL  - 3
IS  - 2
KW  - Long Term Mathematics Assessment (NAEP)
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation
KW  - Social Influences
KW  - Ethnic Groups
KW  - Mathematics Achievement
KW  - Sex Differences
KW  - Elementary Secondary Education
KW  - Educational Assessment
KW  - National Competency Tests
KW  - Mathematics Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62479241?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 1998.
AN  - 62476157; ED424307
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education from 1980, the year the U.S. Department of Education was created, until 1998. Programs residing in other federal agencies are included if they have significant educational components. Federal support for education, excluding estimated federal tax expenditures, was an estimated $107.2 billion in fiscal year (FY)1998, an increase of 71% since FY 1990. Between FY 1980 and FY 1998, after being adjusted for inflation, federal on-budget program funds for elementary and secondary education increased 15%. Postsecondary funds declined 28% in the same period, but other educational funds, such as those for libraries, museums, cultural activities, and miscellaneous research, increased 48%. In FY 1998, Department of Education outlays totaled $30.7 billion, reflecting an increase of 18% after being adjusted for inflation from FY 1980, and an increase of 6% between FY 1990 and FY 1998. Almost 58% of federal education support, excluding estimated federal tax expenditures, went to educational institutions in FY 1998. Schools and colleges derive 10% of their FY 1998 revenues from the federal government, with the remaining revenues coming from state and local governments. The estimated federal share of the revenues of educational institutions declined from 14% in FY 1980 to the 10% of FY 1998. For elementary and secondary institutions, the federal share declined from 12% in FY 1980 to 7% in FY 1990 and 8% in FY 1998. For institutions of higher education, the federal share declined from 18% in FY 1980 to 14% in FY 1990 and 15% in FY 1998. Seven appendixes contain detailed tables of financial information. (Contains nine tables and three figures.) (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 58
PB  - 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/62476157?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  - Racial and Ethnic Differences in Participation in Higher Education. Indicator of the Month.
AN  - 62469798; ED421950
AB  - This brief report summarizes data on racial and ethnic differences in participation in higher education. Major findings include: (1) between 1993 and 1995, white high school graduates aged 18-24 enrolled in college at a rate 9 percentage points higher than blacks and Hispanics; (2) between 1972 and 1995, the college enrollment rate for whites aged 18-24 grew 11 percent and for blacks 8 percent; (3) between 1993 and 1995, enrollment rates in two-year institutions were similar for white and black high school graduates and higher for Hispanics; however, both blacks and Hispanics were substantially less likely than whites to be enrolled in four-year institutions; and (4) enrollment rates for high school graduates aged 25 or older were much lower than for those aged 18-24; these rates were similar for whites, blacks, and Hispanics. A chart and two graphs show the percentage of high school graduates enrolled in college, by age and race/ethnicity for selected years from 1972 through 1995. (DB)
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 4
PB  - National Education Data Resource Center; phone: 703-845-3151; e-mail: nedrc@inet, edgov; World Wide Web: http://wwwedgov/NCES/pubs/ce
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Student Participation
KW  - Higher Education
KW  - Racial Differences
KW  - Enrollment Rate
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Ethnic Groups
KW  - Enrollment Trends
KW  - Statistical Data
KW  - Black Students
KW  - Tables (Data)
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62469798?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 1997";
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teacher Followup Survey, 1994-1995: Data File User's Manual, Public-Use Version. Schools and Staffing Survey.
AN  - 62244694; ED459209
AB  - The Teacher Followup Survey (TFS) is a 1-year follow-up of a sample of teachers who were originally selected for the Teacher Questionnaire in the Schools and Staffing Survey (SASS), an integrated set of surveys of public and private schools. There have been three data cycles for the SASS, and three for the TFS. The data in this report links responses from the 1994-1995 school year to characteristics of those same teachers who participated in the 1993-1994 SASS. This data file user's manual enables the user to access and understand the public use files of the TFS for 1994-1995. The guide contains these chapters: (1) "Overview"; (2) "Sample Design"; (3) "Data Collection"; (4) "Edit Procedures"; (5) "Response Rates"; (6) "Imputation"; (7) "Weighting"; (8) "Variance Estimation"; (9)"Reinterview Program"; (10) "Confidentiality Protection Measures"; (11) "Changes to TFS Content from 1991-92 to 1994-95"; (12) "Caution Concerning the Measurement of Change Using 1991-92 and 1994-95 TFS"; and (13) "User Notes and Comments." Five appendixes, representing the majority of the document, contain the questionnaires for current and former teachers, the crosswalk for previous surveys, industry and occupation codes, and the public-use codebook. (SLD)
AU  - Whitener, Summer D.
AU  - Gruber, Kerry J.
AU  - Rohr, Carol
AU  - Fondelier, Sharon
Y1  - 1998/09//
PY  - 1998
DA  - September 1998
SP  - 365
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/pubs98/98232.pdf.
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - User Guides
KW  - ERIC, Resources in Education (RIE)
KW  - User Needs (Information)
KW  - Coding
KW  - Followup Studies
KW  - Research Utilization
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Data Collection
KW  - Sampling
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62244694?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  - Pursuing Excellence: A Study of U.S. Twelfth-Grade Mathematics and Science Achievement in International Context. Initial Findings from the Third International Mathematics and Science Study.
AN  - 62568236; ED419717
AB  - The Third International Mathematics and Science Study (TIMSS) is the largest, most comprehensive, and rigorous international study of schools and student achievement ever conducted. This report compares the general mathematics and science knowledge of students in the United States in their last year of secondary school with that of students in 20 other countries, as well as the achievement of students taking physics and advanced mathematics courses with those in 15 other countries. Chapter 1 presents information about TIMSS. Chapter 2 draws from the results of all student assessments to describe how U.S. students performed in mathematics and science, whereas Chapter 3 focuses on the achievement of advanced students. Chapter 4 analyzes the context of learning in those countries included in the study. More detailed statistical data are presented in seven appendices. Contains 16 references. (ASK)
AU  - Takahira, Sayuri
AU  - Gonzales, Patrick
AU  - Frase, Mary
AU  - Salganik, Laura Hersh
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 145
PB  - World-Wide Web: http://www, edgov/NCES/timss
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Educational Strategies
KW  - Cross Cultural Studies
KW  - Grade 12
KW  - Comparative Analysis
KW  - Science Curriculum
KW  - Mathematics Curriculum
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Mathematics Education
KW  - Global Approach
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62568236?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 and Theatre: Framework, Field Test, and Assessment.
AN  - 62561615; ED420895
AB  - NAEP (National Assessment of Education Progress) has developed its first set of assessment tasks for measuring student achievement in theatre. These tasks draw on a wide range of dramatic forms and use both paper-and-pencil and performance tasks. Sections in this serial issue include: "The Importance of Theatre"; "The Theatre Assessment Framework: Content and Processes"; "The Field Test Samples"; "Theatre Tasks"; and "Field Test Issues." (Contains 5 tables that present associated guidelines, frameworks, and scoring guides.) (Author/RS)
AU  - Vanneman, Alan
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 7
VL  - 3
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Performance Based Assessment
KW  - Evaluation Criteria
KW  - Theater Arts
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Student Evaluation
KW  - Field Tests
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62561615?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  - High School Curriculum Structure: Effects on Coursetaking and Achievement in Mathematics for High School Graduates. An Examination of Data from the National Education Longitudinal Study of 1988. Working Paper Series.
AN  - 62487612; ED431629
AB  - This study investigates how the structure of the high school curriculum influences how far graduates get in the secondary mathematics course pipeline, and their level of achievement in that subject by the end of high school. The study draws on data from the High School Effectiveness Supplement (HSES) of NELS:88, a broad-based longitudinal study of U.S. adolescents' experiences and accomplishments in public and private secondary schools in and around the 30 largest cities in the U.S., as well as from the students' high school transcripts. Using a two-stage stratified sample of 3,430 high school students in 184 high schools, the study used the Hierarchical Linear Models (HLM) statistical software to estimate school effects on individual students' behaviors and achievement. It was found that completing high-level mathematics courses is strongly associated with students' achievement; however, how schools structure their mathematics curricula influences how far their students get in the math course pipeline. Students who attend schools where more credits are accumulated in low-level mathematics courses make less progress to the more advanced courses. Curriculum structure, the types and numbers of mathematics courses offered and taken, has both a direct and an indirect effect on students' achievement in that subject. Implications of curriculum structure for students' academic progress are discussed. (Contains 50 references.) (Author/ASK)
AU  - Lee, Valerie E.
AU  - Burkam, David T.
AU  - Chow-Hoy, Todd
AU  - Smerdon, Becky A.
AU  - Goverdt, Douglas
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 81
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
VL  - NCES-WP-98-09
KW  - ERIC, Resources in Education (RIE)
KW  - Advanced Courses
KW  - Mathematics Instruction
KW  - High Schools
KW  - Mathematics Curriculum
KW  - Mathematics Achievement
KW  - Course Selection (Students)
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62487612?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  - Adult Education Participation Decisions and Barriers: Review of Conceptual Frameworks and Empirical Studies. Working Paper Series.
AN  - 62487539; ED431891
AB  - In preparation for the next National Household Education Survey (NHES), the conceptual frameworks of participatory behavior and methods used by other researchers to study factors promoting or inhibiting participation were examined. The following items were reviewed: the adult education (AE) barriers questions included on the 1991 and 1995 editions of the NHES; 33 empirical studies of participation/nonparticipation in AE and activities other than AE; and examples of conceptual frameworks from selected areas (economics, social psychology, leisure studies, health research, AE, theories of change, dropout and attrition studies, the time allocation literature, and studies of consumer choice behavior). The option of drawing upon multiple models when developing the AE component of the next NHES was deemed superior to the single-framework option. The following key variables were recommended for consideration for possible inclusion in the NHES: demographic/background characteristics; life events and transitions; past participation in AE; other participatory behavior; co-participants; physical and mental health; intentions; perceptions of barriers; perceptions of benefits; motivations; reference group opinions; attitudes/opinions toward education; and role of technology and availability of other options to formal AE courses. (Thirty-eight tables/figures/exhibits are included. The report contains 98 references. Appended are abstracts of all 33 empirical studies reviewed; each contains the following: citation, objective/purpose/goal, type of activity, research method, subjects, structural/technical issues, and conclusions/implications.) (MN)
AU  - Silva, Tim
AU  - Cahalan, Margaret
AU  - Lacireno-Paquet, Natalie
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 235
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
VL  - NCES-WP-98-10
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Adult Students
KW  - Student Participation
KW  - Literature Reviews
KW  - Decision Making
KW  - Research Design
KW  - Educational Research
KW  - Predictor Variables
KW  - Models
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62487539?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 1996-97. Statistics in Brief.
AN  - 62483128; ED422633
AB  - Information about public school enrollment and the numbers of staff members employed is reported in the "State Nonfiscal Survey of Public Elementary and Secondary Education, School Year 1996-97" from which this brief summary is derived. In 1996-97, 45.6 million students were enrolled in public elementary and secondary schools. Of these students, 25.5 million were in prekindergarten through grade 6. California had the most public elementary and secondary school students, followed by Texas and New York. About 2.7 million teachers provided instruction in public elementary and secondary schools during that school year, 1,486,000 of whom were elementary school teachers. The national ratio of total students to total teachers was 17.1 students per teacher, ranging from a low of 13.6 students per teacher in New Jersey to a high of 24.4 in Utah. In addition to teachers, about 519,000 teachers' aides directly assisted teachers in providing instruction, along with an additional 34,000 instructional coordinators and supervisors who helped with curriculum development and in-service training. Support staff for students included 89,000 guidance counselors and 52,000 librarians. Graduate rates for 1995-96 reveal that 2,281,000 student received regular high school diplomas, with an additional 203,000 students receiving alternative diplomas or high school equivalency certificates. Four tables provide the data used in this overview. (RJM)
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 12
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Children
KW  - School Statistics
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62483128?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 409 619.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Graduate Field of Study, by Sex. Indicator of the Month.
AN  - 62482336; ED421906
AB  - Changing job market opportunities affect the fields in which males and females choose to earn a graduate degree. This report examines disparities in field choices of the sexes. Highlighted are the following: (1) in 1994 substantially more females than males earned graduate degrees in education and the health professions; males earned a higher proportion of degrees in natural sciences, computer sciences and engineering, and business management; (2) although differences in the proportion of the sexes earning master's degrees in business management narrowed between 1971 and the mid-1980s, males were still twice as likely to earn a master's degree in business management in 1994; (3) differences in the proportions of males and females earning master's degrees in computer sciences and engineering narrowed each year between 1970 and 1986; however, since 1986 the proportion of males has stayed constant at five times that of females; (4) while a higher percentage of males earned master's degrees in the social and behavioral sciences between 1971 and 1983, a higher percentage of females earned these degrees between 1984 and 1994; and (5) since 1971 females have been consistently more likely to earn a doctoral degree in the social and behavioral sciences. Degrees awarded by selected fields are tabulated for the years between 1971-94. (MAB)
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 4
PB  - World Wide Web: http://www, edgov/NCES/pubs/ce
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Business Education
KW  - Natural Sciences
KW  - Masters Degrees
KW  - Computer Science
KW  - Higher Education
KW  - Medical Education
KW  - Degrees (Academic)
KW  - Engineering
KW  - Education
KW  - Sex Differences
KW  - Doctoral Degrees
KW  - Social Sciences
KW  - Nontraditional Occupations
KW  - Humanities
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62482336?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, 1997";
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP and Dance: Framework and Field Tests.
AN  - 62482082; ED422311
AB  - The National Assessment of Educational Progress (NAEP) was developed by the Arts Education Consensus Project to establish objectives for assessing arts instruction in elementary and secondary schools. The project identified objectives for arts education in general and individually for dance, music, theater, and the visual arts in grades 4, 8, and 12. The project also developed assessment specifications for each of the four arts. NAEP field tested the dance assessment for grades 4 and 8 in 1995 and grade 12 in 1997. In 1999, NAEP will publish a field test process report on the development, administration, and scoring of arts tasks for the three grades in all four arts. This report highlights the dance assessment, summarizing the dance framework set forth in the Arts Education Assessment and describing the development and field testing of dance assessment tasks. The framework covers both content and processes. A diverse group of students participated in the dance field tests. There were two assessment tasks in the field tests. The paper-and-pencil task had students view videotaped dance performances and answer questions about them. The performance task measured creation and performance using videotapes of the students in action. The report discusses issues to consider when field testing with students (e.g., use of videotape in dance assessment, privacy, and performance task setup). (SM)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 7
PB  - National Center for Education Statistics, U.S. Department of Education, Washington, DC 20208-5653; World Wide Web: http://nces.ed.gov/NAEP/
VL  - 3
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary Secondary Education
KW  - Videotape Recordings
KW  - Dance Education
KW  - Students
KW  - Art Education
KW  - Evaluation Methods
KW  - Movement Education
KW  - Grade 8
KW  - Grade 4
KW  - Program Evaluation
KW  - Student Evaluation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62482082?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  - Focus on NAEP, 1998.
AN  - 62314955; ED447144
AB  - The Focus on NAEP series briefly summarizes information about the ongoing development and implementation of the National Assessment of Educational Progress (NAEP). Each of the five issues in this collection provides an overview of an aspect of NAEP assessment related to the arts. The issues are: (1) "The NAEP 1997 Arts Education Assessment: An Overview" (Volume 2, No. 4); (2) "NAEP and Dance: Framework and Field Tests" (Volume 3. No. 1); (3) "NAEP and Music: Framework, Field Test, and Assessment" (Volume 3, No. 2); (4) NAEP and Theater: Framework, Field Test, and Assessment" (Volume 3, No. 3); and (5) "NAEP and the Visual Arts: Framework, Field Test, and Assessment" (Volume 3, No. 4). (SLD)
AU  - White, Sheida
AU  - Vanneman, Alan
AU  - Shuler, Scott
AU  - Sandene, Brent
AU  - Morton, Charlotte
AU  - Allen, Lisa Beth
AU  - Goodwin, Mac Arthur
Y1  - 1998/08//
PY  - 1998
DA  - August 1998
SP  - 32
PB  - National Assessment Governing Board, 800 North Capitol Street, NW, Suite 825, Washington, DC 20002-4233 (free). For full text: http://www.nagb.org/pub/html.
VL  - 2
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Visual Arts
KW  - Dance
KW  - Theater Arts
KW  - Music
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Student Evaluation
KW  - National Competency Tests
KW  - Art Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62314955?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  - Working While in College. Indicator of the Month.
AN  - 62560420; ED421028
AB  - This report provides longitudinal data on employment among full-time college students from 1970 through 1995. It notes that the percentage of full-time college students, aged 16 to 24, who were employed rose from 34 percent in 1970 to 47 percent in 1988, and has remained fairly stable since then. The report also states that between 1970 and 1995, white and Hispanic full-time college students, aged 16 to 24, were more likely to be employed than their black peers. Almost half (47 percent) of all full-time college students aged 16 to 24 were employed in October 1995, and more than one-fourth (27 percent) worked at least 20 hours per week. In addition, 83 percent of part-time college students in the same age group were employed, with 73 percent working at least 20 hours per week. (MDM)
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 4
PB  - National Education Data Resource Center; telephone: 703-845-3151; email: nedrc@inet, edgov; world wide web: http://wwwedgov/NCES/pubs/ce
KW  - ERIC, Resources in Education (RIE)
KW  - White Students
KW  - Hispanic Americans
KW  - Youth Employment
KW  - Part Time Students
KW  - Full Time Students
KW  - College Students
KW  - Black Students
KW  - Higher Education
KW  - Racial Differences
KW  - Part Time Employment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62560420?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, 1997",
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - New Financial Aid Administrator Training. Participant's Workbook.
AN  - 62554751; ED421065
AB  - This workbook is intended to be used in conjunction with a workshop on the basic procedures, requirements, and responsibilities for properly administering the Title IV student financial aid programs. These include: the federal Pell Grant Program, the federal Supplemental Educational Opportunity Grant, the federal Work Study Program, the federal Perkins Loan Program, the federal Family Education Loan Program, and the federal Direct Loan Program. The three-day workshop and the workbook materials are organized into 14 sessions: (1) introduction to the workshop; (2) history and overview of Title IV programs; (3) electronic requirements; (4) school eligibility and responsibility; (5) cash management; (6) communicating with students and families; (7) student eligibility; (8) how much aid the student can get; (9) verification, updating, and corrections; (10) professional judgment; (11)calculating Federal Pell Grant awards; (12) campus-based programs; (13) student loans; and (14) calculating refunds and repayments. Appendices include a list of acronyms, a glossary, and a list of resources. (DB)
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 406
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - Higher Education Act Title IV
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Workshops
KW  - Student Loan Programs
KW  - Educational Legislation
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - Computer Software
KW  - Eligibility
KW  - Student Financial Aid
KW  - Federal Legislation
KW  - Federal Programs
KW  - Compliance (Legal)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62554751?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, 1995-96.
AN  - 62537566; ED420930
AB  - This directory lists all reported public elementary and secondary education agencies in 50 states, the District of Columbia, five outlying districts (American Samoa, Guam, the Northern Mariana Islands, Puerto Rico, and the Virgin Islands), and the Department of Defense. Types of agencies include regular school districts, supervisory union administrative centers, regional educational service agencies, state-operated agencies, federally operated agencies, and other agencies. The introduction has several summary tables. Table 1 shows number and percentage of education agencies by type and by state. Regular school districts comprise over 90 percent of all agencies listed. Table 2 indicates what percentage of 14,766 regular school districts, by pupil membership, serve what percentage of students. Although school districts in three categories representing the largest districts comprise only 5.2 percent of all school districts, they serve 48.8 percent of all public school students. Table 3 provides a breakdown of regular school districts by grade span and membership. Table 4 gives a breakdown of regular school districts by grade span and by state. Table 5 shows the number of regular school districts in each size category by state. Table 6 shows the number of regular school districts with student membership in each state and indicates the number of students in districts at selected percentile intervals on an ascending size scale. The median U.S. school district has 1,052 pupils. Following the actual tables and the school universe listing are appendices containing state education agency addresses and sample survey forms. (MLH)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 785
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC. 20402-9328; web address: http://nces.ed.gov
SN  - 0160496322
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Directories
KW  - State Agencies
KW  - School Districts
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Education Service Centers
KW  - School District Size
KW  - State Departments of Education
KW  - Public Agencies
KW  - Instructional Program Divisions
KW  - Public Education
KW  - Enrollment
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62537566?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1994-95 edition, see ED 411 594.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Postsecondary Student Aid Study: 1995-96. Public Use Data File. [CD-ROM].
AN  - 62490835; ED431342
AB  - This CD-ROM presents datasets from the National Postsecondary Student Aid Study, the National Study of Postsecondary Faculty, the High School and Beyond Survey (1980-1992), the Beginning Postsecondary Students "Second Follow-up," the Baccalaureate and Beyond Survey, the National Longitudinal Survey of 1972, the National Education Longitudinal Study of 1988, and the National Household Education Survey. The disk is the latest version of the Data Analysis System for Windows 95, a software application that allows the user to easily produce tables and correlations from the databases. Datasets include the following: 1996 undergraduate students; 1996 graduate and first-professional students; 1993 undergraduate students; 1993 graduate and first-professional students; 1990 undergraduate students; 1990 graduate and first-professional students; 1987 undergraduates; 1987 graduate and first-professional students; 1994 Baccalaureate and Beyond data; 1994 Beginning Postsecondary Students Second Follow-Up; High School and Beyond: Sophomores, 1980-92; High School and Beyond: Seniors, 1980-86; National Education Longitudinal Study (1988 and 1994); National Longitudinal Study of the High School Class of 1972; National Household Education Survey of 1995 Adult Education; 1993 National Study of Postsecondary Faculty; 1987 National Survey of Postsecondary Faculty; and Federal Aid Recipients (1995-96). (DB)
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
EP  - 0
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954; U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328. ($15).
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Federal Aid
KW  - Higher Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Computer Software
KW  - College Faculty
KW  - Student Financial Aid
KW  - Degrees (Academic)
KW  - Followup Studies
KW  - College Graduates
KW  - College Students
KW  - Data Analysis
KW  - Graduate Surveys
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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=National+Postsecondary+Student+Aid+Study%3A+1995-96.+Public+Use+Data+File.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1998-07-01&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  - SuppNotes - See ED 391 456 for the previous edition.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Racial and Ethnic Classifications Used in U.S. Public Schools. Issue Brief.
AN  - 62475554; ED422447
AB  - Since 1977, federal agencies have followed standards set by the Office of Management and Budget (OMB) for collecting and presenting data on racial and ethnic populations. A policy directive at that time established four discrete racial categories: American Indian or Alaskan Native; Asian or Pacific Islander; Black; and White. As an alternative, OMB allowed five categories: American Indian or Alaskan Native; Asian or Pacific Islander; Black, not of Hispanic origin; Hispanic, and White, not of Hispanic origin. Since 1977, however, the racial and ethnic makeup of the country has changed, giving rise to the question of whether these five standard categories reflect the present population adequately. OMB and Congress have begun efforts to change the standards before the dress rehearsal for the 2000 Census. Changes in racial and ethnic makeup present special problems for the public schools, which collect data for various reporting purposes. The National Center for Education Statistics and the Office for Civil Rights sponsored two surveys, one at the school level, and the other at the state level about the racial and ethnic classification used to collect and report student data. The majority of the public schools, 55%, reported that they collect data only when a student initially registers at a school in the district. Another 17% reported that they also collect data when a student changes schools. Twenty-five percent of the schools collect racial and ethnic data annually. Seven percent of the schools reported using racial or ethnic designations in addition to the five standard categories, and these schools were more likely to be in the West. The category most frequently added was "Filipino." Other categories mentioned were "Middle Eastern" and various specific Asian nationalities, but none of these was mentioned by more than 4% of the schools. In the state survey, eight states reported using additional categories, with five using a "multiracial," category, and one an "other" category. Taking these responses into account, OMB is proposing new standards that classify racial populations as: (1) White; (2) Black or African American; (3) Asian; (4) Native Hawaiian or Other Pacific Islander; and (5) American Indian or Alaskan Native. For data on ethnicity, the categories are Hispanic or Latino and Not Hispanic or Latino. OMB did not add a multiracial category, but is allowing individuals to report more than one race when they self-identify. (Contains two tables, one figure, and five references.) (SLD)
AU  - Bare, John
AU  - Meek, Anne
AU  - Frase, Mary
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 4
PB  - World Wide Web: http://nces, edgov/
VL  - NCES-98-035
KW  - African Americans
KW  - Latinos
KW  - ERIC, Resources in Education (RIE)
KW  - Blacks
KW  - Labeling (of Persons)
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - Racial Differences
KW  - American Indians
KW  - Whites
KW  - Public Schools
KW  - Hispanic Americans
KW  - Classification
KW  - Ethnic Groups
KW  - Asian Americans
KW  - Standards
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Document contains small type.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Direct Loan School Guide, 1998-1999. A Better Way To Borrow. The William D. Ford Federal Loan Program.
AN  - 62471910; ED422784
AB  - This guide for postsecondary education institutions provides guidelines for administering the William D. Ford Federal Direct Loan Program. Chapter 1 describes general participation and origination criteria. Chapter 2 describes the electronic support the Department of Education provides, including information on Electronic Data Exchange (EDE), EDExpress, and the direct loan component of EDExpress. Chapter 3 describes information available to schools and students via the department's Direct Loan web site. Chapter 4 offers guidance on explaining the Direct Loan program to borrowers and potential students. Chapter 5, on establishing student eligibility, describes the application process, determination of loan amounts, and loan monitoring. Chapter 6 explains the process for creating origination records and promissory notes and transmitting them to the Direct Loan Origination Center for action. Chapter 7 describes the procedures for making Direct Loan fund requests, disbursing funds, and reporting disbursements. Reconciliation accounting is discussed in chapter 8; and chapter 9 provides a brief discussion of the Student Status Confirmation report process. Chapter 10 covers issues related to servicing and problem resolution. The final chapter describes the Direct Loan Quality Assurance Program. The 26 appendices include sample copies and detailed explanations of various application forms and statements and sample letters.(DB)
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 501
PB  - U.S. Department of Education, 600 Independence Ave., SW, Washington, DC 20202.
KW  - Direct Lending
KW  - Federal Direct Student Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Financial Aid
KW  - Financial Support
KW  - Student Loan Programs
KW  - Government School Relationship
KW  - Federal Programs
KW  - Higher Education
KW  - Compliance (Legal)
KW  - College Administration
KW  - Eligibility
KW  - Recordkeeping
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62471910?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 Data FY 1996. On Disk. [Diskette].
AN  - 62470557; ED422028
AB  - The State Library Agencies (STLA) Survey is conducted annually and is the product of a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), and the National Center for Education Statistics (NCES). The Survey provides state and federal policymakers, researchers, and other interested users with descriptive information about state library agencies in the 50 states and the District of Columbia for fiscal year 1996. The survey collects data on 462 items, including governance, public service hours, number and types of service outlets, type and size of collections, library service transactions and development transactions, support of electronic information networks, allied operations, staff, and income and expenditures. Data are also collected on STLA services to public, academic, school and special libraries, and to library systems. The data items and definitions are provided in the survey facsimile at the end of the data base documentation. (AEF)
AU  - Kroe, Elaine
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
EP  - 0
PB  - New Orders, Superintendent of Documents, P.O. Box 371954 Pittsburgh, PA 15250-7954; World Wide Web: http://nces.ed.gov (GPO Stock No. 065-000-01177-8, $15).
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Information Services
KW  - Library Surveys
KW  - Libraries
KW  - State Agencies
KW  - Statistical Data
KW  - National Surveys
KW  - Library Services
KW  - Tables (Data)
KW  - Library Networks
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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=State+Library+Agencies+Data+FY+1996.+On+Disk.+%5BDiskette%5D.&rft.au=Kroe%2C+Elaine&rft.aulast=Kroe&rft.aufirst=Elaine&rft.date=1998-07-01&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  - RPRT
T1  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1995-96. Statistical Analysis Report.
AN  - 62469227; ED423247
AB  - This report, eighth in a series, provides information about the 100 largest school districts in the United States and outlying areas during the 1995-96 school year and revenues and expenditures for the 1995 fiscal year. The information was provided by state education agencies to the National Center for Education Statistics for the Common Core of Data. Characteristics of these districts and their students and staff are provided in 10 basic tables, which follow four text tables that set the context for the information on the largest school districts. The 100 largest school districts, representing less than 1% of all school districts in the nation, were responsible for the education of 23% of all public school students. These large districts employed 21% of the nation's public school teachers, and accounted for 17% of all public schools and 18% of public high school graduates. In the 100 largest districts, school sizes were larger than the average school district. In addition, the 100 largest school districts also had a higher mean pupil-teacher ratio, at 18.5 to 1, compared to 17.2 to 1 for 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 districts (65% compared to 36%). Among schools that reported eligibility for free lunches, 45% of the students in the 100 largest school districts were eligible for free lunch, compared to 33% of all students in reporting states. Current expenditures per student in the 100 largest school districts ranged from a low of $2,417 in Puerto Rico to a high of $10,925 in the Newark (New Jersey) public schools. Among the 20 largest school districts, 7 have increased in size by over 20% since 1986. Conversely, Detroit (Michigan), Chicago (Illinois), and Puerto Rico have experienced declines in membership since 1986. Twelve appendixes present supplemental tables of data about enrollment and staffing. (Contains 26 tables.) (SLD)
AU  - Young, Beth Aronstamm
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 76
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-98-214
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - High School Graduates
KW  - Special Education
KW  - School Demography
KW  - School Districts
KW  - Elementary Secondary Education
KW  - School District Size
KW  - Public Schools
KW  - Minority Groups
KW  - Teacher Student Ratio
KW  - School District Wealth
KW  - Enrollment
KW  - Teachers
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62469227?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 Redesign of the Schools and Staffing Survey for 1999-2000: A Position Paper. Working Paper Series.
AN  - 62398561; ED434131
AB  - This paper proposes a framework for discussing the objectives and content of the next Schools and Staffing Survey (SASS) in school year 1999-2000. The framework focuses on school reform and the information SASS can collect to inform the United States about school reform efforts. Major reform agenda and expert opinion are reviewed, and the issues and topics common to them are identified. These topics are classified under the two major objects of school reform: teacher capacity and school capacity. Teacher capacity is defined in terms of teacher quality, career paths, professional development, and instructional practice. School capacity is defined in terms of school organization and management, decision-making authority, curriculum and instruction, parental involvement, school safety and discipline, and school resources. Part I presents background information about the SASS and its redesign. Part 2 describes the sources of input reviewed for the redesign, and part 3 synthesizes the input around the common issues or topics. Part 4 recommends the organization of these topics under the two major reform headings, and part 5 discusses several issues of survey design and methodology. The appendix contains recommendations of the SASS Redesign Technical Review Panel. Contains a bibliography. (SLD)
AU  - Rollefson, Mary
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 49
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652;
KW  - Reform Efforts
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Educational Change
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Test Construction
KW  - Research Design
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62398561?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  - Developments in School Finance, 1997. Fiscal Proceedings from the Annual State Data Conference (July 1997).
AN  - 62309524; ED448494
AB  - This document contains papers from the Annual State Data Conference and includes the following: (1) "Does Money Matter for Minority and Disadvantaged Students? Assessing the New Empirical Evidence" (David Grissmer, Ann Flanagan, and Stephanie Williamson), which demonstrates that additional money matters for minority and disadvantaged students, but may not matter for highly advantaged students; (2) "Rethinking the Allocation of Teaching Resources: Some Lessons from High Performing Schools" (Karen Hawley Miles and Linda Darling-Hammond), which shows how five schools support extraordinarily high student achievement by reallocating instructional resources to maximize individual attention for students and learning time for teachers; (3) "Financing Education in the District of Columbia from the Perspective of the Financial Authority" (Joyce Ladner), which describes the District of Columbia Financial Authority efforts to revamp the area's failing schools; (4) "Does Money Matter? An Empirical Study Introducing Resource Costs and Student Needs to Educational Production Function Analysis" (Corrine Taylor), which shows that geographic cost variations and special-needs student costs do not appreciably affect per student expenditures; (5) "School District Expenditures, School Resources and Student Achievement: Modeling the Production Function" (Harold Wenglinsky), which uses hierarchical linear modeling to show that expenditures on instruction and central-office administration affect teacher-student ratios, which, in turn, affect student achievement; (6) "The Development of School Finance Formulas To Guarantee the Provision of Adequate Education of Low-Income Students" (Andrew Reschovsky and Jennifer Imazeki), which explores the quandary of developing an equitable school finance formula; two "cutting-edge" papers, (7) "Using Cost and Need Adjustments To Improve the Measurement of School Finance Equity" (Lauri Peternick, Becky A. Smerdon, William Fowler, Jr., and David H. Mou); and (8) "A Proposal for Collecting School-Level Resource Data on the Schools and Staffing Survey" (Julia B. Isaacs, Michael S. Garet, and Stephen P. Broughman), examine effects of applying geographic-cost adjustments and student-need adjustments to traditional equity measures. (Most papers include several references.) (MLH)
AU  - Fowler, William J.
Y1  - 1998/07//
PY  - 1998
DA  - July 1998
SP  - 187
SN  - 0160496594
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Qualitative Research
KW  - Educational Equity (Finance)
KW  - Conferences
KW  - Funding Formulas
KW  - Finance Reform
KW  - Educational Finance
KW  - Resource Allocation
KW  - Cost Effectiveness
KW  - Elementary Secondary Education
KW  - Productivity
KW  - Outcomes of Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62309524?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1996 edition, see ED 409 634.
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - Teacher Perceptions and Student Reading Motivation
AN  - 85507435; 200003565
AB  - Teacher perceptions of students' intrinsic motivation for reading were examined from the perspective of self-determination development & reading achievement. A sample of 68 teachers from randomly selected elementary schools that were representative of county characteristics rated 374 students on 6 aspects of motivation for reading, including individual, topical, activity-based, autonomy-supported, socially supported, & writing-related aspects. Quantitative & qualitative results showed that teachers perceived higher achievers to be relatively higher in intrinsic reading motivation (individual & topical) than in extrinsic reading motivation (activity-based & autonomy-supported). In contrast, teachers perceived lower achievers to be relatively more motivated by extrinsic contextual factors than by intrinsic factors. Teachers appear to possess implicit theories that are in accord with the self-determination perspective on the development of motivation & reading achievement. 5 Tables, 1 Figure, 1 Appendix, 66 References. [Reprinted with permission from the American Psychological Association]
JF  - Journal of Educational Psychology
AU  - Sweet, Anne P
AU  - Guthrie, John T
AU  - Ng, Mary M
AD  - Office Educational Research & Improvement, US Dept Education, Washington, DC anne_sweet@ed.gov
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 210
EP  - 223
VL  - 90
IS  - 2
SN  - 0022-0663, 0022-0663
KW  - Elementary School Students (21520)
KW  - Teacher Attitudes (87840)
KW  - Reading Achievement (70600)
KW  - Motivation (55580)
KW  - article
KW  - 4117: applied linguistics; reading instruction and remediation
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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%3Allba&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Educational+Psychology&rft.atitle=Teacher+Perceptions+and+Student+Reading+Motivation&rft.au=Sweet%2C+Anne+P%3BGuthrie%2C+John+T%3BNg%2C+Mary+M&rft.aulast=Sweet&rft.aufirst=Anne&rft.date=1998-06-01&rft.volume=90&rft.issue=2&rft.spage=210&rft.isbn=&rft.btitle=&rft.title=Journal+of+Educational+Psychology&rft.issn=00220663&rft_id=info:doi/
LA  - English
DB  - Linguistics and Language Behavior Abstracts (LLBA)
N1  - Date revised - 2003-10-01
N1  - Last updated - 2016-09-27
N1  - SubjectsTermNotLitGenreText - Motivation (55580); Reading Achievement (70600); Elementary School Students (21520); Teacher Attitudes (87840)
ER  - 



TY  - GEN
T1  - National Student Loan Data System. Participant's Guide.
AN  - 62555432; ED421064
AB  - This guide provides the materials necessary for a two-day 10-session workshop on the National Student Loan Data System (NSLDS) and is intended for appropriate personnel at institutions of higher education. Main objectives for participants in the workshop include being able to, first, explain how NSLDS works; second, navigate through the NSLDS function screens effectively; and, third, use NSLDS to comply with Title IV student financial aid requirements. The 10 sessions cover the following topics: (1) overview of NSLDS and its functions, (2) timelines, (3) problem resolution, (4) connecting to NSLDS, (5) school and third-party servicer responsibilities, (6) software setup, (7) student eligibility, (8) borrower tracking, (9) student status confirmation reports, and (10) wrap-up. Provided for each session are: a list of session objectives, a list of session contents, and the session material, displayed in half pages to allow space for note-taking during the presentation. (DB)
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 196
KW  - Higher Education Act Title IV
KW  - National Student Loan Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Workshops
KW  - Student Financial Aid
KW  - Databases
KW  - Student Loan Programs
KW  - Higher Education
KW  - Compliance (Legal)
KW  - College Administration
KW  - Computer Software
KW  - Eligibility
KW  - Recordkeeping
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62555432?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 2008.
AN  - 62553167; ED421545
AB  - This document is the 27th report in a series begun in 1964. It provides revisions to projections shown in "Projections of Education Statistics to 2007" and 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. The report also includes projections of public elementary and secondary enrollment and high school graduates to the year 2008 at the state level. These projections reflect revisions influenced by the 1990 Census with the incorporation of 1996 estimates and latest assumptions for the fertility rate, net immigration, and mortality rate. A methodology section describes the models and assumptions used to develop the national 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. Total public and private elementary and secondary enrollment is projected to increase from 51.4 million in 1996 to 54.5 million in 2006, but then total enrollment is projected to decrease to 54.3 million by the year 2008. Higher education is projected to increase from an estimated 14.3 million in 1996 to 16.1 million by 2008. Increases are also projected for high school graduates, the number of bachelor's degrees, the number of classroom teachers, expenditures per pupil, and teacher salaries. Data are presented in 71 figures and 52 tables, with an additional 38 tables in 4 technical appendixes. A glossary and discussion of data sources are included in the technical appendixes. (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 208
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160495970
KW  - Projection Research
KW  - Smoothing Methods
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Econometrics
KW  - Projective Measures
KW  - Census Figures
KW  - Models
KW  - Estimation (Mathematics)
KW  - Enrollment
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62553167?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 26th report in this series, (Projections t
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 National and State Summary Data Tables [CD-ROM].
AN  - 62553100; ED421551
AB  - The National Assessment of Educational Progress (NAEP) Summary Data Tables on CD-ROM present mathematics and science results from the NAEP 1996 State Assessments. Mathematics results from 1990 and 1992 assessments are also provided for the nation and for states that participated in either or both of the assessments. The student, teacher, and school data from these assessments help describe some of the current practices and emphases in education and provide an educational context for understanding information about a student's proficiency. The NAEP summary tables are based on responses to background items from the student, teacher, and school questionnaires. The results include average scale scores and percentages for each response alternative, scale score percentiles, achievement level percentages, and percentages for cognitive questions. Results are enumerated for important demographic groups, such as student gender, race/ethnicity, and parental education level. The NAEP summary data tables are provided in Portable Document Format (PDF). To use PDF files one must install the Acrobat Reader from Adobe Systems, Inc. Installation and use information is provided on the CD. TYPE OF SURVEY: National. POPULATION: Students; RESPONDENTS: Students; YEAR OF EARLIEST DATA: 1990; YEAR OF LATEST DATA: 1996. (Author/SLD)
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
EP  - 0
PB  - Education Publications Center (ED Pubs), P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Testing Programs
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Mathematics Achievement
KW  - Scores
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Racial Differences
KW  - National Surveys
KW  - Optical Data Disks
KW  - Sciences
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Science Achievement
KW  - Scaling
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62553100?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=NAEP+1996+National+and+State+Summary+Data+Tables+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1998-06-01&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  - Nonresident Fathers Can Make a Difference in Children's School Performance. Issue Brief.
AN  - 62551875; ED420447
AB  - Using data from the 1996 National Household Education Survey (NHES:96), this issue brief looks at the involvement of nonresident fathers in terms of how such involvement affects student performance in grades K-12. In the NHES, resident parents reported on whether nonresident parents who had had contact with their children in the past year had participated in any of the following four types of school activities: general school meeting, regularly scheduled parent-teacher conferences, school or class event, and volunteer opportunities. The following findings are highlighted: (1) most nonresident fathers are not very involved in their children's schools; (2) children are less likely to have ever repeated a grade or been suspended or expelled if their nonresident fathers are involved in their schools; (3) children are more likely to get A's in school, to enjoy school, and to participate in extracurricular activities if their nonresident fathers are involved in the schools. The issue brief concludes by noting that inconsistencies about the benefits of nonresident fathers' continued involvement with their children in extant studies may be due in large part to the fact that contact is often used to measure involvement. The current findings suggest that it is not contact, per se, that is associated with improved student outcomes, but rather active participation in children's lives through involvement in the schools. (HTH)
AU  - Nord, Christine Winquist
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 3
PB  - Phone: 800-424-1616; World Wide Web: http://NCES, edgov
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Suspension
KW  - Parent Role
KW  - Fatherless Family
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Fathers
KW  - Expulsion
KW  - Student Attitudes
KW  - Parent Student Relationship
KW  - Parent Participation
KW  - Performance Factors
KW  - Tables (Data)
KW  - Grade Repetition
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551875?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 2008. Pocket Projections.
AN  - 62545514; ED421552
AB  - "Pocket Projections" provides some information on education in the United States in the past and future, focusing on the period from 1985-86 to 2007-08. In table form, data are given for these topics: (1) projected population; (2) elementary and secondary education enrollment; (3) high school graduates; (4) classroom teachers; (5) pupil/teacher ratios; (6) elementary and secondary school expenditures; (7) higher education enrollment; (8) earned degrees; and (9) higher education expenditures. The figures are derived from data from the National Center for Education Statistics and the Bureau of the Census. (SLD)
AU  - Hussar, William J.
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 13
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - National Surveys
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - School Statistics
KW  - Census Figures
KW  - Enrollment Projections
KW  - Degrees (Academic)
KW  - Teacher Student Ratio
KW  - Population Trends
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62545514?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the complete edition of which this is a compre
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Guide to 1998-99 SARs and ISIRs.
AN  - 62539671; ED420234
AB  - This guide for administrators of student financial aid programs at postsecondary education institutions is intended to assist in interpreting the codes that appear in the Student Aid Report (SAR), which is sent directly to the student, and in the Institutional Student Information Record (ISIR), which is an electronic report sent directly to institutions by the U.S. Department of Education. An introductory chapter identifies major system changes for 1998-99, such as changes to the Student Aid Report, changes in the processing flow, and highlights and assumptions of the electronic system. The second chapter explains in detail the information summaries on the SARs and ISIRs, such as record types, verification types and flags, Pell digits, the dependency override function, reprocessing codes, reject reasons, and subsequent application flags. The third chapter explains how to perform corrections and updates on the Information Review and the Information Request forms, and explains the parent information for independent students section. Seven appendices include information on reject codes and reasons, data base matches and match flags, 1998-99 comment codes and text, list addresses, and shows sample SARs, SAR information acknowledgments, and sample ISIRs. (DB)
Y1  - 1998/06/01/
PY  - 1998
DA  - 1998 Jun 01
SP  - 115
KW  - Institutional Student Information Records
KW  - Student Aid Report
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Program Administration
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - Higher Education
KW  - Student Financial Aid
KW  - Reports
KW  - Records (Forms)
KW  - Records Management
KW  - Federal Programs
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Recordkeeping
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62539671?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 Direct Student Loans and Federal Perkins Loans. Directory of Designated Low-Income Schools for Teacher Cancellation Benefits. Amendment Change 1997-98.
AN  - 62538989; ED420232
AB  - This directory lists changes to the list of the low-income schools at which teachers with loans from the Federal Perkins Loan and national Direct Student Loan programs can have a portion of their loans canceled for each year of teaching service. A list of state agency contact persons precedes the main body of the directory. Listings are alphabetical by state, with additions to the list first, and then changes. Usually provided for each addition is the name of the school, its grade range, and the school district name. For changes in listings, information is provided for both the original listing and the new listing. (DB)
Y1  - 1998/06//
PY  - 1998
DA  - June 1998
SP  - 127
KW  - Loan Forgiveness
KW  - Perkins Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - Low Income
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Higher Education
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - Low Income
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62538989?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  - Precertification Training. Participant's Workbook. 1998-99.
AN  - 62563951; ED418676
AB  - This package of training materials is intended for participants in a workshop for administrators at institutions of higher learning involved in administering student financial aid programs under Title IV of the Higher Education Act. The workshop agenda is divided into 28 sessions over five days. Sessions cover: introduction and overview; institutional eligibility; school responsibilities; Title IV reporting requirements; student eligibility; satisfactory academic progress; cost of attendance, expected family contribution, and need; overview of refunds and repayments; overview of overawards and overpayments; evaluation and Inspector General presentation; the Free Application for Federal Student Aid; paper and electronic applications; federal output documents; verification, updating, and corrections; federal need analysis; adjustments and professional judgment; calculating federal Pell Grant award amounts term--based using credit hours; calculating federal Pell Grant award amounts--credit hours without terms and clock hours; packaging; Pell Grant overpayments; reporting Pell Grant payment data; campus-based programs; disbursing campus-based awards; overview of the William D. Ford Federal Direct Load Program and Federal Family Education Loan (FFEL) Program; from source to student direct loan and FFEL funds; campus-based and Direct Loan/FFEL overawards and overpayments; calculating refunds and repayments; and financial aid administrator presentation and evaluation. Appendices include a list of acronyms, a glossary, financial aid resources, sources and citations, and a financial aid calendar. Individual sections also contain regulatory and other references. (BF)
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 664
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - Higher Education Act Title IV
KW  - Pell Grant Program
KW  - ERIC, Resources in Education (RIE)
KW  - Workshops
KW  - Program Administration
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - Grants
KW  - Higher Education
KW  - College Administration
KW  - Eligibility
KW  - Student Financial Aid
KW  - Federal Legislation
KW  - Federal Programs
KW  - Compliance (Legal)
KW  - Management Development
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62563951?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  - Handbook on Human Resources: Recordkeeping and Analysis.
AN  - 62545150; ED418682
AB  - This handbook was undertaken in response to the needs expressed by the higher education community for a common language--common data categories and definitions--to describe the human resources of postsecondary education institutions, and is intended as a basic guide to help institutions develop analytically useful databases of faculty and staff to support institutional decision making. Chapter 1 reviews the basic concepts underlying the selection of elements and that guide their use, including descriptions of the basic categories of data. Chapter 2 lists the faculty and staff data items recommended for an institutional database. Chapter 3 contains the data element dictionary--the definitions and detailed codes necessary for creating a standardized database. Chapter 4 offers examples, in two major categories, of some common uses of these data: to support strategic planning and management (employee characteristics/amount of human asset available/price and cost considerations/allocation of available asset/productivity/student experience/asset renewal) and for data exchange; and for reporting to external agencies (employee demographics/salaries/assets available for allocation to various institutional functions). Chapter 5 contains a glossary of related terms. Appended are detailed definitions of human asset categories and subcategories; a cross-reference of standard occupational categories to human asset categories; information on how to compile data, an illustration of basic calculations, and country and language codes. (BF)
AU  - Korb, Roslyn
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 223
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160495504
KW  - Standard Occupational Classification
KW  - ERIC, Resources in Education (RIE)
KW  - Management Information Systems
KW  - Administrator Guides
KW  - Higher Education
KW  - Human Resources
KW  - College Faculty
KW  - Database Design
KW  - Personnel
KW  - Personnel Data
KW  - Staff Utilization
KW  - Definitions
KW  - Data Collection
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62545150?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  - Adult Participation in English-as-a-Second-Language (ESL) Classes. Issue Brief.
AN  - 62541007; ED419436
AB  - This issue brief contains statistical information on the number of adults participating in English-as-a-Second-Language (ESL) courses in the United States. Particular questions addressed include these: Which non-english speaking adults have taken or may be interested in taking ESL classes? Why did ESL participants take the classes, and how did they find the classes they took? Where did adults take ESL classes, and what were the costs? and What are the barriers to ESL participation? The information summarized in the report suggests that younger adults, more recent immigrants, and people whose highest level of education was a high school diploma or equivalent were more likely to have participated in ESL classes in the previous 12 months. Among those who said they were interested in taking an ESL class, but had not, most reported that they did not know about any ESL classes that were available. Among those who wanted to take an ESL class and were aware of opportunities, the main barriers reported were time, money, and child care/transportation. (JL)
AU  - McArthur, Edith
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Second Language Instruction
KW  - Adult Students
KW  - Student Participation
KW  - Statistical Analysis
KW  - Immigrants
KW  - Second Language Learning
KW  - English (Second Language)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62541007?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 1996 Science Cross-State Data Compendium for the Grade 8 Assessment. Findings from the National Assessment of Educational Progress for the State Science Assessment.
AN  - 62536655; ED416104
AB  - This compendium presents eighth grade cross-state results of the National Assessment of Educational Progress (NAEP) 1996 state assessment in science along with national and regional results from the NAEP 1996 National Assessment in science without interpretations of the data. Tables of cross-state information for the variables discussed in the NAEP 1996 Science Report Card for the Nation and States and the NAEP 1996 Science State Report are included. This document is intended as a companion to the Science Report Card and the Science State Report. The results for the nation and regions of the country are based on the nationally and regionally representative samples of public and nonpublic school students assessed as part of the national NAEP program. Chapter 1 presents the results for the nation, the four regions, and the participating jurisdictions in the context of the overall average science scale scores and scale scores for the fields of science and the type of school. Chapter 2 presents scale score information for selected population subgroups. Chapters 3 through 7 contain results broken down by background information collected from students, teachers, and school characteristics. (DDR)
AU  - Keiser, Kellie K.
AU  - Nelson, Jennifer E.
AU  - Norris, Norma A.
AU  - Szyszkiewicz, Stephen
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 121
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-98-482
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62536655?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  - Employment and Postsecondary Persistence and Attainment. Indicator of the Month.
AN  - 62536406; ED419473
AB  - This brief report presents data on employment and postsecondary persistence and attainment of higher education students, based on data from the 1990 Beginning Postsecondary Students Longitudinal Study, Second Follow-up. Major findings include: (1) five years after initial enrollment, 89 percent of students had worked at some time while enrolled, with 75 percent working part time and 15 percent working full time; (2) students enrolled at four-year institutions were likely to work fewer hours than students who attended public two-year or for-profit institutions; (3) only 31 percent of students who worked full time had attained a degree or were still enrolled five years after initial enrollment, compared to 79 percent of students who worked 1-15 hours per week; (4) students who worked full time were more likely to attend school exclusively part time and part time students were less likely to persist and attain a degree five years after initial entry. Tables and graphs detail data on: percentage of 1989 beginning postsecondary students, by average hours worked per week while enrolled and control and type of first institution; and percentage of 1989-90 beginning postsecondary students who attained a degree or were still enrolled by spring 1994, by control and type of first institution and average hours worked per week. (DB)
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 4
PB  - National Education Data Resource Center; phone: 703-845-3151; e-mail: nedrc@inet, edgov; http://wwwedgov/NCES/pubs/ce
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Student Employment
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Part Time Students
KW  - Higher Education
KW  - Longitudinal Studies
KW  - Time to Degree
KW  - Degrees (Academic)
KW  - Followup Studies
KW  - Colleges
KW  - Full Time Students
KW  - College Students
KW  - Academic Persistence
KW  - Universities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62536406?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, 1997";
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1995-96. Statistics in Brief.
AN  - 62536371; ED420120
AB  - Nearly $288 billion of revenues were raised by local, state, and federal governments to fund public education for students in prekindergarten through the 12th grade in school year 1995-96. Revenues ranged from a high of nearly 31 billion in California to a low of $618 million in North Dakota. Nationally, revenues increased an average of 5.3 percent over last year's revenues (in unadjusted dollars). State, intermediate, and local governments provided 93.4 percent of all revenues; the federal government's contribution was 6.6 percent. Current expenditures (excluding construction, equipment, and debt financing) came to $255 billion, representing a $5 billion (2.7 percent) increase over expenditures in the previous fiscal year. About $157 billion (62 percent) in current expenditures went for teachers, textbooks, and other instructional services and supplies. An average of $5,689 was spent on each student--an increase of .6 percent from 5 years ago (adjusting for inflation). Four states (New Jersey, Connecticut, New York, and Alaska) and the District of Columbia spent more than $8,000 per pupil. Two states (Mississippi and Utah) spent less than $4,000 per pupil. Included are definitions of terms, two figures, and four tables. (MLH)
Y1  - 1998/05//
PY  - 1998
DA  - May 1998
SP  - 9
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Preschool Education
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Public Education
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Tables (Data)
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62536371?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  - Goals 2000: Reforming Education To Improve Student Achievement. Report to Congress.
AN  - 62552761; ED420918
AB  - The Goals 2000: Educate America Act, which became law in 1994 and was amended in 1996, emphasizes student learning through a long-term, broad-based effort to promote coherent and coordinated improvements in education. A report of this act's influence on education is presented here. The text provides a history of Goals 2000, including the legislation, the amendments, and the state planning that went into the act. It outlines the strategic role of Goals 2000, focusing on state-level support for reform, sustaining the reform effort, and supplementing ongoing reform. How the act emphasizes standards-based reform and presents content and performance standards are described, along with accountability for improvement, assessment, student performance, accountability, teacher preparation, community and parental involvement, and coordinated change. How the Goals were formulated to serve all children and how they are being maintained are discussed, as are coordination efforts, professional development and preservice education, assessment details, the use of data and research, and sustaining the momentum. Three appendices offer information on funding allocation, the Education Flexibility Demonstration Program, and parent information and resource centers. It is claimed that 47 states plus the District of Columbia and Puerto Rico now have comprehensive Goals 2000 plans for education reform and that all states are developing systems that hold districts and schools accountable for student performance. "Goals 2000 Funding Allocation,""Education Flexibility Demonstration Program (Ed-Flex)," and "Parent Information and Resource Centers" are appended. (RJM)
Y1  - 1998/04/30/
PY  - 1998
DA  - 1998 Apr 30
SP  - 56
KW  - Goals 2000
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Legislation
KW  - Educational Change
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standards
KW  - Change Strategies
KW  - Educational Improvement
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62552761?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 Do Better When Their Fathers Are Involved at School. Issue Brief.
AN  - 62560838; ED417871
AB  - Policymakers and educators agree that family involvement in children's education is closely linked to children's school success. An important question, however, is "does fathers' involvement matter, as well?" This issue brief looks at the link between fathers' involvement in their children's schools and kindergartners' through 12th graders' school performance, using data from the National Household Education Survey (NHES) for 1996. Findings indicated that in two-parent households, children are more likely to do well academically, to participate in extracurricular activities, and to enjoy school and are less likely to have ever repeated a grade or to have been suspended or expelled if their fathers have high as opposed to low involvement in their schools. This was also true in father-only households, allowing that children living in single-parent households are, on average, less successful in school and experience more behavior problems than children living in two-parent households. The issue brief concludes by noting that fathers can be a positive force in their children's education, and that in two-parent households, fathers' involvement has a distinct and independent influence on children's achievement over and above that of mothers' involvement. (HTH)
AU  - Nord, Christine Winquist
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 3
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Parent Student Relationship
KW  - Parent School Relationship
KW  - Parent Participation
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Performance Factors
KW  - Fathers
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62560838?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 Involved Are Fathers in Their Children's Schools? Issue Brief.
AN  - 62556868; ED417870
AB  - Until recently fathers were the hidden parents in research on children's well-being. Research stimulated by the new interest in fathers suggests that fathers' involvement in their children's schools does make a difference in their children's education. This issue brief looks at the extent to which fathers are involved in their kindergartners' through 12th graders' schools, using data from the 1996 National Household Education Survey (NHES). Findings noted include the following: (1) fathers in two-parent families are less likely than mothers in two-parent families to be highly involved in their children's schools; (2) fathers and mothers who head single-parent families are virtually identical in their level of involvement, and it is quite similar to that of mothers in two-parent families; (3) fathers in two-parent families are more likely to attend school or class events or general school meetings than they are to attend parent-teacher conferences or to volunteer at their children's schools. The issue brief concludes by noting that the observed patterns of fathers' involvement are consistent with existing research and with the notion of a division of labor in two-parent families. The low participation of fathers in two-parent families offers schools an opportunity to increase overall parental involvement by targeting fathers. (HTH)
AU  - Nord, Christine Winquist
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 4
PB  - Phone: 800-424-1616; World Wide Web: http://NCES, edgov
KW  - ERIC, Resources in Education (RIE)
KW  - Parent Student Relationship
KW  - Parent School Relationship
KW  - Parent Participation
KW  - Nuclear Family
KW  - Elementary Secondary Education
KW  - Fathers
KW  - One Parent Family
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62556868?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  - Community Service Activities Following High School. Indicator of the Month.
AN  - 62538977; ED417307
AB  - High school students who are involved in community service work are more likely to continue such community service after graduation. Highlights of a study using data from the National Education Longitudinal Study of 1988, Second Follow-up (1992) and Third Follow-up (1994), include the following: (1) in 1994, 43 percent of 1992 high school seniors reported performing community service in the previous year, with those who performed community service during the last 2 years of high school twice as likely to have performed it after high school than those who did not participate in high school community service; (2) in 1994, high school seniors who were required to perform community service during the last 2 years of high school were more likely to perform community service than all 1992 high school seniors (58 percent versus 43 percent); (3) 1992 high school seniors who had attended some college by 1994 were more likely to performed community service in the previous year than those who had not attended some postsecondary education; and (4) a lower percentage of 1992 high school seniors from public schools reported performing community service 2 years later than did seniors from Catholic or private schools. (KC)
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 3
KW  - National Education Longitudinal Study 1988
KW  - Youth Community Service
KW  - ERIC, Resources in Education (RIE)
KW  - Program Effectiveness
KW  - Volunteers
KW  - High Schools
KW  - Service Learning
KW  - Public Service
KW  - Young Adults
KW  - Program Evaluation
KW  - Higher Education
KW  - Outcomes of Education
KW  - High School Seniors
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62538977?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-1997. Papers and Proceedings (9th, Washington, D.C., September 11, 1997).
AN  - 62535090; ED420664
AB  - The Ninth Federal Forecasters Conference provided a forum in which forecasters from different federal agencies and other organizations could meet to discuss various aspects of forecasting in the United States. The theme was "Forecasting in an Era of Diminishing Resources." The conference was attended by 150 forecasters. A keynote address by Katharine G. Abraham, Commissioner of Labor Statistics, and a panel discussion set the stage for 2 concurrent sessions in the afternoon at which 26 papers were presented. These papers, or in a few cases an abstract, are included in this volume grouped into topics of: (1) "The Economic Outlook"; (2) "Industry Modeling at the Bureau of Labor Statistics"; (3) "Global Forecasting and Foresight"; (4) "Community Policy Models"; (5) "Topics in Forecasting"; (6) "Forecasting Crop Prices under New Farm Legislation"; (7) "Forecast Evaluation"; (8) "Early Warning and the Need for Information Sharing"; and (9) "Forecasting Program Expenditures." Of particular interest to the educational research community were two papers. The first, "The Educational Requirements of Jobs: A New Way of Looking at Training Needs" by Darrel Patrick Wash of the Bureau of Labor Statistics, is presented as an abstract. The second, "Projections of Elementary and Secondary Public Education Expenditures by State" by William J. Hussar of the National Center for Education Statistics, is a discussion of estimation and data pooling techniques and projection models. (Contains 83 tables and 37 figures.) (SLD)
AU  - Gerald, Debra E.
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 331
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016049530X
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - Shared Resources and Services
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - Expenditures
KW  - Evaluation Methods
KW  - Job Skills
KW  - Public Agencies
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62535090?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  - Overview of Public Elementary and Secondary Schools and Districts: School Year 1995-96. Statistics in Brief.
AN  - 62534190; ED418509
AB  - The Public Elementary/Secondary School Universe Survey and Public Education Agency Survey are annual state-level collections of information about the numbers and types of public schools and education agencies, the numbers and selected characteristics of students, and dropout rates. This report summarizes statistics from each of the surveys, which are part of the Common Core of Data (CCD) collection of the National Center for Education Statistics (NCES). The data provide an overview of public elementary and secondary schools and school districts for the academic year 1995-96. The report provides information on the following: the types of public schools; schools and community size; enrollment for primary, middle, and high schools; school-district grade spans; school district size; and student characteristics. Technical notes and key terms are included. Seven tables are included. (RJM)
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 14
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - School Demography
KW  - Student Characteristics
KW  - Public Education
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - Tables (Data)
KW  - School Statistics
KW  - School District Size
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534190?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  - Residence and Migration of First-Time Freshmen Enrolled in Degree-Granting Institutions: Fall 1996. E.D. Tabs.
AN  - 62532941; ED418651
AB  - This report presents detailed tabulations of data on the residence and migration of first-time freshmen enrolled in degree-granting institutions in the Fall of 1996 based on data from the Integrated Postsecondary Education Data System's Fall Enrollment survey. Tables are presented by state, control (public/private), and level of institution, for all first-time freshmen and, separately, for first-time freshmen who had graduated from high school in the previous 12 months. Of the 2.2 million first-time freshmen, almost 17.1 percent migrated between states: that is, they enrolled in a degree-granting postsecondary institution in a state different from the student's state of residence. Out-migration rates varied considerably from a low of 6.4 percent in California to a high of 55.2 percent in the District of Columbia. In-migration accounted for 85 percent of the District of Columbia's total enrollment of first-time freshmen and in New Hampshire, Rhode Island, and Vermont over half their first-time freshmen were from out of state. First-time freshmen who had graduated in the previous 12 months comprised about 70 percent of all freshmen. Overall, the migration patterns of first-time freshmen were found to be relatively stable since 1992. Other data showed that almost 23 percent of first-time freshmen were enrolled in private colleges. Appended are technical data on the survey and student migration data for nonprofit institutions. (DB)
AU  - Barbett, Samuel
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 57
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - In State Students
KW  - College Freshmen
KW  - Place of Residence
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - College Choice
KW  - Student Mobility
KW  - Out of State Students
KW  - Universities
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62532941?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  - Campus-Based Programs Report No. 99-1. Approval of Awards to Institutions Participating in the Federal Work-Study, Federal Supplemental Educational Opportunity Grant, and Federal Perkins Loan Programs. Notification to Members of Congress Regarding P.L. 89-329, The Higher Education Act of 1965, as Amended.
AN  - 62532892; ED418677
AB  - This document details, by state and institution of higher education, the awards made to institutions for the Federal Work-Study (FWS), the Federal Supplemental Educational Opportunity Grant (FSEOG), and the Federal Perkins Loan Programs for the period July 1, 1998 through June 30, 1999. Data show the name and address of the institution, the amount of the awards for the Federal Perkins Loan Federal share, the FSEOG Federal share and the FWS Federal share, the estimated number of student borrowers in the Federal Perkins Loan Program, the estimated number of student awards for the FSEOG Program, and the estimated number of students to be employed under the FWS Program for this award period, and the authorized Federal Perkins Loan level of expenditures. This schedule lists approvals of $804,001,555 awarded to 3,268 institutions, benefiting an estimated 906,394 students in the FWS program, $605,910,663 awarded to 3,672 institutions, benefiting an estimated 1,128,361 students in the FSEOG program, and $133,665,269 awarded to 1,955 institutions, benefiting an estimated 737,505 students in the Federal Perkins Loan Program. (BF)
Y1  - 1998/04/01/
PY  - 1998
DA  - 1998 Apr 01
SP  - 709
KW  - Higher Education Act Title IV
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Program Administration
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - College Administration
KW  - Student Financial Aid
KW  - Federal Programs
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62532892?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  - Overview of the Most Difficult Technical Issues on the VNT.
AN  - 62443599; ED422363
AB  - Political and legislative pressures have posed a number of measurement issues and challenges to the development of sound, valid voluntary national tests (VNTs). This paper focuses on what appear to be the most difficult technical issues related to the VNT proposed by President Clinton in 1997. Technical issues refer to psychometric issues, as opposed to administrative or policy issues. The requirement that the VNT be linked to the National Assessment of Educational Progress (NAEP) to the maximum extent possible, in addition to linking with the Third International Mathematics and Sciences Study (TIMSS), poses a number of technical issues. These include: (1) the lack of experience with linking reading test results; (2) the type of linking methodology; (3) linking design; (4) model specification; (5) the stability of linking; and (6) the invariance of linking. The desired result of the VNT is a classification of students according to NAEP achievement levels. Complexities of the classification process include the reliability of classification and test length and selection of items. Conducting pilot and field testing also poses a number of issues, including the problems of drawing nationally representative samples in years in which pilot, field, and operational tests will all occur. Another set of problems relates to inclusion of students with disabilities and accommodations some groups of students, including those of limited English proficiency, may require. How to aggregate data and how to ensure that the VNT has no adverse impact on NAEP and state and local testing are problems that must be resolved. Other technical issues may come to light as the development process moves forward. (Contains 11 references.) (SLD)
AU  - Skaggs, Gary
AU  - Bourque, Mary Lyn
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 12
KW  - Linking Metrics
KW  - National Assessment of Educational Progress
KW  - Voluntary National Tests
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Political Influences
KW  - Testing Programs
KW  - Testing Problems
KW  - Academic Achievement
KW  - Psychometrics
KW  - National Competency Tests
KW  - Difficulty Level
KW  - Test Reliability
KW  - Classification
KW  - Disabilities
KW  - Sampling
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62443599?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 Natio
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Application of the Rule-Space Methodology to the 1996 NAEP Science Assessment: Grade 4 Preliminary Results.
AN  - 62429639; ED422383
AB  - In the context of Phase Four of the National Assessment of Educational Progress (NAEP) Science Attribute Study, this report includes a discussion of item attributes, an overview of the item attributes used in the study, some psychometric characteristics of the blocks analyzed, a general description of the rule-space methodology, the results obtained, and a discussion. Two grade-four booklets from the 1996 NAEP Science Assessment were coded in preparation for the rule-space analysis, using a total of 4 different blocks of items and 328 examinees. The application of the rule-space methodology to an assessment involves essentially two stages: (1) the identification and coding of item attributes for the items, as performed, and the determination of knowledge states; and (2) the classification of examinees into one of the predetermined knowledge states. By design, the NAEP science assessment is a balanced assessment in which all examinees are required to answer one block of items of each type (conceptual/problem solving, theme, and performance task). On the surface, this property would appear to warrant generalizability of the findings of this study about item attributes to the remaining Grade 4 blocks, but the science content does vary across blocks, and the interaction between content and other item attributes could have unforeseen results. It is suggested that the analyses performed in this study be extended to other booklets. (Contains 7 tables, 4 figures, and 14 references.) (SLD)
AU  - Yepes-Baraya, Mario
AU  - Tatsuoka, Kikumi
AU  - Allen, Nancy L.
AU  - O'Sullivan, Christine
AU  - Liang, Jo-Lin
AU  - Hui, Xuefei
Y1  - 1998/04//
PY  - 1998
DA  - April 1998
SP  - 40
KW  - National Assessment of Educational Progress
KW  - Rule Space Model
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Intermediate Grades
KW  - Coding
KW  - Elementary School Students
KW  - Knowledge Level
KW  - Research Methodology
KW  - Grade 4
KW  - Test Items
KW  - Tables (Data)
KW  - Science Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62429639?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 Natio
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - What Americans think: Violent crime increases at schools
AN  - 214223424; 01646589; 03797895
AB  - While the overall crime rate at US schools has remained fairly stable since 1989, the rate of violent crimes has increased according to a US Department of Education survey of 10,000 students ages 12 to 19.
JF  - Spectrum
AU  - U.S. Department of Education and Justice
Y1  - 1998///Spring
PY  - 1998
DA  - Spring 1998
SP  - 30
CY  - Lexington
PB  - Council of State Governments
VL  - 71
IS  - 2
SN  - 10678530
KW  - Political Science
KW  - Public opinion surveys
KW  - Violent crime
KW  - Schools
KW  - Statistical data
KW  - Polls & surveys
KW  - Students
KW  - Crime
KW  - US
KW  - 9140:Statistical data
KW  - 9000:Short article
KW  - 8306:Schools & educational services
KW  - 9190:US
KW  - 4300:Law
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/214223424?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%3Aabiglobal&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Spectrum&rft.atitle=What+Americans+think%3A+Violent+crime+increases+at+schools%3A+The+Journal+of+State+Government+The+Journal+of+State+Government&rft.au=U.S.+Department+of+Education+and+Justice&rft.aulast=U.S.+Department+of+Education+and+Justice&rft.aufirst=&rft.date=1998-04-01&rft.volume=71&rft.issue=2&rft.spage=30&rft.isbn=&rft.btitle=&rft.title=Spectrum&rft.issn=10678530&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Council of State Governments Spring 1998
N1  - Last updated - 2014-05-24
N1  - SubjectsTermNotLitGenreText - US
ER  - 



TY  - RPRT
T1  - Office of Migrant Education: Program and Grant Information.
AN  - 62532903; ED419656
AB  - This document describes programs available through the Office of Migrant Education for migratory children from preschool through grade 12 or up to age 22. The Migrant Education Program supports high-quality and comprehensive educational programs for migratory children to address disruptions in schooling. Funds, which are allocated to states on the basis of a formula, are used to ensure appropriate educational services and opportunity to meet state content and performance standards; to design programs to overcome academic, cultural, and language barriers, social isolation, health problems, and other factors that hinder academic achievement; to prepare children for a successful postsecondary education or employment transition; and to ensure that migratory children benefit from state and local systemic reforms. The High School Equivalency Program (HEP) and College Assistance Migrant Program (CAMP) are briefly described. The basic state formula grant process is explained. Twelve Even Start Project summaries are included from Kansas, Kentucky, Montana, Michigan, North Carolina, New Mexico, New York, Oregon, Pennsylvania, and Texas. Winners of migrant education technology grants are discussed, with telephone and fax contact information for the six grantees. The final section describes the following migrant programs: Migrant Education Consortium for Higher Achievement (MECHA) and its lead partners in the Dade County Public School System and Barry University (Florida); Project ESTRELLA (Encourage Students Through Technology to Reach High Expectations in Learning, Lifeskills, and Achievement) in Illinois, Montana, New York, and Texas; Project Synergy in Florida, Michigan, Puerto Rico, and Texas; Oregon's statewide Telesecundaria program linked to Mexico; Kentucky's pilot community distance-learning project; and Florida's Anchor School Project, in cooperation with North and South Carolina. Contact lists of HEP project coordinators in 14 states and CAMP coordinators in 5 states are appended. (SAS)
Y1  - 1998/03/24/
PY  - 1998
DA  - 1998 Mar 24
SP  - 22
PB  - http://www, edgov/offices/OESE/MEP
KW  - Even Start
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Migrant Programs
KW  - Federal Aid
KW  - Migrant Education
KW  - Grants
KW  - Delivery Systems
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Distance Education
KW  - High School Equivalency Programs
KW  - Preschool Education
KW  - Federal Programs
KW  - Family Literacy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62532903?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 Elementary and Secondary Education Statistics: School Year 1997-98. Early Estimates.
AN  - 62559848; ED418991
AB  - The early estimates system from which this report is gathered is designed to allow the National Center for Education Statistics (NCES) to publish key statistics before the end of the school year in which they are reported. The information is collected through contact with public school state education agencies. Public school estimates consist of: preliminary actual counts for individual states; estimates derived by the states for the NCES; and estimated values developed by the NCES from state-specific and national data. These estimates indicate that there were approximately 46.1 million students in U.S. public elementary and secondary schools in fall 1997, compared with 45.2 million in fall 1996. These students were taught by an estimated 2.7 million teachers. Student membership and teacher count data yield pupil-to-teacher ratios for grade levels prekindergarten through grade 12 of 16.9 for public schools in the 1997-98 school year. An estimated 2.4 million students graduated from high school in the 1996-97 school year. Revenues for public elementary and secondary education in fiscal year 1997 are estimated to be $297.2 billion, and they are expected to rise to approximately $309.7 billion in fiscal year 1998. The per-pupil expenditure for public education is estimated to be $6,131 per student in membership for the 1997-98 school year. A technical notes section discusses the methods by which estimates were made and their accuracy. (Contains seven tables.) (SLD)
AU  - McDowell, Lena M.
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 20
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160494877
KW  - Early Estimates
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teacher Student Ratio
KW  - Educational Finance
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Tables (Data)
KW  - School Statistics
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62559848?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  - Allocations to Public Charter Schools Under Title I, Part A of the Elementary and Secondary Education Act (ESEA). Nonregulatory Guidance.
AN  - 62559621; ED418181
AB  - Question-and-answer format is used to provide guidance about the eligibility of public charter schools to receive funds, and the allocation of such funds, under Part A of Title I of the Elementary and Secondary Education Act. Part A provides federal financial assistance, through state education agencies (SEAs) to local education agencies (LEAs) to meet the educational needs of children who are failing or at risk of failing to meet a state's content and student performance standards in schools with high concentrations of children from low-income families. In general, SEAs and LEAs must treat public charter schools in a manner consistent with the Title I statute and must take all reasonable steps to ensure that charter schools receive their full allocations. A public charter school LEA must meet the same eligibility requirements that apply to other LEAs in the state, and allocations are made on the basis of "formula children" as defined for other schools. Adjustments that may be made in the absence of complete data from the charter school are discussed for situations when the charter school is an LEA in itself or within an LEA. (Contains two tables.) (SLD)
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 12
KW  - Elementary Secondary Education Act Title I
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - School Districts
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Eligibility
KW  - State Departments of Education
KW  - Charter Schools
KW  - Public Schools
KW  - Disadvantaged Youth
KW  - School Choice
KW  - Compensatory Education
KW  - Urban Youth
KW  - Nontraditional Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62559621?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  - Internet Access in Public Schools. Issue Brief.
AN  - 62558118; ED417698
AB  - In order to measure Internet access in U.S. public schools, the National Center for Education Statistics (NCES) surveyed a nationally representative sample of public schools in 1994. Subsequent surveys in 1995, 1996, and 1997 enabled NCES to track growth in this area. This Issue Brief presents information on: how much progress the schools have made in connecting to the Internet; the availability of Internet access in instructional rooms; the outlook for achieving Internet access by 2000; the educational and community groups that are supporting telecommunications in the schools; and the challenges that remain for educators as schools obtain Internet access. The percentage of U.S. public schools with Internet access increased from 35% in fall 1994 to 78% in fall 1997. The percentage of schools with Internet access that had access in five or more instructional rooms increased from 25% in 1996 to 43% in 1997. Data from 1996 indicated that 87% of schools that lacked Internet capabilities planned to obtain Internet access by 2000. Parents, community members, local businesses, and not-for-profit groups provide assistance to schools in acquiring Internet access and other advanced telecommunication services. Challenges for educators include providing technical support; ensuring teachers and administrators have time for and access to staff development; increasing the effective use of the Internet to support student learning; and protecting students from inappropriate material on the Internet. (SWC)
AU  - Bare, John
AU  - Meek, Anne
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 4
PB  - Phone: 1-800-424-1616; electronic version: http://www, NCESedgov/
KW  - Barriers to Implementation
KW  - ERIC, Resources in Education (RIE)
KW  - School Community Relationship
KW  - Elementary Secondary Education
KW  - Telecommunications
KW  - School Statistics
KW  - Public Schools
KW  - Technology Integration
KW  - Statistical Analysis
KW  - Access to Computers
KW  - Tables (Data)
KW  - Internet
KW  - Educational Research
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62558118?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  - Fall Staff in Postsecondary Institutions, 1995. E.D. Tabs.
AN  - 62556789; ED417632
AB  - This report presents national survey data on approximately 2.8 million staff employed at 8,598 postsecondary institutions in fall 1995 from Integrated Postsecondary Education Data System. The information is presented in tables, with some narrative. Survey findings are summarized in three chapters: an overview of postsecondary education staff, including data on all institutions and on the subset of 3,716 institutions classified as higher education institutions (IHEs); faculty growth, racial/ethnic and gender distribution, tenure, rank, and salaries in IHEs; and newly hired staff in IHEs. Where possible, comparisons are made with earlier data. Appended materials include detailed statistical tabulations for all institutions and for IHEs, technical notes on study methodology, a glossary of major terms and classification categories used in the survey and report, additional related tables, and a copy of the survey questionnaire. (MSE)
AU  - Roey, Stephen
AU  - Rak, Rebecca
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 221
PB  - U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-9328.
SN  - 0160494699
KW  - Full Time Employment
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Tenure
KW  - Postsecondary Education
KW  - Salaries
KW  - Research Methodology
KW  - Educational Trends
KW  - Higher Education
KW  - National Surveys
KW  - Comparative Analysis
KW  - Minority Groups
KW  - Racial Distribution
KW  - Salary Wage Differentials
KW  - Employment Patterns
KW  - Academic Rank (Professional)
KW  - Trend Analysis
KW  - Professional Personnel
KW  - Questionnaires
KW  - Nonprofessional Personnel
KW  - Teacher Characteristics
KW  - Part Time Employment
KW  - College Faculty
KW  - Databases
KW  - Teacher Student Ratio
KW  - Personnel Data
KW  - School Personnel
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62556789?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1993 survey, see ED 398 826.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - School Library Media Center Resources. Indicator of the Month.
AN  - 62552145; ED415917
AB  - Historically, libraries have been an important component of the educational process, contributing to the success of the educational mission of schools. Education reform has prompted increased attention to the role school library media centers might play in the expanding role of computer- and technology-based education. However, policymakers have expressed concern that school library media centers have suffered from inadequate resources and support. Differences in library resources between schools can indicate how technology-based equipment and services are distributed as well as student accessibility to these resources. This two-page report provides data for school year 1993-94. About one-third of public school library media centers had computers with modems, automated circulation systems, and database searching capability with CD-ROM; 9% had on-line database searching capability; and 47% had the capability to use CD-ROM periodical indices. Library media centers in public schools with less than 20% minority enrollment were more likely to have computers with modems, database searching capability with CD-ROM, and on-line database searching capability than libraries in schools with 20% or more minority enrollment. The availability of resources and services provided by library media centers was also directly related to the poverty level of the school. Public school library media centers were far more likely to have computers with modems, automated circulation systems, database searching capability with CD-ROM, and a connection to the Internet than were private school library media centers. Includes a table showing the percentage of public school library media centers that offered selected services and equipment, by selected school characteristics, and graphs showing the percentage of public school library media centers that offered selected services and equipment, by percentage of minority students enrolled, and by percentage of students eligible for free or reduced-price lunch. (SWC)
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Access to Education
KW  - Elementary Secondary Education
KW  - Media Specialists
KW  - Learning Resources Centers
KW  - Online Catalogs
KW  - School Libraries
KW  - Public Schools
KW  - Minority Groups
KW  - Technology Integration
KW  - Library Funding
KW  - Economically Disadvantaged
KW  - Library Automation
KW  - Access to Computers
KW  - Educational Technology
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62552145?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, 1997,"
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Compilation of Student Financial Aid Regulations through 12/31/97.
AN  - 62551773; ED418629
AB  - The manual contains the texts of all federal regulations concerning federal student financial aid programs, many of which are authorized by Title IV of the Higher Education Act of 1965, as amended, as of December 31, 1997. An introductory section gives guidance in reading and understanding the regulations; the relationship of law to regulation; differences between proposed rules, final rules, and notices; how regulations are developed, negotiated, and numbered; how they are structured; the significance of effective dates; and distribution of regulations. This is followed by the regulations themselves, by program or legislation, and within those by date of publication of the final regulations. Regulations are grouped by type, and include those for drug-free schools and campuses, family educational rights and privacy, institutional eligibility, recognition of accrediting agencies, recognition of state agencies, scholarships, student assistance general provisions, loan programs, work-study programs, grants, and early intervention programs. Appended materials include a list of final regulations published in 1997 and a summary of changes in final regulations published in 1997. (MSE)
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 574
PB  - Electronic version: http://www, ifapedgov
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Student Loan Programs
KW  - Scholarships
KW  - Grants
KW  - Teacher Education
KW  - Higher Education
KW  - Confidential Records
KW  - Work Study Programs
KW  - Incentives
KW  - Eligibility
KW  - Student Financial Aid
KW  - Prevention
KW  - State Government
KW  - Public Agencies
KW  - Federal Legislation
KW  - Agency Role
KW  - Privacy
KW  - Federal Regulation
KW  - Accrediting Agencies
KW  - Compliance (Legal)
KW  - Drug Abuse
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551773?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  - Selected Papers in School Finance, 1996.
AN  - 62531299; ED417494
AB  - The National Center for Education Statistics (NCES) surveys the changing landscape in education finance by commissioning papers from members of the school finance research community. Papers that address the questions of the current and future financial condition for school districts are presented here. The papers, which are intended to promote the exchange of ideas among researchers and policymakers, take two separate tacks. One set explores the present financial condition of school districts, focusing on how a retiring work force may influence the finances of school districts, how school districts respond to fiscal exigencies, and the efficacy of urban school districts. The other papers propose an imaginative new way of funding education, at the school level, and simulates the results for Texas, offering a summary of issues and problems related to school-based funding approaches. The recurrent theme revolves around the proposition that state aid should be distributed to schools rather than to school districts. Some of the specific topics addressed here include the dynamics of teacher salary expense, how school districts respond to fiscal constraint, the condition of urban school finance, reinventing education finance, and exploring alternatives for school-based funding. (RJM)
AU  - Fowler, William J.
Y1  - 1998/03//
PY  - 1998
DA  - March 1998
SP  - 129
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160494540
KW  - Texas
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Budgeting
KW  - Finance Reform
KW  - Expenditure per Student
KW  - Educational Finance
KW  - School District Spending
KW  - School Effectiveness
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School Funds
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62531299?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  - Distance Education in Higher Education Institutions: Incidence, Audiences, and Plans To Expand. Issue Brief.
AN  - 62558259; ED417617
AB  - A national survey of distance education courses offered by higher education institutions identified the incidence of distance education courses delivered to remote (off-campus) locations through audio, video, or computer technologies. The study found that a third of institutions offered distance education courses, another quarter planned to offer such courses in the next 3 years, and 42 percent did not offer, and did not plan to offer, such courses in the next 3 years. A much greater percentage of public than private institutions offered distance education courses. Distance education offerings varied by school size and location: fewer small institutions and fewer institutions in the Northeast offered distance education. In academic year 1994-95, an estimated 25,730 distance education courses with different catalog numbers were offered by higher education institutions, and there were about 758,640 students formally enrolled in distance education courses in that year. Additional findings reported cover: the percentage of public and private two- and four-year colleges offering distance education courses; number of institutions offering or planning to offer distance education by geographic region, enrollment size, and type of institution; and percentage of colleges using different types of technology. (SW)
AU  - Greene, Bernard
AU  - Meek, Anne
Y1  - 1998/02//
PY  - 1998
DA  - February 1998
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Student Characteristics
KW  - Private Colleges
KW  - Higher Education
KW  - Geographic Regions
KW  - National Surveys
KW  - Distance Education
KW  - Audiovisual Communications
KW  - Media Selection
KW  - Interactive Video
KW  - Computer Oriented Programs
KW  - Educational Technology
KW  - Trend Analysis
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62558259?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, 1997.
AN  - 62539594; ED417230
AB  - This fifth edition of the "Mini-Digest" provides a pocket-sized compilation of statistical information covering the field of American 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 current American education scene. Information is presented on: (1) enrollment at elementary, secondary, and higher education levels, including enrollment by race and ethnicity; (2) teachers and teacher characteristics; (3) educational outcomes (course-taking patterns, graduates, dropouts, literacy rates, completions, academic achievement, and college degrees); and (4) educational finance. Statistics reveal that in 1997, education was the primary occupation of about 75 million people. Included in this total are about 66.3 students and 4 million teachers, as well as 4.4 million administrative and support staff. Contains 30 tables and 12 figures that present statistical information. (SLD)
AU  - Geddes, Claire
Y1  - 1998/02//
PY  - 1998
DA  - February 1998
SP  - 70
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  - 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/62539594?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  - Adult Education in the 1990s: A Report on the 1991 National Household Education Survey. Working Paper Series.
AN  - 62383498; ED434201
AB  - The 1991 National Household Education Survey adult education component, a household-based data collection, provided estimates of adult education participation. About 32 percent of adults participated in adult education during the prior 12 months to the 1991 survey. Adults 25-54 years old, persons with a bachelor's degree or higher, and employed persons tended to participate at a higher rate. More than one-half were female; most were white. Nearly 60 percent of course taking was to improve or advance in a current job--a pattern more evident for males than females. Almost 65 percent of course taking by employed persons was to improve or advance in current jobs; 58.9 percent by those not in the labor force was for personal or social reasons; and 82 percent by unemployed persons was a requirement for a degree or diploma, training for a new job, and job improvement or advancement. Men were more likely to take courses provided by business and industry, women to take courses provided by four- or two-year colleges. Labor unions and professional associations were among the larger providers to persons working in management and professional fields. Common sources of financial support were the business community or participants. Over 60 percent of all course taking had some type of employer involvement. Nonparticipants were less likely to report barriers to participation. Work schedules, meeting times, costs, and family responsibilities were among the barriers identified. (Technical notes are appended.) (YLB)
AU  - Kopka, Teresita L.
AU  - Schantz, Nancy Borkow
AU  - Korb, Roslyn Abrevaya
Y1  - 1998/02//
PY  - 1998
DA  - February 1998
SP  - 86
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Ave., N.W., Room 400, Washington, DC 20208-5654.
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Participation
KW  - Enrollment Trends
KW  - Higher Education
KW  - Employer Employee Relationship
KW  - National Surveys
KW  - Educational Needs
KW  - Educational Background
KW  - Participant Characteristics
KW  - Educational Research
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62383498?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  - Geographic Variations in Public Schools' Costs. Working Paper Series.
AN  - 62375723; ED433605
AB  - This report addresses the following question: How much more or less does it cost to provide the same levels of educational resources across different geographic locations in the United States? To answer this question, the report develops a comprehensive geographic cost-of-education index (GCEI) that focuses on the prices of inputs (personnel and nonpersonnel items) used in the provision of school services purchased by schools. This approach builds on previous work and uses a "hedonic wage" model to examine the overall patterns of variation in the salaries and wages of certificated and noncertificated personnel. The model provides a comprehensive framework for understanding the various factors that underlie variations in the patterns of employee compensation. Using the model, a comprehensive geographical cost-of-education index was constructed for each school district in the U.S. for each of three school years: 1987-88, 1990-91, and 1993-94. The most dramatic finding was the differences across states in the access to educational resources and services and the relationship between actual and real (cost-adjusted) spending. Results show that the highest cost district in the U.S. spends more than 2.6 times as much as the lowest cost district to recruit and employ similar school personnel. (RJM)
AU  - Chambers, Jay G.
Y1  - 1998/02//
PY  - 1998
DA  - February 1998
SP  - 74
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Educational Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654; Tel: 202-219-1831 (Free).
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Public Schools
KW  - School Demography
KW  - Profiles
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Cost Estimates
KW  - Needs Assessment
KW  - National Surveys
KW  - Educational Needs
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62375723?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 Aid Office. 1998 Participant Workbook.
AN  - 62550473; ED417629
AB  - This participant workbook on electronic aid offices is intended to be used in a two-day workshop that provides hands-on computer instruction and addresses regulatory requirements for participating in electronic processes of the U.S. Department of Education (ED). The materials encompass eight training sessions that cover the following topics: How ED communicates with schools; setting up the electronic office; electronic application processing; determining student eligibility; managing Title IV funds electronically; reporting; managing the data systems; what's on the horizon; and how to access ED services. Specific contents cover: ED-designated processes with each deadline date; technical specifications for ED-required electronic processes; the functions of different data processing systems and how schools interface with the system; student financial assistance program Web sites; a checklist for implementing new electronic processes; a chart showing the electronic flow of applicant data; setting up a browser; actual sections of financial aid reports; case management regulations; notification requirements; loan counseling requirements; and reporting payment data for different student financial aid programs. The materials include simulations, various illustrations and flow charts, reference sources for each session, and a glossary. (SW)
Y1  - 1998/01/30/
PY  - 1998
DA  - 1998 Jan 30
SP  - 151
KW  - Case Management
KW  - Department of Education
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Counselors
KW  - Case Records
KW  - Management Information Systems
KW  - Need Analysis (Student Financial Aid)
KW  - Computer Simulation
KW  - Federal Aid
KW  - Government School Relationship
KW  - Administrator Guides
KW  - Online Systems
KW  - Higher Education
KW  - World Wide Web
KW  - Eligibility
KW  - Student Financial Aid
KW  - Computer Oriented Programs
KW  - Data Processing
KW  - Compliance (Legal)
KW  - Financial Aid Applicants
KW  - Database Management Systems
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62550473?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  - Public policy affecting universal design.
AN  - 85406225; pmid-10181146
AB  - The federal government has passed numerous laws that have focused on everything from civil rights legislation to accessibility mandates. This paper looks at the cumulative effects of federal legislation and nonlegislative activities on breaking down the wall of inequality for persons with disabilities and promoting the concept of universal design and universal access.
JF  - Assistive technology : the official journal of RESNA
AU  - Peterson, W
AD  - National Institute on Disability and Rehabilitation Research, U.S. Department of Education, Washington, DC 20202-2572, USA.
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 13
EP  - 20
VL  - 10
IS  - 1
SN  - 1040-0435, 1040-0435
KW  - Health technology assessment
KW  - National Library of Medicine
KW  - United States
KW  - Technology -- instrumentation
KW  - Environment Design
KW  - Architectural Accessibility -- legislation & jurisprudence
KW  - Household Articles -- history
KW  - History, 20th Century
KW  - Rehabilitation -- instrumentation
KW  - Civil Rights -- history
KW  - Humans
KW  - Technology -- history
KW  - Equipment Design
KW  - Housing -- history
KW  - Civil Rights -- legislation & jurisprudence
KW  - Architectural Accessibility -- history
KW  - Disabled Persons -- history
KW  - Disabled Persons -- legislation & jurisprudence
KW  - Public Policy
KW  - Disabled Persons -- rehabilitation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/85406225?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=Public+policy+affecting+universal+design.&rft.au=Peterson%2C+W&rft.aulast=Peterson&rft.aufirst=W&rft.date=1998-01-01&rft.volume=10&rft.issue=1&rft.spage=13&rft.isbn=&rft.btitle=&rft.title=Assistive+technology+%3A+the+official+journal+of+RESNA&rft.issn=10400435&rft_id=info:doi/
LA  - English
DB  - ComDisDome
N1  - Date revised - 2008-01-14
N1  - Last updated - 2010-05-07
ER  - 



TY  - GEN
T1  - Think College? Me? Now? A Handbook for Students in Middle School and Junior High School.
AN  - 62561852; ED420025
AB  - This handbook is designed to encourage students in middle school and junior high school to begin thinking about attending college. It defines the different types of colleges that exist; compares the salaries of college graduates to those of non-college graduates; discusses technical programs; lists the type of jobs available to those who attend two-year programs, four-year programs, and graduate programs; lists college preparatory courses by subject area; encourages students to seek help when planning for college; provides a breakdown of the costs of college; defines different types of financial aid; provides web site addresses for federal financial aid information. The following steps in getting ready for college are described: (1) deciding what kind of school to attend; (2) taking the right courses in middle and high school; (3) finding out how much college costs; (4) exploring financial aid options and saving money. (MKA)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 57
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160495784
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Intermediate Grades
KW  - Elementary School Students
KW  - College Planning
KW  - Middle School Students
KW  - Junior High Schools
KW  - College Attendance
KW  - College Preparation
KW  - Middle Schools
KW  - Junior High School Students
KW  - College Choice
KW  - Student Financial Aid
KW  - Intermediate Grades
KW  - Elementary School Students
KW  - College Planning
KW  - Middle School Students
KW  - Junior High Schools
KW  - College Attendance
KW  - College Preparation
KW  - Middle Schools
KW  - Junior High School Students
KW  - College Choice
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62561852?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  - 1996 NAEP Comparisons of Average Scores for Participating Jurisdictions. Findings from the 1996 Mathematics Grades 4 and 8 and Science Grade 8 Assessments.
AN  - 62556027; ED418840
AB  - This summary report of the National Assessment of Educational Progress (NAEP) 1996 State Assessment Program in Science and Mathematics provides comparisons of average mathematics scale scores for Grades 4 and Grade 8 in public schools and comparisons of average science scale scores for Grade 8 in participating jurisdictions. Data is presented in a chart format to enable easy comparisons. (DDR)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 5
VL  - NCES-98-484
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Elementary Education
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Grade 4
KW  - Educational Change
KW  - Student Evaluation
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62556027?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Charts are in color.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - International Comparisons of Expenditures for Education. Indicator of the Month.
AN  - 62555546; ED418917
AB  - This document provides statistical information and a brief narrative analysis of public and private expenditures on education institutions for all of the G-7 countries. The G-7 countries are: Canada, France, Japan, Germany, Italy, United Kingdom, and the United States. Statistical tables reveal the public and private expenditures on education institutions by level of education and country for 1993. A bar graph illustrates the public and private expenditures on education institutions in G-7 countries as a percentage of Gross Domestic Product (GDP) for 1993. In most G-7 countries, expenditures on higher education that came from public sources were more than twice the amount of those that came from private sources. In all of the G-7 countries, expenditures per student were larger for higher education than for primary/secondary education. The statistics include all institutions (public and private) with the exception of Germany and Italy, which include only public institutions, and the United Kingdom, which includes public and government-dependent private institutions. (MJP)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Educational Finance
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Expenditures
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - Foreign Countries
KW  - Comparative Education
KW  - Educational Policy
KW  - Statistical Analysis
KW  - Public Education
KW  - Tables (Data)
KW  - Private Education
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62555546?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, 1997."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Remedial Education in Higher Education Institutions. Indicator of the Month.
AN  - 62552199; ED415747
AB  - This brief report uses tables and narrative to summarize data on remedial education provided in higher education institutions, including the percentage of institutions offering remedial courses and the percentage of freshmen who enroll in these courses. The data indicate that: (1) the percentage of freshmen enrolled in remedial courses and the percentage of institutions offering remedial courses was similar in 1989 and 1995; (2) in 1995, freshmen were more likely to enroll in a remedial mathematics course than a remedial reading or writing course; this percentage had increased since 1989; (3) in 1995, freshmen in public two-year colleges were almost twice as likely to enroll in remedial courses than freshmen in public four-year institutions; (4) almost all public two-year institutions, about three-quarters of public four-year institutions, and about half of private four-year institutions offered remedial writing and mathematics courses; and (5) remedial reading, writing, and mathematics courses were offered in a larger percentage of institutions with high minority enrollment than in institutions with low minority enrollment. (DB)
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Minority Groups
KW  - Developmental Studies Programs
KW  - College Freshmen
KW  - Public Colleges
KW  - Private Colleges
KW  - Educational Trends
KW  - Remedial Instruction
KW  - Higher Education
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62552199?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, 1997,"
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP's Constituents: What Do They Want? Report of the National Assessment of Educational Progress Constituents' Survey and Focus Groups. Analytic Report.
AN  - 62551961; ED416221
AB  - The National Assessment of Educational Progress (NAEP), the only accurate and credible indicator of educational performance capable of informing about national trends and state differences in student achievement, serves many different constituencies whose opinions must figure heavily in determining the future directions of the NAEP. To identify, analyze, and compare opinions of some key NAEP constituencies, a multi-stage process was undertaken that began with the identification of some key components through consultation with the National Center for Education Statistics and the National Assessment Governing Board. A survey was developed and administered to representatives of the eight key constituent groups, generally associations of educators and government representatives. With telephone follow-up, the overall response rate was 83% (352) completed surveys. Focus groups were conducted to assess opinions about these issues with representatives of seven other NAEP constituencies, including educational administrators, teachers, and the public. Although the constituent groups did not have identical opinions on the issues discussed in the survey and focus groups, there were many cases in which similar opinions were expressed. Attitudes common to most respondents include the recognition that instructional practices, student characteristics, and school characteristics are important background variables to measure, although they might be measured and reported in a way that would make the process more rapid. A multistep approach could be used to allow the immediate reporting of achievement results with the detailed reporting of background material as available. Most respondents thought that reading and writing should be assessed as individual subjects, while other subjects could be assessed in clusters. Subscale reports were seen as most important for mathematics. Most respondents also thought that NAEP assessments should be administered annually, and that the government should support efforts to link the NAEP to international assessments. Three appendixes present the survey, a summary of responses, and the focus groups protocol for the media group. (Contains 9 tables and 25 figures.) (SLD)
AU  - Levine, Roger
AU  - Rathbun, Amy
AU  - Selden, Ramsay
AU  - Davis, Andrew
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 119
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, N.W., Washington, DC 20208-5641;
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Research Reports
KW  - Institutional Characteristics
KW  - Student Characteristics
KW  - Response Rates (Questionnaires)
KW  - Educational Indicators
KW  - Information Dissemination
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - National Surveys
KW  - Test Use
KW  - Focus Groups
KW  - User Needs (Information)
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Educational Research
KW  - Evaluation Utilization
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551961?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 and the Visual Arts: Framework, Field Test, and Assessment.
AN  - 62547368; ED421452
AB  - The National Assessment of Educational Progress (NAEP) has developed a new generation of assessment tasks for assessing student achievement in the visual arts. Using paper-and-pencil and performance formats, these tasks draw on the concepts, skills, and processes used to create and understand visual images from a variety of world cultures and historical periods. This report summarizes results from the 1997 assessment of eighth grade student achievement in the arts. Students were assessed in music and the visual arts using a nationally representative sample of all students, regardless of their background in music or the visual arts. The visual arts sample data included about 2500 public and private school students. The assessment covered content and process. The content included knowledge and understanding of the visual arts and perceptual, technical, expressive, and intellectual/reflective skills. The processes included creating and responding. In 1995 NAEP field tested the assessment tasks for grades four and eight. Twelfth-grade tasks were field tested in 1997. The NAEP assessment used two types of tasks in the visual arts field tests: paper-and-pencil tasks and performance tasks. Paper-and-pencil tasks required students to respond to multiple choice questions, short constructed-response questions, and extended-response questions. The performance tasks required students to work in a variety of media: paints, drawing pencils, drawing charcoal, Plasticine, and various construction materials. The scoring guides for the pencil-and-paper tasks used criteria similar to the following, giving credit for "extensive" answers that went beyond what was required: unacceptable, partial, essential, and extensive. Seven criteria for evaluating the performance tasks were established. (JEH)
AU  - Vanneman, Alan
AU  - Goodwin, Mac Arthur
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 8
PB  - National Center for Education Statistics (ED), U.S. Department of Education, Washington, DC 20208-5653; web address: http://nces.ed.gov
VL  - 3
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Competence
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Problem Solving
KW  - Fundamental Concepts
KW  - Art Education
KW  - Visual Arts
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
KW  - Educational Background
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62547368?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 Counselor's Handbook for Postsecondary Schools, 1998-99.
AN  - 62545674; ED416787
AB  - This guide is designed to help school counselors advise college-bound students and college students about the federal student financial assistance programs available through the Department of Education. The first section gives general information on the aid programs, eligibility requirements, and how a student demonstrates financial need. The second section gives detailed information on the application process, using the Free Application for Federal Student Aid form (FAFSA), including renewal FAFSA, FAFSA on the World Wide Web, FAFSA Express, renewal FAFSA on the Web, use of electronic data exchange, obtaining signatures when applying electronically, receiving a student's application data, submitting the initial application, how the application is processed, reviewing the forms resulting from submission of FAFSA, making information changes, using professional judgment in overriding dependency determination, the "school use only" box on the form, documenting eligibility, handling feedback from the processing system, and 1998-99 application deadlines. The final section walks through completion of the FAFSA form by section and line. An appendix lists organizational and print sources of additional information. (MSE)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 66
KW  - Free Application for Federal Student Aid
KW  - Higher Education Act 1965
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Computer Networks
KW  - Information Sources
KW  - College Bound Students
KW  - Electronic Text
KW  - Higher Education
KW  - World Wide Web
KW  - Eligibility
KW  - Student Financial Aid
KW  - School Responsibility
KW  - Scheduling
KW  - Records (Forms)
KW  - High Schools
KW  - Federal Programs
KW  - College Students
KW  - Financial Aid Applicants
KW  - Computer Networks
KW  - Information Sources
KW  - College Bound Students
KW  - Electronic Text
KW  - Higher Education
KW  - World Wide Web
KW  - Eligibility
KW  - Student Financial Aid
KW  - School Responsibility
KW  - Scheduling
KW  - Records (Forms)
KW  - High Schools
KW  - Federal Programs
KW  - College Students
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62545674?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  - Long-Term Trends in Student Reading Performance.
AN  - 62540119; ED415494
AB  - Data from the National Assessment of Educational Progress (NAEP) 1996 Long-Term Reading Assessment show that overall student reading performance, as tested at age levels 9, 13, and 17, has increased for both 9- and 13-year-olds since the first assessment in 1971. Scores for 9- and 13-year-olds in most racial/ethnic and gender subgroups reflected the overall increase. Black 17-year-olds were the only members of that age group to achieve an increase, and they did so while black dropout rates were declining. (Contains four notes, one figure, and two tables of data.) (RS)
AU  - Vanneman, Alan
AU  - White, Sheida
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 6
VL  - 3
IS  - 1
KW  - Long Term Reading Assessment (NAEP)
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Sex Differences
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Student Evaluation
KW  - Racial Differences
KW  - Longitudinal Studies
KW  - Reading Research
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62540119?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  - America Needs Us All: People with Disabilities Learning and Earning.
AN  - 62539912; ED417500
AB  - This brochure provides an overview of programs and services of the components of the U.S. Department of Education's Office of Special Education and Rehabilitative Services. First it describes services of the Office of Special Education Programs in implementing the Individuals with Disabilities Education Act, especially the Parent Training and Information Centers, and the Office's assistance to the states in developing early identification and professional development programs. Next, it looks at activities of the Rehabilitation Services Administration to support state vocational rehabilitation programs, independent living centers, and programs to train and place people with disabilities in jobs. Finally, research and technology activities of the National Institute on Disability and Rehabilitation Research and the Office of Special Education Programs are noted, such as development of an idea book for adaptive parenting equipment, work to improve computer accessibility, and research on the use of technology in education. Case studies illustrate how individuals have been positively affected by these government programs. (DB)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 11
KW  - Individuals with Disabilities Education Act
KW  - National Institute on Disability Rehab Research
KW  - Office of Special Educ Rehabilitative Services
KW  - Office of Special Education Programs
KW  - Rehabilitation Services Administration
KW  - ERIC, Resources in Education (RIE)
KW  - Technological Advancement
KW  - Financial Support
KW  - Special Education
KW  - Rehabilitation
KW  - Federal Aid
KW  - Government Role
KW  - Vocational Rehabilitation
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - Public Agencies
KW  - Federal Legislation
KW  - Federal Programs
KW  - Disabilities
KW  - Educational Policy
KW  - Educational Technology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62539912?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 and Music: Framework, Field Test, and Assessment.
AN  - 62535184; ED421451
AB  - The National Assessment of Educational Progress (NAEP) has developed a new generation of assessment tasks for evaluating student achievement in music. Using paper-and-pencil and performance formats, these tasks draw on the musical traditions of many cultures and historical periods. This report summarizes results from the 1997 assessment of eighth grade student achievement in the arts. Students were assessed in music and the visual arts using a nationally representative sample of all students, regardless of their background in music or the visual arts. The music sample data included about 2000 public and private school students. The assessment covered content and process. The content included knowledge and understanding of music and perceptual, technical, expressive, and intellectual/reflective skills. The processes included creating, performing, and responding. In 1995 NAEP field tested the assessment tasks for grades four (about 1500 students) and eight (about 1500 students). Twelfth-grade tasks, involving about 1,200 students, were field tested in 1997. The NAEP assessment used two types of tasks in the field tests: paper-and-pencil tasks and performance tasks. Paper-and-pencil tasks required students to respond to multiple choice questions about recordings, musical notation, and other stimuli. The performance tasks covered creating and performing music. The performance tasks were appropriate for students with and without formal music training. The scoring guides used for the paper-and-pencil tasks were inadequate, limited, or adequate. Scoring guides for the performance tasks were inadequate, limited, adequate, and developed. (JEH)
AU  - Vanneman, Alan
AU  - Shuler, Scott
AU  - Sandene, Brent
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 8
PB  - National Center for Education Statistics (ED), U.S. Department of Education, Washington, DC 20208-5653; web address: http://nces.ed.gov
VL  - 3
IS  - 2
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Competence
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Music Education
KW  - Problem Solving
KW  - Fundamental Concepts
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Music
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
KW  - Educational Background
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62535184?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  - Integrated Postsecondary Education Data System, 1995 [CD-ROM].
AN  - 62531350; ED420666
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 is the core postsecondary education data collection program of the National Center for Education Statistics (NCES), and has been designed to help NCES report full and complete statistics on the condition of postsecondary education in the United States. It is a single, comprehensive data collection system that encompasses all institutions and organizations that provide postsecondary education as their primary goal. It collects data in such areas as enrollment, program completions, faulty and staff, and financing. This disc, sixth in a series of IPEDS discs, contains one analysis file that includes variables extracted from the five IPEDS survey types covering the academic years 1991-92, 1992-93, 1993-94, 1994-95, and 1995-96. Data are combined into a single file with each record on the file representing a single institution. The analysis file contains the variables (nearly 1,500) considered to be the most useful to the user community. This CD-ROM also contains an ASCII file version of the analysis data for 1995-96, as well as the individual data files and documentation for the current collection year of the following IPEDS surveys: (1) Institutional Characteristics (1995-96); (2) Fall Enrollment (1995-96); (3) Completions (1994-95); (4) Finance (1994-95); and (5) Salaries and Tenure (1995-96). The "IPEDS Manual for Users" is located in the IPEDINFO directory of this disc, and the documentation for each specific file is in the respective subdirectory. An installation guide is included with the CD-ROM. TYPE OF SURVEY: National Survey; Census. POPULATION: Higher Education Institutions. SAMPLE: Higher Education Institutions. RESPONDENTS: Higher Education Institutions. FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1991. YEAR OF LATEST DATA: 1996. (SLD)
Y1  - 1998
PY  - 1998
DA  - 1998
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328 (Stock No. 065-000-01129-8, $15).
KW  - Data Files
KW  - Integrated Postsecondary Education Data System
KW  - Machine Readable Data
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Educational Finance
KW  - Enrollment
KW  - College Graduates
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
KW  - Optical Data Disks
KW  - Teacher Salaries
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62531350?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+1995+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1998-01-01&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  - NAEP 1996 Mathematics Cross-State Data Compendium for the Grade 4 and Grade 8 Assessment. Findings from the State Assessment in Mathematics of the National Assessment of Educational Progress.
AN  - 62529937; ED417083
AB  - This technical report from the National Assessment of Educational Progress (NAEP) 1996 State Assessment Program in Mathematics presents fourth- and eighth-grade cross-state results of the NAEP 1996 State Assessment in mathematics. However, no interpretations of the data are included. This report does include the revised results from comparable assessments conducted in 1990 and 1992. These revisions were required due to errors in the procedures that were originally used to develop the NAEP mathematics scale and achievement levels. Eight chapters contain information on results for the nation in the context of content strands and type of school, scale information by population subgroups, background information collected from students and teachers via interviews and questionnaires, and classroom practices related to mathematics instruction. (DDR)
AU  - Shaughnessy, Catherine A.
AU  - Nelson, Jennifer E.
AU  - Norris, Norma A.
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 310
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-98-481
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 4
KW  - Educational Change
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standardized Tests
KW  - Student Evaluation
KW  - National Competency Tests
KW  - Mathematics Education
KW  - Problem Solving
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62529937?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 Verification Guide, 1998-99.
AN  - 62526167; ED420231
AB  - This guide is intended to assist financial aid administrators at postsecondary education institutions in completing verification, the process of checking the accuracy of the information students provide when they apply for financial aid under student financial assistance (SFA) programs administered by the U.S. Department of Education. The first chapter specifies which programs require verification and which do not, how to handle applications with conflicting information, and which applications must be verified, including the 30 percent verification option and verification exclusions. Chapter 2 details required verification items and documentation, including verification of household size, the number of household members enrolled in postsecondary education, adjusted gross income and U.S. income tax paid, and untaxed income and benefits. The third chapter covers completing the verification process. Sections consider options until verification is complete, if the student fails to provide documentation, and if completed verification reveals no errors; verification status codes; options if verification reveals incorrect or outdated information; the tolerance option instead of correcting minor errors; making corrections; and updating. Chapter 4 discusses rules and procedures for recovering funds from overpayments, overawards, referrals, and suspected fraud. Chapter 5 details requirements concerning written policies, information for the applicant, and a system for identifying inconsistencies. A sample copy of the 1998-99 verification worksheet is included. (DB)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 61
KW  - Higher Education Act 1965
KW  - Income Verification
KW  - Verification
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Financial Aid
KW  - Need Analysis (Student Financial Aid)
KW  - Government School Relationship
KW  - Federal Regulation
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Decision Making
KW  - Administrative Policy
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62526167?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  - First Graders' Achievement in Top and Bottom Schools. Issue Brief.
AN  - 62525389; ED416022
AB  - Drawing on data from "Prospects: The Congressionally Mandated Study of Educational Growth and Opportunity," this issue brief explores the magnitude of reading and mathematics differences in top and bottom schools. Four types of comparisons are made: (1) comparing the percentile ranks of the average student in the top and bottom quarters of schools at the end of first grade; (2) converting test score differences between students in the top and bottom quarters of schools into a widely used measure called effect size; (3) determining the number of years of schooling the bottom school students are behind the top school students at the end of first grade; and (4) showing how students in the bottom quarter rank on average at the end of first grade relative to students in the top schools and vice versa. In addition, the educational and economic backgrounds of the students attending the top and bottom quarters of schools in achievement are noted. Each of the four approaches show large differences in reading and mathematics achievement at the end of first grade between students in the top and bottom schools. Data on family educational and economic backgrounds also show great differences between the top school students and bottom school students. (HTH)
AU  - Ralph, John
AU  - Frase, Mary
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 3
PB  - phone: 800-424-1616; www: http://www, edgov/NCES/pubs
VL  - NCES-98-041
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Comparative Analysis
KW  - Elementary School Students
KW  - Primary Education
KW  - Grade 1
KW  - Academic Achievement
KW  - School Effectiveness
KW  - Elementary Schools
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62525389?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  - ESTRELLA.
AN  - 62459469; ED425900
AB  - This newsletter issue is devoted entirely to the goals and achievements of Project Estrella (Encourage Students through Technology To Reach High Expectations in Learning, Lifeskills, and Achievement), one of six migrant education technology projects funded by the U.S. Department of Education. "ESTRELLA Connects for Learning" describes the use of technology and mentors to connect migrant students in Montana, New York, and Illinois with their home school districts in Texas. Strengths of the program include excellent planning and management, experience from pilot technology projects, and partnerships with NovaNET educational consultants. Sidebars give student comments and ESTRELLA receiving sites by state. "Online All the Time--Cyber Mentors in Action" describes the online mentors from the University of the Incarnate Word in San Antonio, Texas, who work with migrant students to facilitate their enrollment in college. "Finds from Frank--Resource Update" notes resources on the Migrant Education Technology and Curriculum Clearinghouse Web site and other Web-based resources for students and teachers. "Images Strengthen Writing in ESTRELLA" reports on ESTRELLA's involvement with the Polaroid Education Program, which teaches visual learning strategies to stimulate effective written and spoken communication. "Update: Projects Make Progress" notes InTIME, SERVE, MECHA, OVEC, and SYNERGY project activities and trainings. Contact information is given for all six Migrant Education Technology Projects. (SAS)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 9
KW  - Credit Accrual
KW  - Polaroid Education Program
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Visual Learning
KW  - Migrant Programs
KW  - Migrant Education
KW  - Delivery Systems
KW  - Higher Education
KW  - Computer Uses in Education
KW  - Mentors
KW  - Distance Education
KW  - High Schools
KW  - Federal Programs
KW  - High School Students
KW  - Educational Technology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62459469?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  - Growing Up Drug-Free: A Parent's Guide to Prevention.
AN  - 62451949; ED426336
AB  - Illustrated with children's drawings, this booklet makes it clear why drug use is a serious matter for young people. 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." Support groups, prevention and treatment information resources, parent mobilization groups, websites for parents, and recommended reading are listed. (Author/EMK)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 53
PB  - Growing Up Drug-Free, Pueblo, CO 81009; Tel: 877-433-7827 (Toll Free); Web Site: www.ed.gov/offices/OESE/SDFS
KW  - ERIC, Resources in Education (RIE)
KW  - Drinking
KW  - Parenting Skills
KW  - Prevention
KW  - Substance Abuse
KW  - Parent Child Relationship
KW  - Elementary Secondary Education
KW  - Children
KW  - Adolescents
KW  - Drug Abuse
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62451949?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  - Preventing Youth Hate Crime: A Manual for Schools and Communities.
AN  - 62443629; ED423491
AB  - By understanding what hate-motivated behavior is and how best to respond to it, schools can become a powerful force in bringing such incidents to an end. This booklet provides an understanding of the nature of hate crime, the extent of the problem, and a review of the seven elements of effective school-based hate prevention programs. References to applicable civil rights laws are included. Examples of effective programs are provided with contact information. A section devoted to "Classroom Activities and Discussion Topics" offers more resources for elementary, middle, and secondary school activities. Contact information is provided for a list of resource organizations. A list of relevant government, nonprofit, and educational web sites is provided. A bibliography provides lists of curricula and instructional materials, books, and videos. Age suitability is provided for many of these resources. (EMK)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 29
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328; Web site: www.ed.gov/offices/OESE/SDFS
SN  - 0160497345
KW  - ERIC, Resources in Education (RIE)
KW  - Crime Prevention
KW  - Schools
KW  - Hate Crime
KW  - Community Programs
KW  - Ethical Instruction
KW  - Elementary Secondary Education
KW  - Youth Programs
KW  - Youth Problems
KW  - Children
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62443629?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  - Demonstrating Results: An Introduction to the Government Performance and Results Act.
AN  - 62440565; ED422789
AB  - This guide explains the Government Performance and Results Act (GPRA) as it is being implemented by the Department of Education's Office of Higher Education Programs (HEP). It is intended to assist HEP grantees understand the requirements and implications of GPRA, advise them of the benefits resulting from effective planning and performance measurement, and provide a basis for improved collaboration between grantees and the HEP staff. The GPRA requires each agency to provide Congress with the public sector equivalent of a business plan, specifically a strategic plan covering five years, an annual performance plan, and an annual report on program performance. The GPRA differs from previous management reform initiatives in that it uses the federal budget as the vehicle for accountability and it is established by law. Following an introduction, the first section explains the law's background and requirements. The second section covers performance measures, how HEP is organized, and how performance is assessed, including project monitoring, program assessments, and program evaluations. The third section addresses the role of the grantee and includes a glossary and a list of area representatives. (DB)
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 35
KW  - Government Performance and Results Act 1993
KW  - Office of Higher Education Programs
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Policymakers
KW  - Practitioners
KW  - Public Agencies
KW  - Federal Legislation
KW  - Budgeting
KW  - Government School Relationship
KW  - Program Evaluation
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Strategic Planning
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62440565?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  - Adult Literacy in OECD Countries: Technical Report on the First International Adult Literacy Survey.
AN  - 62307438; ED445117
AB  - In December 1995, the Organisation for Economic Co-Operation and Development (OECD) and Statistics Canada jointly published the results of the first International Adult Literacy Survey (IALS). For this survey, representative samples of adults aged 16 to 65 were interviewed and tested in their homes in Canada, France, Germany, the Netherlands, Poland, Sweden, Switzerland, and the United States. This report describes how the survey was conducted in each country and presents all available evidence on the extent of bias in each country's data. Potential sources of bias, including sampling error, non-sampling error, and the cultural appropriateness and construct validity of the assessment instruments, are discussed. The chapters are; (1) "Introduction" (Irwin S. Kirsch and T. Scott Murray); (2) "Sample Design" (Nancy Darcovich); (3) "Survey Response and Weighting" (Nancy Darcovich); (4) "Non-Response Bias" (Nancy Darcovich, Marilyn Binkley, Jon Cohen, Mats Myrberg, and Stefan Persson); (5) "Data Collection and Processing" (Nancy Darcovich and T. Scott Murray); (6) "Incentives and the Motivation To Perform Well" (Stan Jones); (7) "The Measurement of Adult Literacy" (Irwin S. Kirsch, Ann Jungeblut, and Peter B. Mosenthal); (8) "Validity Generalization of the Assessment across Countries" (Don Rock); (9) "An Analysis of Items with Different Parameters across Countries" (Marilyn R. Binkley and Jean R. Pignal); (10) "Scaling and Scale Linking" (Kentaro Yamamoto); (11) "Proficiency Estimation" (Kentaro Yamamoto and Irwin S. Kirsch); (12) "Plausibility of Proficiency Estimates" (Richard Shillington); and (13) "Nested-Factor Models for the Swedish IALS Data" (Bo Palaszewski). Fourteen appendixes contain supplemental information, some survey questionnaires, and additional documentation for various chapters. (Contains 94 tables, 12 figures, and 74 references.) (SLD)
AU  - Murray, Scott T.
AU  - Kirsch, Irwin S.
AU  - Jenkins, Lynn B.
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
SP  - 457
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160493722
KW  - Canada
KW  - Europe
KW  - Organisation for Economic Cooperation Development
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - International Studies
KW  - Foreign Countries
KW  - Research Methodology
KW  - Surveys
KW  - Adults
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  - Long-Term Trends in Student Reading Performance [and] Long-Term Trends in Student Mathematics Performance [and] Long-Term Trends in Student Science Performance [and] Long-Term Trends in Student Writing Performance.
AN  - 62303491; ED451199
AB  - This document contains four issues of "NAEPfacts," a report series about the National Assessment of Educational Progress (NAEP). Issue 1 discusses data from the NAEP 1996 Long-Term Reading Assessment, which shows that overall student reading performance has increased for both 9- and 13-year-olds. Issue 2 reports that data from the NAEP 1996 Long-Term Mathematics Assessment show a positive linear trend for all three age groups studied since the first assessment in 1973, indicating improving scores over time. All subgroups, including Blacks and Hispanics, showed positive linear trends as well, at all three age groups. Issue 3, "Long-Term Trends in Student Science Performance," reports that data from the NAEP 1996 Long-Term Trend Science Assessment show mixed results since the first assessment. Scores for all three age groups studied fell and then rose. Both 9- and 11-year-olds showed an overall increase, but 17-year-olds showed an overall decline. Scores for Whites were higher than scores for Blacks and Hispanics for all three age groups, although scores for 9- and 13-year-old black students did improve, both absolutely and in comparison with white students. Males aged 13 and 17 had higher scores that female students. The focus of issue 4, "Long-Term Trends in Student Writing Performance," is on data from the 1996 Long-Term Trend Writing Assessment that show a decline in scores for grade 11 students over the period from 1984 to 1996. Scores for students in grades 4 and 8 remained unchanged. White students continued to have higher scores than both Blacks and Hispanic students in all three grades, and female students continued to have higher scores than males at all three grades. (SLD)
AU  - Vanneman, Alan
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 18
PB  - National Center for Education Statistics, U.S. Department of Education, Washington, DC 20208-5653. For full text: http://nces.ed.gov/NAEP.
VL  - 3
IS  - 1
KW  - Fact Sheets
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Mathematics Achievement
KW  - Writing Tests
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Standardized Tests
KW  - Racial Differences
KW  - National Surveys
KW  - National Competency Tests
KW  - Achievement Gains
KW  - Writing Achievement
KW  - Mathematics Tests
KW  - Science Achievement
KW  - Science Tests
KW  - Age Differences
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Sheida White co-authored Volume 3, Number 1.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Proceedings of Achievement Levels Workshop (Boulder, Colorado, August 20-22, 1997).
AN  - 62232248; ED458220
AB  - The papers presented at this symposium explore each component of the National Assessment of Educational Progress (NAEP), from the development of the assessment frameworks through the reporting of assessment results. The papers are: (1) "NAEP Frameworks and Achievement Levels" (Robert A Forsyth); (2) "Assembly of Test Forms for Use in Large-Scale Educational Assessments" (Wim J. van der Linden); (3) "A Brief Introduction to Item Response Theory for Items Scored in More Than Two Categories" (David Thissen, Kathleen Billeaud, Lori McLeod, and Lauren Nelson); (4) "Some Ideas about Item Response Theory Applied to Combinations of Multiple-Choice and Open-Ended Items: Scale Scores for Patterns of Summed Scores" (Kathleen Billeaud, Kimberly Swygert, Lauren Nelson, and David Thissen); (5)"Enhancing the Validity of NAEP Assessment Level Score Reporting" (Ronald K. Hambleton); (6) "1998 Civics and Writing Level-Setting Methodologies" (ACT, Inc.); (7) "The Criticality of Consequences in Standard Setting: Six Lessons Learned the Hard Way by a Standard-Setting Abettor" (W. James Popham); and (8) "Acknowledgments and Appendices." Two appendixes list participants and present the conference agenda. (SLD)
AU  - Bourque, Mary Lyn
Y1  - 1998
PY  - 1998
DA  - 1998
SP  - 118
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 Governing Board
KW  - National Assessment of Educational Progress
KW  - Standard Setting
KW  - ERIC, Resources in Education (RIE)
KW  - Item Response Theory
KW  - Validity
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Standards
KW  - Test Construction
KW  - National Competency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62232248?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 Study of Postsecondary Faculty, 1993: CD-ROM Public Use Faculty and Institution Files. [CD-ROM].
AN  - 62232005; ED459204
AB  - This CD-ROM contains the public use files of data from the 1992-1993 National Study of Postsecondary Faculty, the second cycle of this study. The CD contains two directories, PUBFAC93 and INST93. PUBFAC93 contains information providing a national profile of faculty, including information about professional backgrounds, responsibilities, workloads, salaries, benefits, and attitudes. The INST93 directory contains information about the participating institutions of higher education. Although the README file on this CD contains installation directions, a user's manual for the files, published separately in paper copy, provides information about the development and conduct of the survey, using the Statistical Analysis System and the Statistical Package for the Social Sciences to analyze the data, and a guide to the codebooks for the files. TYPE OF SURVEY: National Survey. POPULATION: Higher Education Institutions (974); College Faculty (31,354). FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1992. YEAR OF LATEST DATA: 1993. (SLD)
Y1  - 1998/01//
PY  - 1998
DA  - January 1998
EP  - 0
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.
KW  - Data Files
KW  - National Study of Postsecondary Faculty
KW  - Statistical Analysis System
KW  - Statistical Package for the Social Sciences
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Coding
KW  - Teacher Characteristics
KW  - Teacher Attitudes
KW  - Higher Education
KW  - National Surveys
KW  - Optical Data Disks
KW  - Teacher Salaries
KW  - College Faculty
KW  - User Needs (Information)
KW  - Colleges
KW  - Data Collection
KW  - Data Analysis
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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=National+Study+of+Postsecondary+Faculty%2C+1993%3A+CD-ROM+Public+Use+Faculty+and+Institution+Files.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1998-01-01&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 user's manual for these public-use files,
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Chartbook of Degrees Conferred, 1969-70 to 1993-94.
AN  - 62554290; ED414864
AB  - This document presents trend data for degrees conferred on U.S. students attending 2-year and 4-year institutions from 1969-70 to 1993-94. The data, which includes statistical tables, graphs and narrative, were obtained from the Integrated Postsecondary Education Data System and the Higher Education General Information Survey and show the number and percent of degrees conferred by field, degree level, and sex of student, including breakdowns on degrees conferred on minorities and women. Ten figures highlight data on: U.S. resident population age 18 to 29, by sex, 1940-94; percent of degrees (associate, bachelor's, master's, and doctoral) conferred on resident minority students, 1977-94; and percent of degrees conferred, by sex, 1970-94. Data is organized according to the following field-of-study categories: agricultural and natural resources; biological/life sciences; business, computer and information sciences; education; engineering; health professions and related sciences; mathematics; physical sciences and science technologies; social sciences and history; and first professional degrees. Data for minorities do not show trends in degrees earned by subpopulations. However, data is provided on degrees conferred for the following groups: Black, non-Hispanic; Hispanic; Asian or Pacific Islander; American Indian/Alaskan Native; White, non-Hispanic; and nonresident alien. (SW)
AU  - Snyder, Thomas D.
Y1  - 1997/12//
PY  - 1997
DA  - December 1997
SP  - 296
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328.
SN  - 0160493110
KW  - Higher Information General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Intellectual Disciplines
KW  - Two Year Colleges
KW  - Masters Degrees
KW  - Males
KW  - Specialization
KW  - Majors (Students)
KW  - Higher Education
KW  - Associate Degrees
KW  - Degrees (Academic)
KW  - Minority Groups
KW  - Bachelors Degrees
KW  - Professional Education
KW  - College Graduates
KW  - Statistical Data
KW  - Doctoral Degrees
KW  - Females
KW  - Universities
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Sex
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62554290?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  - Reading and Mathematics Achievement: Growth in High School. Issue Brief.
AN  - 62546886; ED415275
AB  - The 1983 report, "A Nation at Risk," left education researchers with the important question of how much student achievement, for youth who stay in school, grows during different stages of schooling. Data are available to answer this question for high school students, and the same data source, the National Education Longitudinal Study of 1988 (NELS:88), makes it possible to examine differences in achievement for Blacks, Whites, and Hispanic Americans. Data from the NELS:88 for students near the end of 8th and 12th grades make it apparent that very modest gains in achievement occur over the high school years compared to the range of achievement existing near the end of grade 8. Whites students score higher than Blacks and Hispanics at the end of eighth grade, and these differences do not increase substantially over the next 4 years. All of the significant differences in reading and mathematics achievement between White, Black, and Hispanic students at the end of 12th grade reflect differences that already existed before they entered high school. Both reading and mathematics achievement do increase from grade 8 to grade 12, with most of the increase occurring before grade 10. These changes are overall changes in the achievement distributions at each grade, and not the achievement gains of groups, such as Blacks and Hispanics compared to Whites. Achievement of 12th graders as a group is not dissimilar to that of 8th graders as a group. In addition, data indicate that the high school years do not contribute significantly to racial and ethnic differences in reading and mathematics achievement. (Contains five tables and three references.) (SLD)
AU  - Ralph, John
AU  - Crouse, James
Y1  - 1997/12//
PY  - 1997
DA  - December 1997
SP  - 4
PB  - Toll-free: 1-800-424-1616; World Wide Web: http://www, edgov/NCES/pubs/
VL  - NCES-98-038
KW  - Nation at Risk (A)
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Achievement Gains
KW  - Grade 8
KW  - White Students
KW  - Reading Achievement
KW  - Minority Groups
KW  - Hispanic Americans
KW  - High Schools
KW  - Ethnic Groups
KW  - Black Students
KW  - High School Students
KW  - Age Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62546886?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 and Writing Habits of Students. Indicator of the Month.
AN  - 62534697; ED413573
AB  - Research has shown that reading ability is positively correlated with the extent to which students read recreationally. Educators are increasingly encouraging their students to read and write on their own, outside of school. Changes in the frequency with which students (in grades 4, 8, and 11 in studies conducted from 1984 through 1994) read and write independently, as well as in the types of materials students read and write, indicate the degree to which recreation activities related to education are supported outside of the classroom. (Contains two tables, two graphs, and two bar graphs of data.) (RS)
Y1  - 1997/12//
PY  - 1997
DA  - December 1997
SP  - 3
KW  - Writing Habits
KW  - ERIC, Resources in Education (RIE)
KW  - Reading Material Selection
KW  - Recreational Reading
KW  - Reading Habits
KW  - Reading Ability
KW  - Elementary Secondary Education
KW  - Reading Research
KW  - Writing Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534697?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, 1997."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Selected Papers on the Schools and Staffing Survey: Papers Presented at the 1997 Meeting of the American Statistical Association. Working Paper Series.
AN  - 62525948; ED417208
AB  - The five papers from this volume, which were presented at the 1997 American Statistical Association meeting, are of particular interest to users of National Center for Education Statistics (NCES) survey data. They deal with the Schools and Staffing Survey (SASS), a periodic survey conducted by the U.S. Bureau of the Census for the NCES. The SASS provides data on the policies and conditions of public and private elementary and secondary schools, principals, libraries, librarians, teachers, and students in the United States. The following papers are included: (1) "Applying Mass Imputation Using the Schools and Staffing Survey Data" (Steven Kaufman and Fritz Scheuren); (2) "The Effect of Mode of Interview on Estimates from the 1993-94 Schools and Staffing Survey (SASS) Public School Teacher Survey" (Cornette L. Cole, Robert C. Abramson, Randall J. Parmer, and Dennis J. Schwanz); (3) "Reinterview: A Tool for Survey Quality Improvement" (Patricia J. Fiendt, Irwin D. Schreiner, and John Bushery); (4) "Improving the Coverage of Private Elementary-Secondary Schools" (Betty J. Jackson, Nancy R. Johnson, and Richard L. Frazier); and (5) "1993-94 Student Records Survey: Sampling and Weighting Conundra" (Randall J. Parmer, Robert C. Abramsom, Cornett L. Cole, Lenore A. Colaciello, and B. Dale Garrett). Each paper contains references. (Contains 18 tables.) (SLD)
Y1  - 1997/12//
PY  - 1997
DA  - December 1997
SP  - 52
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - Imputation
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Principals
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - User Needs (Information)
KW  - Estimation (Mathematics)
KW  - Teachers
KW  - Sampling
KW  - Interviews
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62525948?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Papers presented at the Annual Meeting of the Amer
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teaching Workload of Full-Time Postsecondary Faculty. Indicator of the Month.
AN  - 62544025; ED414816
AB  - This brief publication summarizes data from the National Study of Postsecondary Faculty, 1988 and 1993, concerning the teaching workload of full-time college faculty. The following findings are highlighted: (1) In 1992, faculty members spent 54 percent of their work hours teaching, 18 percent conducting research, and 13 percent performing administrative tasks; (2) between 1987 and 1992, the percentage of time spent teaching decreased (from 57 to 54 percent) though the number of classroom and student contact hours increased; (3) generally, full professors spent a higher percentage of their time conducting research; assistant professors, instructors, and lectures spent the most time teaching; and (4) full-time faculty at 2-year institutions had substantially more student contact hours per week than did faculty at other institutions (87 percent more than those at liberal arts institutions and 67 percent more than those at research institutions). Tables and graphs present data on faculty time usage by academic rank and type of institution for 1987 and 1992. (DB)
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 4
PB  - World Wide Web: http://www, edgov/NCES/pubs/ce
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Full Time Faculty
KW  - Noninstructional Responsibility
KW  - Teaching Load
KW  - Statistical Data
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - National Surveys
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Faculty Workload
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62544025?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 1997,"
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools Subject to Limitation, Suspension, or Termination Action of All Title IV Programs Due to Excessive FY 1995 Cohort Default Rate.
AN  - 62543887; ED413849
AB  - This report provides Federal Family Education Loan (FFEL) official cohort default rates for all schools with 30 or more borrowers or official average cohort default rates for schools with under 30 borrowers. The schools listed in this report have fiscal year 1995 official cohort default rates of 40 percent or higher, which may make them subject to limitation, suspension, or termination from all Title IV student financial aid programs. Schools are listed alphabetically in state order, along with type of loan program (FFEL Program, Direct Loan Program, or both); Office of Postsecondary Education identification number; school name and address; school type, control, regional office, and congressional district; fiscal year for which default rate was calculated; number of borrowers in default; number of borrowers in repayment status; default rate; rate type; program default rate; effective date; action data; and totals. (JLS)
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 82
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Federal Programs
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Tables (Data)
KW  - Legal Responsibility
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62543887?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 Family Education Loan Program FY 1993, FY 1994, and FY 1995 Cohort Default Rates for Schools.
AN  - 62543800; ED413850
AB  - This report provides Federal Family Education Loan (FFEL) official cohort default rates for fiscal years 1993, 1994, and 1995 for all schools, regardless of their program participation status. The default rates for each school are categorized by state and in descending order of default rate, and the data is also included for type of loan program (FFEL Program, Direct Loan Program, or both); Office of Postsecondary Education identification number; school name and address; school type, control, regional office, and congressional district; fiscal year for which default rate was calculated; number of borrowers in default; number of borrowers in repayment status; default rate; rate type; program default rate; effective date; action data; and totals. (JLS)
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 1629
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Programs
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Tables (Data)
KW  - Legal Responsibility
KW  - Eligibility
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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  - Rehabilitation Training Program and Special Capacity Building Program, 1997-1998: Catalog of Projects under the Rehabilitation Services Administration.
AN  - 62536548; ED413686
AB  - This directory lists programs funded by rehabilitation training grants funded under the Rehabilitation Act of 1973 (Section 304a). These programs are grouped under the following categories: (1) rehabilitation long-term training; (2) experimental and innovative training; (3) state vocational rehabilitation unit in-service training; (4) rehabilitation continuing education programs; (5) rehabilitation short-term training; (6) training of interpreters for deaf individuals; and (7) special capacity building grants. Project listings under the largest category, long-term training projects, include grant data and contact information and are subdivided into projects pertaining to: rehabilitation medicine, rehabilitation nursing, prosthetics and orthotics, rehabilitation counseling graduate programs, rehabilitation administration, physical therapy, occupational therapy, rehabilitation engineering, vocational evaluation and work adjustment, rehabilitation of individuals who are mentally ill, rehabilitation psychology, undergraduate education in the rehabilitation services, independent living, speech pathology and audiology, rehabilitation of individuals who are blind or have vision impairment, rehabilitation of individuals who are deaf or hard of hearing, and rehabilitation job development and job placement. Projects in the remaining sections include a description of each project as well as contact information. (DB)
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 80
PB  - Electronic version: http://www, edgov/offices/OSERS/RSA/PGMS/rthtml
KW  - Rehabilitation Act 1973
KW  - State Capacity Building Program
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Hearing Impairments
KW  - Rehabilitation
KW  - Federal Aid
KW  - Undergraduate Study
KW  - Occupational Therapy
KW  - Vocational Rehabilitation
KW  - Job Placement
KW  - Independent Living
KW  - Grants
KW  - Higher Education
KW  - Physical Therapy
KW  - Vocational Evaluation
KW  - Deaf Interpreting
KW  - Audiology
KW  - Speech Language Pathology
KW  - Rehabilitation Counseling
KW  - Visual Impairments
KW  - Nursing
KW  - Federal Programs
KW  - Disabilities
KW  - Prostheses
KW  - Graduate Study
KW  - Hearing Impairments
KW  - Rehabilitation
KW  - Federal Aid
KW  - Undergraduate Study
KW  - Occupational Therapy
KW  - Vocational Rehabilitation
KW  - Job Placement
KW  - Independent Living
KW  - Grants
KW  - Higher Education
KW  - Physical Therapy
KW  - Vocational Evaluation
KW  - Deaf Interpreting
KW  - Audiology
KW  - Speech Language Pathology
KW  - Rehabilitation Counseling
KW  - Visual Impairments
KW  - Nursing
KW  - Federal Programs
KW  - Disabilities
KW  - Prostheses
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62536548?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  - Degrees Earned by Foreign Graduate Students: Fields of Study and Plans after Graduation. Issue Brief.
AN  - 62528301; ED414812
AB  - This issue brief uses narrative, tables, and graphs to summarize data on degrees earned by foreign graduate students in the United States, the percentage of foreign graduate students in the United States, the home countries of foreign doctoral students, their major fields of study, and their plans after graduation. Data were obtained from two surveys the Survey of Earned Doctorates and the Integrated Postsecondary Education Study Data System. Among major findings are: (1) In 1994, foreign graduate students earned 12 percent of all master's degrees and 27 percent of all doctor's degrees (up from 6 and 11 percent in 1977); (2) students from five countries (the People's Republic of China, Korea, Taiwan, India, and Canada) made up 53 percent of all foreign doctoral students; (3) between 1985 and 1995, the proportion of foreign doctoral students with definite commitments to stay in the United States after graduation increased from 46 to 54 percent; and (4) most students with such commitments earned doctoral degrees in science and engineering. (DB)
AU  - Young, Beth Aronstamm
AU  - Bae, Yupin
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 4
KW  - Integrated Postsecondary Education Data System
KW  - Survey of Earned Doctorates
KW  - ERIC, Resources in Education (RIE)
KW  - Graduate Study
KW  - Masters Degrees
KW  - Place of Residence
KW  - Educational Trends
KW  - Majors (Students)
KW  - Higher Education
KW  - National Surveys
KW  - Foreign Students
KW  - Degrees (Academic)
KW  - Statistical Data
KW  - Doctoral Degrees
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Graduate Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62528301?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  - Schools Subject to the Loss of Eligibility To Participate in the Federal Family Education Loan Program and/or Direct Loan Program Due to FY 1993, FY 1994, and FY 1995 Cohort Default Rates of 25.0% or Greater. Schools with Extended Loss Listed Separately.
AN  - 62526005; ED413848
AB  - This report provides Federal Family Education Loan (FFEL) and Direct Loan Program official cohort default rates for all schools with 30 or more borrowers or official average cohort default rates for schools with under 30 borrowers. All schools in this report have fiscal year (FY) 1993, 1994, and 1995 default rates of 25 percent or higher. The first part of the report lists schools whose participation in the FFEL and/or Direct Loan programs will end for the first time due to their default rates. The second part lists schools whose participation in the FFEL and/or Direct Loan programs ended in the past, and whose loss of participation is being extended for an additional year due to their FY 1995 default rates. Schools are listed alphabetically by state, and information is provided for type of loan program (FFEL, Direct Loan, or both); Office of Postsecondary Education identification number; school name and address; school type, control, regional office, and congressional district; fiscal year for which default rate was calculated; number of borrowers in default; number of borrowers in repayment status; default rate; rate type; program default rate; effective date; action data; and totals. (JLS)
Y1  - 1997/11//
PY  - 1997
DA  - November 1997
SP  - 157
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Federal Programs
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Legal Responsibility
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62526005?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  - FY 1995 Cohort Default Rates for Originating Lenders/Holders.
AN  - 62537323; ED413851
AB  - This report provides data on fiscal year 1995 cohort default rates for lending institutions and loan holders with 30 or more borrowers in repayment, calculated from data reported to the National Student Loan Data System by guaranty agencies. Types of loans covered include subsidized Federal Stafford, unsubsidized Federal Stafford, Federal Supplemental Loans for Students (SLS), and Federal consolidation loans used to repay Stafford or SLS loans. Default rates are calculated for originating lenders and for current holders, by state, and in descending order of default rate. Also included is Office of Postsecondary Education identification number; lender name and address; default rate, percent of borrowers in default, and number of borrowers in repayment. (JLS)
Y1  - 1997/10/22/
PY  - 1997
DA  - 1997 Oct 22
SP  - 238
KW  - National Student Loan Data System
KW  - Stafford Student Loan Program
KW  - Supplemental Loans for Students Program
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Student Loan Programs
KW  - Loan Repayment
KW  - Federal Aid
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Legal Responsibility
KW  - Eligibility
KW  - Student Financial Aid
KW  - Federal Programs
KW  - Program Evaluation
KW  - Compliance (Legal)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62537323?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  - Subbaccalaureate Persistence and Attainment. Indicator of the Month.
AN  - 62543483; ED411918
AB  - About half of first-time beginning students report working toward either an associate's degree or a certificate. According to United States Department of Education statistics; 43% of 1989-90 beginning postsecondary students seeking an associate's degree had attained some degree of certificate five years after initial enrollment: 8% earned a bachelor's degree; slightly less than a quarter (23.7%) earned an associate's degree; and 11% earned a certificate. Furthermore, certificate seekers were more likely than associate degree seekers to attain a postsecondary credential (55% versus 43%, respectively); within five years of initial enrollment, 50% had earned a certificate, and 4% had earned an associate's degree. Regardless of initial degree objective, students who enrolled full time were more likely to attain either the degree they sought of a bachelor's degree than those who were enrolled part time. Finally, associate's degree seekers who delayed entry into postsecondary education by at least one year were much less likely to complete and associate's or bachelor's degree within five years than their counterparts who did not delay. (ECF)
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Certificates
KW  - Two Year Colleges
KW  - Enrollment Trends
KW  - Two Year College Students
KW  - Part Time Students
KW  - Full Time Students
KW  - Community Colleges
KW  - Academic Achievement
KW  - Associate Degrees
KW  - Outcomes of Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62543483?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, 1997,"
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Impact of the Baby Boom Echo on U.S. Public School Enrollments. Issue Brief.
AN  - 62541997; ED412623
AB  - Children of the Baby Boom generation have set off a population explosion in U.S. schools. This dramatic enrollment growth, known as the Baby Boom echo, began in the nation's elementary schools in 1984, and elementary enrollment has increased annually since then. At the secondary level, enrollment increases began in 1991 and are expected to continue through the year 2007. Combined public and private high school enrollment is expected to reach 16.4 million by 2007, a 13 percent increase from 1997, and total enrollment is expected to reach 54.4 million by 2006. While the Baby Boom echo is the primary reason for this increase, other key reasons include: a higher birth rate among Hispanics and other minorities, increases in immigration, especially in point-of-entry cities, more children enrolled in prekindergarten and kindergarten, and a larger share of students remaining in school to get their diplomas. There is a distinct regional pattern to effects of the Baby Boom echo, with increases in western states, and declines in the Northeast and most of the Midwest. Rapid and uneven growth, which places burdens on state and local education agencies, will be characteristic of future enrollment changes. The number of classroom teachers is expected to increase from 3.1 million in fall 1997 to 3.3 million in fall 2007, and expenditures for public elementary and secondary schools are expected to increase 22 percent from 1996-97 to 2006-07. A table lists the 10 public school districts with the largest enrollment increases, and a second table shows enrollment in kindergarten through grade 12 by region and state through 2007. (SLD)
AU  - Bare, John
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 4
KW  - Baby Boom Echo
KW  - ERIC, Resources in Education (RIE)
KW  - Immigration
KW  - School Holding Power
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Enrollment Projections
KW  - School District Size
KW  - Public Schools
KW  - Hispanic Americans
KW  - Enrollment Trends
KW  - Urban Areas
KW  - Enrollment
KW  - Baby Boomers
KW  - Population Trends
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62541997?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  - Measuring the Quality of Program Environments in Head Start and Other Early Childhood Programs: A Review and Recommendations for Future Research. Working Paper Series.
AN  - 62538397; ED416030
AB  - The Early Childhood Longitudinal Study (ECLS) tracks children throughout the country as they move from kindergarten through fifth grade. As part of the ECLS planning process, the possibility was considered of assessing the program environments of Head Start children before they entered the ECLS kindergartens. A review was conducted of selected large-scale studies of Head Start, Chapter 1, child care, and other preschool settings to ascertain the important dimensions of children's program experience and to recommend ways of measuring those dimensions. This paper reviews those dimensions and measures of early childhood program environments that could be used in studies of preschool program effects on children's development. Following an introduction, chapter 2 of the review defines the important dimensions of program environments, drawing largely from research on early care and education program quality and from Head Start practices as reflected in the Head Start Performance Standards and performance measures. The five dimensions discussed are (1) classroom dynamics; (2) classroom structure; (3) classroom staff characteristics; (4) administration and support services; (5) parent involvement. Existing measures are also described. Chapter 3 summarizes findings from the 11 studies in which these measures have been used and suggests implications for future research. Chapter 4 presents recommendations for measures to use in future research. Two appendices include a summary of selected studies of Head Start and other early childhood program environments and descriptions of observational instruments. (HTH)
AU  - Love, John M.
AU  - Meckstroth, Alicia
AU  - Sprachman, Susan
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 105
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654; phone: 202-219-1831 (Ruth Harris).
VL  - NCES-WP-97-36
KW  - Program Characteristics
KW  - Project Head Start
KW  - ERIC, Resources in Education (RIE)
KW  - Preschool Teachers
KW  - Measures (Individuals)
KW  - Classroom Environment
KW  - Early Childhood Education
KW  - Outcomes of Education
KW  - Day Care Effects
KW  - Educational Environment
KW  - Classroom Observation Techniques
KW  - Environmental Influences
KW  - Kindergarten
KW  - Parent Participation
KW  - Preschool Children
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62538397?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 1996 Science State Report for Department of Defense Domestic Dependent Elementary and Secondary Schools, Grade 4. Findings from the National Assessment of Educational Progress.
AN  - 62538252; ED414202
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4,8, and 12 were assessed at the national level as usual. Both the domestic and overseas Department of Defense schools made special arrangements to assess their grade 4 students during the national science assessment. The results reported here are from the grade 4 assessment of the Domestic Dependents Elementary and Secondary Schools (DDESS). The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In DDESS, 1,251 students in 39 public schools were assessed. This report describes the science proficiency of DDESS fourth-graders, compares their overall performance to students in the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, DDESS students had an average proficiency of 154 compared to 148 throughout the United States. The average science scale score of males did not differ significantly from that of females in DDESS. However, the scores of both DDESS males and females were significantly higher than for males and females nationwide. At the fourth grade, White students in DDESS had an average science scale score that was higher than those of Black and Hispanic students. (SGE)
AU  - Ballator, Nada
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 127
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Dept. of Education, 555 New Jersey Ave., N.W., Washington, DC 20208-5574; phone: 800-424-1616 (limit one copy); also on NCES web site: http://nces.ed.gov/naep/96state
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Intermediate Grades
KW  - Science Process Skills
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 4
KW  - Educational Change
KW  - Dependents Schools
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62538252?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. Produced "in
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Can State Assessment Data Be Used To Reduce State NAEP Sample Sizes? Working Paper Series.
AN  - 62534502; ED417198
AB  - In the 1970s and 1980s, the National Assessment of Educational Progress (NAEP) built a longitudinal record as the Nation's Report Card based on periodic brief assessments of a modest but representative sample of the nation's students. In 1990, data collection was expanded from a sample of 10,000 students in each grade and subject area to 100,000 to provide the basis for state-by-state comparisons. This expansion brought about an large increase in data collection costs. There is a frustrating conflict between the need for precise estimates of educational achievement and the cost of obtaining these estimates. This study considers using state assessments to supplement, or reduce, NAEP samples. The relationships between using state assessment scores and reducing sample size are demonstrated mathematically. Implementing this approach would require step-by-step planning and implementation. While the linkage of student-level assessment scores would be ideal, linkages based on school-level summary statistics appear to be sufficient when the correlations between tests is high. Many states appear to have tests with such correlations to the NAEP. The cost of linking procedures required for implementing the sample size reductions is in the range of $5,000 to $10,000 per state, which is a small percentage of the cost of the administration of State NAEP in an additional 50 schools in the state. Many states have difficulty recruiting schools for the NAEP and would welcome this initiative. These analyses suggest that several states could be involved in sample size reduction, possibly as early as 1998. (Contains one table and one figure.) (SLD)
AU  - McLaughlin, Don
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 31
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-29
KW  - Linkage
KW  - National Assessment of Educational Progress
KW  - State Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Testing Programs
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Correlation
KW  - Longitudinal Studies
KW  - Costs
KW  - Comparative Analysis
KW  - Data Collection
KW  - Sample Size
KW  - Educational Assessment
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534502?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  - Innovative Solutions to Intractable Large Scale Assessment (Problem 2: Background Questionnaires). Working Paper Series.
AN  - 62518200; ED417201
AB  - In large-scale assessments, some amount of background material is generally collected. Background questionnaires in the National Assessment of Educational Progress are the subject of this report. Most of the questions in NAEP background questionnaires have asked about course taking patterns and course content, but it is argued that the material gathered at present is of dubious quality and that information that is more extensive and valid could be collected. The questions about courses students have taken are often unnecessary or meaningless, and the coverage of courses is absent or incomplete. Information about advanced placement courses is demonstrably invalid, and information about other courses is often vague. Specific solutions, aimed at greater accuracy and detail, are proposed for these problems. A second major problem area is in the language that is used on the background questionnaires for fourth grade, which may be too difficult for the average student. Field testing these proposed changes is discussed. An attachment shows the percentage of 12th graders who report that they have taken advanced placement courses. (SLD)
AU  - Niemi, Richard G.
Y1  - 1997/10//
PY  - 1997
DA  - October 1997
SP  - 36
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-32
KW  - Large Scale Assessment
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Course Selection (Students)
KW  - Advanced Placement
KW  - Research Problems
KW  - Elementary Secondary Education
KW  - Background
KW  - Data Collection
KW  - Field Tests
KW  - Educational Assessment
KW  - Courses
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62518200?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  - HOW THE STATE'S TEST-TAKERS STACK UP
AN  - 255954390
AB  - Students in Connecticut take a variety of standardized tests, including the Connecticut Mastery Test, one of the most rigorous assessments of student performance in the country. Here is a sample of how Connecticut students perform on some of the tests.  
An annual test of fourth-, sixth- and eighth-graders in math, reading and written communication. Compared with the rest of the nation, Connecticut students score well. Here is the mean national percentile ranking for Connecticut when the mastery tests are compared with the rest of the country. A 50 score would mean a student was scoring at grade level.
JF  - Hartford Courant
AU  - The Hartford Courant SOURCES: State Department of Education, The College Board, U.S. Department of Education
Y1  - 1997/09/09/
PY  - 1997
DA  - 1997 Sep 09
CY  - Hartford, Conn.
SN  - 10474153
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/255954390?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%3Anortheastnews1&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Hartford+Courant&rft.atitle=HOW+THE+STATE%27S+TEST-TAKERS+STACK+UP%3A+%5BSTATEWIDE+EDITION%5D&rft.au=The+Hartford+Courant+SOURCES%3A+State+Department+of+Education%2C+The+College+Board%2C+U.S.+Department+of+Education&rft.aulast=The+Hartford+Courant+SOURCES%3A+State+Department+of+Education&rft.aufirst=The+College&rft.date=1997-09-09&rft.volume=&rft.issue=&rft.spage=A.8&rft.isbn=&rft.btitle=&rft.title=Hartford+Courant&rft.issn=10474153&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - (Copyright @ The Hartford Courant 1997)
N1  - Last updated - 2011-08-09
ER  - 



TY  - GEN
T1  - NHES:91/93/95/96 Electronic CodeBook (ECB) User's Guide. National Household Education Survey.
AN  - 62552011; ED412282
AB  - The National Household Education Survey (NHES) is a random digit dial telephone survey of households developed by the National Center for Education Statistics. It has been conducted in 1991, 1993, 1995, and 1996, with varying components each year. The NHES 91/93/95/96 CD-ROM contains an electronic codebook (ECB) program that, after being installed on a personal computer, allows the user to examine the variables in each of the NHES data sets as well as create Statistical Analysis System (SAS) or Statistical Package for the Social Sciences (SPSS) programs to generate an extract data file for any of the NHES data files on the CD-ROM. The files include the 1991 and 1995 Adult Education files, the primary and preprimary education files from 1991, the school readiness and school safety files from 1993, the 1995 early childhood program participation file, and the 1996 household and library, parent and family involvement in education and civic involvement, youth civic involvement, and adult civic involvement files. The ECB is a DOS-based program for IBM-compatible personal computers. Sections describe its contents and use, focusing on what can be done with the ECB and how to do it. Emphasis is on extracting information from the files. Eight appendixes provide specific use information and samples, including SAS and SPSS samples. (SLD)
AU  - Collins, Mary A.
AU  - Chandler, Kathryn
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 94
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160492025
KW  - Data Files
KW  - National Household Education Survey
KW  - Random Digit Dialing
KW  - User Guides
KW  - ERIC, Resources in Education (RIE)
KW  - Coding
KW  - Research Methodology
KW  - Response Rates (Questionnaires)
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - School Safety
KW  - National Surveys
KW  - Adults
KW  - Children
KW  - Citizen Participation
KW  - Attitudes
KW  - Parent Participation
KW  - Data Collection
KW  - Sampling
KW  - Sample Size
KW  - Data Analysis
KW  - School Readiness
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62552011?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 Social Context of Education. Findings from "The Condition of Education, 1997," No. 10.
AN  - 62551820; ED413396
AB  - Data from "The Condition of Education, 1997" are used to show how changes over time in the composition of students in terms of factors such as student English language proficiency, family income, parents' education, and family structure affect the social context of education. This report traces associations between these student-level social factors and different indicators of educational access and progress. For each factor, the report shows changes over time and how the factor affects various racial and ethnic groups. The following factors are considered: (1) student background; (2) changes in the social background of children; (3) the social context of public schools; (4) learning environment in high and low poverty schools; and (5) resource equity across high and low poverty schools. Findings indicate: the structure of families is shifting away from the two-parent family, and the percentage of children of minority background is increasing, as is the percentage of children who have difficulty speaking English; median family income has been relatively stagnant over the past 25 years, and the poverty rate has changed very little; and Black and Hispanic children are still more likely to live in poverty, and to attend schools with a high level of poverty. On the positive side, more children live in home with more educated parents than a few decades ago, and parent education level is a strong predictor of student achievement. Changes in social context present challenges schools must address to enhance their effectiveness and ensure educational progress. (Contains nine figures and seven tables.) (SLD)
AU  - Young, Beth Aronstamm
AU  - Smith, Thomas M.
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 44
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-97-981
KW  - ERIC, Resources in Education (RIE)
KW  - Parent Education
KW  - Social Influences
KW  - Low Income Groups
KW  - Context Effect
KW  - Language Proficiency
KW  - Access to Education
KW  - Student Characteristics
KW  - Social Change
KW  - Family Structure
KW  - Educational Indicators
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Minority Groups
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551820?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "The Condition of Education, 1997," see ED 404
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Science State Report for District of Columbia. Findings from the National Assessment of Educational Progress.
AN  - 62550718; ED413204
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In District of Columbia (D.C.), 1,700 students in 33 public schools were assessed. This report describes the science proficiency of District of Columbia eighth-graders, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, District of Columbia students had an average proficiency of 113 compared to 148 throughout the United States. The average science scale score of males did not differ significantly from that of females in either the District of Columbia or the nation. At the eighth grade, Black students in the District of Columbia had an average science scale score that was higher than that of Hispanic students. (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 132
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - District of Columbia
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62550718?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Science State Report for Florida. Findings from the National Assessment of Educational Progress.
AN  - 62550679; ED413205
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Florida, 2,353 students in 105 public schools were assessed. This report describes the science proficiency of Florida eighth-graders, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, Florida students had an average proficiency of 142 compared to 148 throughout the United States. The average science scale score of males did not differ significantly from that of females in either Florida or the nation. At the eighth grade, White students in Florida had an average science scale score that was higher than those of Black and Hispanic students. (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 132
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - Florida
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62550679?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Degrees and Other Awards Conferred by Institutions of Higher Education: 1994-95. E.D.Tabs.
AN  - 62546174; ED412860
AB  - This report presents data on the degrees conferred by the nation's accredited institutions of higher education. The report is based on the 1994-95 Integrated Postsecondary Education Data System's "Completion" survey of approximately 3,500 institutions within the 50 states and the District of Columbia. Highlights of the report include: 2.2 million degrees were awarded during the year (an increase of 0.5 percent over the previous year) of which 52.3 percent were bachelor's degrees; the majority of degrees were awarded by public institutions; the majority of degrees awarded at the master's level and below were to women; three-quarters of all degrees were awarded to white students, 17.2 percent to minority students, and 7.8 percent to nonresident aliens (although nonresident aliens received 25 percent of all doctoral degrees); the share of degrees awarded to minorities was highest at the associate degree level and dropped at each successive degree level; and over 19 percent of first-professional degrees were awarded to minorities; almost one-fifth of all bachelor's degrees were in business management/administrative services; degrees in math and science comprised only 2.8 percent at the bachelor's level, but over 20 percent at the doctoral level. A glossary is included. (DB)
AU  - Morgan, Frank B.
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 91
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160492335
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Masters Degrees
KW  - Majors (Students)
KW  - Higher Education
KW  - National Surveys
KW  - Associate Degrees
KW  - Foreign Students
KW  - Degrees (Academic)
KW  - Minority Groups
KW  - Bachelors Degrees
KW  - Sex Differences
KW  - Doctoral Degrees
KW  - Data Collection
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62546174?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous 1993-94 report, see ED 397 761.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1987 through 1995. E.D. Tabs.
AN  - 62545401; ED412817
AB  - This report presents revenue and expenditure data for accredited college-level institutions of higher education in the 50 states and the District of Columbia for fiscal years 1987-1995. Data is based on the Integrated Postsecondary Education Data System (IPEDS) Finance survey. Revenue data for both private and public institutions include source of revenue, such as tuition and fees, and state appropriations. Expenditure data cover instruction, research, and public service; there are separate schedules for salary and scholarship/grant data. Highlights of the report include the following: (1) in fiscal year 1995 the largest source of revenue for state institutions was state appropriations; tuition and fees were the second largest; (2) increases in both revenues and expenditures have outpaced inflation for both public and private institutions; (3) public institutions allocate approximately one-third of expenditures for instruction and 10 percent for research, while private institutions allocate about 27 percent of expenditures to instruction and less than 8 percent to research; (4) both public and private two-year institutions receive a higher percentage of revenue from tuition and fees than four-year institutions; and (5) distribution of expenditures for public four-year institutions does not appear to be a function of state location. Appended to the report are a glossary and a section on survey methodology. (CH)
AU  - Barbett, Samuel
AU  - Korb, Roslun A.
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 63
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160492092
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Two Year Colleges
KW  - Salaries
KW  - Scholarships
KW  - Educational Finance
KW  - Resource Allocation
KW  - Public Colleges
KW  - Private Colleges
KW  - School Funds
KW  - Inflation (Economics)
KW  - Higher Education
KW  - Instructional Student Costs
KW  - Operating Expenses
KW  - State Aid
KW  - Income
KW  - Expenditures
KW  - Categorical Aid
KW  - Noninstructional Student Costs
KW  - Statistical Surveys
KW  - Trend Analysis
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62545401?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1986-1994 report, see ED 399 899.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Skill Improvement Training among Currently Employed Workers. Indicator of the Month.
AN  - 62538772; ED411430
AB  - Between 1991 and 1995, the percentage of employed workers participating in skill improvement training (SIT) for their current job increased from 30 to 32%. Participation in SIT increased for full- and part-time workers alike. In 1995, participation for a current job was highest among females and individuals in the 35-54 age group. Participation was related to education, occupation, and work status. In both 1991 and 1995, rates of SIT participation were highest among members of the following groups: college graduates; workers in executive, professional, and technical occupations; and individuals employed full time. The 1995 levels of participation in selected occupational groups were as follows: executive, professional, and technical, 49.9% (same as in 1991); sales and administrative support, 29.4% (versus 24.0% in 1991); service, 24.6% (versus 17.8% in 1991); farming, 13.8% (versus 7.0% in 1991); precision production, craft, and repair, 27.4% (versus 21.4% in 1991); and operators, fabricators, and laborers, 19.2% (versus 17.2% in 1991). (This fact sheet contains a table detailing employed workers' levels of participation in skill improvement training by sex, age, educational attainment, and occupation.) (MN)
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - Job Skills
KW  - Participation
KW  - Employees
KW  - Educational Trends
KW  - Vocational Education
KW  - On the Job Training
KW  - Skill Development
KW  - Predictor Variables
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62538772?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, 1997."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Science State Report for Michigan. Findings from the National Assessment of Educational Progress.
AN  - 62537629; ED413216
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Michigan, 2,186 public school and 332 nonpublic school students in 92 public schools and 21 nonpublic schools were assessed. This report describes the science proficiency of Michigan eighth-graders, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, Michigan students had an average proficiency of 153 compared to 148 throughout the United States. The average science scale score of males was higher than that of females in Michigan; nationwide, however, the performance of males did not differ significantly from that of females. At the 8th grade, White students in Michigan had an average science scale score that was higher than those of Black and Hispanic students. In Michigan at grade 8, the average scale score of public school students (153) was not significantly different from that of nonpublic school students (158). (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 134
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - Michigan
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62537629?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Science Report for Department of Defense Domestic Dependent Elementary and Secondary Schools. Findings from the National Assessment of Educational Progress.
AN  - 62535340; ED413203
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Department of Defense Domestic Dependent Elementary and Secondary Schools (DDESS), 602 students in 11 public schools were assessed. This report describes the science proficiency of DDESS eighth-graders, compares their overall performance to students in the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, DDESS students had an average proficiency of 153 compared to 148 throughout the United States. The average science scale score of males was higher than that of females in the DDESS; nationwide, however, the performance of males did not differ significantly from that of females. At the eighth grade, White students in the DDESS had an average science scale score that was higher than those of Black and Hispanic students. (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 132
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Dependents Schools
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62535340?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Public Elementary and Secondary Education Agencies, 1994-95.
AN  - 62535328; ED411594
AB  - One of the major responsibilities of the National Center for Education Statistics (NCES) is to report on the condition of public elementary and secondary education in the United States. In support of this mission, NCES collects from state education agencies selected data items about all the 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 U.S. Virgin Islands. Information is also provided by the U.S. Department of Defense (DOD) on its dependents schools overseas. The NCES Common Core of Data (CCD) surveys annually collect information on the universe of public schools and education agencies. This publication presents data primarily from the spring 1995 CCD survey. The introduction contains several tables that provide an overview of the patterns of elementary/secondary education agencies within the reporting states. 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 five outlying areas, and the DOD. Six tables are included. Appendices contain the addresses of state education agencies and samples of the education-agency survey form and the school-universe survey form. (LMI)
AU  - McDowell, Lena
AU  - Sietsema, John
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 791
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160492238
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - Public Agencies
KW  - Instructional Program Divisions
KW  - State Agencies
KW  - School Districts
KW  - Public Education
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62535328?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1988 directory, see ED 306 690.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Science State Report for Massachusetts. Findings from the National Assessment of Educational Progress.
AN  - 62535241; ED413215
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Massachusetts, 2,287 public school and 335 nonpublic school students in 98 public schools and 21 nonpublic schools were assessed. This report describes the science proficiency of Massachusetts eighth-graders, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, Massachusetts students had an average proficiency of 157 compared to 148 throughout the United States. The average science scale score of males was higher than that of females in Massachusetts; nationwide, however, the performance of males did not differ significantly from that of females. At the eighth grade, White students in Massachusetts had an average science scale score that was higher than those of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. In Massachusetts at grade 8, the average scale score of public school students (157) was not significantly different from that of nonpublic school students (161). (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 134
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - Massachusetts
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62535241?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Household Education Survey of 1996: Data File User's Manual, Volume III: Parent and Family Involvement in Education and Civic Involvement--Parent Data File.
AN  - 62534494; ED412281
AB  - The 1996 National Household Education Survey (NHES:96) was a random digit dial telephone survey of households developed by the National Center for Education Statistics and conducted by Westat, Inc. The NHES:96 included two topical survey components, "Parent and Family Involvement in Education," (PFI) which collected data about family involvement in children's schooling, and "Civic Involvement," (CI) which collected data about participation in civic activities and attitudes toward government. This manual provides documentation and guidance for users of the public release data file for the Parent and Family Involvement in Education and Civic Involvement (Parent PFI/CI) component of the NHES:96. This volume contains a description of the Parent PFI/CI file and a discussion of data considerations and anomalies. The file consists of data from all completed Parent PFI/CI interviews. There are 3 records for each interview, so the file contains 62,376 records for the 20,792 completed interviews. Data items are listed in the following order: (1) system variables; (2) household membership variables; (3) questionnaire item variables; (4) household characteristic variables; (5) derived variables; (6) weighting and variance estimation variables; and (7) imputation flag variables. Included as appendixes are the public file layout, the Statistical Analysis System code for creating derived variables, the codebook for the Parent PFI/CI public data file, and directions and sample code for linking NHES:96 files. This volume is meant to be read in conjunction with Volume I, an overview of survey methodology. (SLD)
AU  - Collins, Mary A.
AU  - Brick, Michael J.
AU  - Nolin, Mary Jo
AU  - Vaden-Kiernan, Nancy
AU  - Gilmore, Susan
AU  - Chandler, Kathryn
AU  - Chapman, Chris
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 314
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160491975
KW  - Data Files
KW  - National Household Education Survey
KW  - Random Digit Dialing
KW  - User Guides
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Response Rates (Questionnaires)
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Adults
KW  - Children
KW  - Citizen Participation
KW  - Attitudes
KW  - Parent Participation
KW  - Data Collection
KW  - Sampling
KW  - Sample Size
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534494?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For Volumes I through III, see TM 027 735-737.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Federal Support for Education. Fiscal Years 1980 to 1997.
AN  - 62534458; ED412287
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year 1980. Programs from agencies other than the Department of Education are included if they have significant educational components. To the extent possible, outlays were used in this report rather than obligations, with the exception of funds for academic research at institutions of higher education. Federal education funding is divided into on-budget funding, off-budget funding, and nonfederal funds generated by federal programs, and current and constant dollar comparisons were used to the extent possible. In fiscal year 1997, federal support for education, excluding estimated federal tax expenditures, was an estimated $100.5 billion, an increase of $37.7 billion since 1990. On-budget federal funds for education programs were estimated at $73.1 billion, an increase of 42% since fiscal year 1990 in current dollars, or of 16% after being adjusted for inflation. In fiscal year 1997, education outlays totaled $31.1 billion, reflecting an increase of 22% after being adjusted for inflation. Almost 58% of federal education support, excluding estimated federal income tax expenditures, went to educational institutions in fiscal year 1997. Schools and colleges derived 10% of their fiscal year 1997 revenues from the federal government, with the remaining revenues from state and local governments, individuals, and private organizations. This represented a decline from the 14% federal share of fiscal year 1980. Six appendixes provide detailed tables of federal support funds. (Contains nine tables and three figures.) (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 55
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-97-383
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Public Schools
KW  - Public Agencies
KW  - Federal Aid
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Budgets
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534458?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 1993-94. Survey Report.
AN  - 62534364; ED412286
AB  - This report describes the organization, students, staff, and financial resources of public elementary and secondary education in the United States during the 1993-94 school year. The purpose is to provide an overview of these institutions in a convenient format for general use. The information is drawn from the Common Core of Data (CCD) survey system, which collects data supplied by the education agencies of the 50 states, the District of Columbia, and 5 outlying areas. The CCD School Universe includes more than 85,000 public schools. Data indicate that schools and school districts are growing fewer and larger. There were 943 fewer regular school districts in 1993 than there had been in 1984, but the average size of the remaining districts had increased by about one-fifth. The same trend was evident for schools. In 1993-94 the median-sized school enrolled 461 students. About one in nine schools was in a large city, and about one in three students was a member of a minority racial group. Additional statistics reveal that across all local education agencies in 1993-94, about two-thirds of the personnel were instructional staff and another one-fourth provided services directly to students. Data are grouped in the following categories: (1) an introduction that describes the data; (2) public schools and agencies in the United States; (3) public school students and outcomes; (4) public school staff; and (5) school district revenues and expenditures. Appendixes contain supplementary tables and a glossary. (Contains 32 tables, 6 supplementary tables, and 12 figures.) (SLD)
AU  - Hoffman, Lee M.
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 98
KW  - Common Core of Data Program
KW  - Public Elementary and Secondary School Universe
KW  - ERIC, Resources in Education (RIE)
KW  - State Boards of Education
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - National Surveys
KW  - School Statistics
KW  - Outcomes of Education
KW  - Public Schools
KW  - Minority Groups
KW  - Teacher Student Ratio
KW  - School Size
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534364?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  - Student Outcomes Information for Policy-Making. Final Report of the National Postsecondary Education Cooperative Working Group on Student Outcomes from a Policy Perspective.
AN  - 62526728; ED411605
AB  - The National Postsecondary Education Cooperative (NPEC), with the support of the U.S. Department of Education's National Center for Education Statistics, was formed to develop ways to improve the utility of information for policy making at all levels and in all sectors of the postsecondary education enterprise. This report provides a model for examining, from a policy perspective, postsecondary education data priorities in the student outcomes area. The report first identifies a range of policy issues currently facing American higher education. NPEC's "Student Outcomes from a Policy Perspective" Working Group developed the list. A taxonomy of student educational outcomes is then presented, and a procedure for linking the outcomes and policy taxonomies is presented as a first step in identifying those outcomes with the greatest potential for informing policy making in postsecondary education. A set of criteria for selecting specific outcomes within each outcomes domain is then introduced, as is a process for applying those criteria. The report closes with a series of recommendations for future steps toward the development of useful outcomes information. Four tables and one figure are included. Appendices contains elaborations of the proposed taxonomies of policy issues and student outcomes, an elaboration of the criteria for evaluating an outcome's policy relevance, and issues for future consideration. (Contains 34 references.) (LMI)
AU  - Terenzini, Patrick
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 45
VL  - NCES-97-991
KW  - National Postsecondary Education Cooperative
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Educational Objectives
KW  - Higher Education
KW  - Accountability
KW  - Classification
KW  - Evaluation Criteria
KW  - Policy Formation
KW  - Standards
KW  - Policy Analysis
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62526728?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 1996 Science State Report for Maryland. Findings from the National Assessment of Educational Progress.
AN  - 62526445; ED413214
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Maryland, 2,092 students in 89 public schools were assessed. This report describes the science proficiency of Maryland eighth-graders, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, Maryland students had an average proficiency of 145 compared to 148 throughout the United States. The average science scale score of males did not differ significantly from that of females in either Maryland or the nation. At the eighth grade, White students in Maryland had an average science scale score that was higher than those of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (DDR/NB)
AU  - O'Sullivan, Christine Y.
AU  - Jerry, Laura
AU  - Ballator, Nada
AU  - Herr, Fiona
Y1  - 1997/09//
PY  - 1997
DA  - September 1997
SP  - 132
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES
KW  - Maryland
KW  - National Assessment of Educational Progress
KW  - State Science Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Problem Solving
KW  - Grade 8
KW  - Educational Change
KW  - Sex Differences
KW  - Student Evaluation
KW  - Tables (Data)
KW  - Hands on Science
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62526445?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 405 221. For other indi
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Good Study Habits and Academic Performance: Findings from the NAEP 1994 U.S. History and Geography Assessments.
AN  - 62616607; ED410181
AB  - This document analyzes responses to questions included in a national assessment of knowledge of U.S. history and geography in an attempt to determine the relationship between study habits and academic performance. The National Assessment of Educational Progress (NAEP) 1994 asked 4th-, 8th-, and 12th-grade students specific questions regarding their knowledge of U.S. history and geography. The national survey also asked three questions concerning the students general study habits: (1) how much time they spent on homework; (2) how frequently they discussed their studies at home; and (3) how many pages they read each day at school. This issue of NAEP Facts examines answers given to those questions by students whose performance on the assessments fell near the 25th, 50th, and 90th percentiles of the NAEP scale. The questions referred to student habits in general and were not limited to U.S. history or geography. In general, the data obtained from the assessment showed a positive trend linking high performance on the assessment and good study habits. That is, students near the 90th percentile were more likely to report good study habits than those near the 50th percentile, and those near the 50th percentile were more likely to report good study habits than those near the 25th percentile. The data remained consistent for all categories except for 4th graders. More of the higher achieving 4th graders claimed to spend less time on homework than the lower achieving group. Reasons for this dichotomy are discussed. The document includes tabular representations of statistical data. (MJP)
Y1  - 1997/08//
PY  - 1997
DA  - August 1997
SP  - 6
VL  - 2
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Parents
KW  - Practitioners
KW  - Teachers
KW  - Grade 12
KW  - Home Study
KW  - Reading Habits
KW  - Social Studies
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Metacognition
KW  - Study
KW  - Grade 8
KW  - Grade 4
KW  - Homework
KW  - Performance
KW  - Educational Assessment
KW  - Student Behavior
KW  - Geography
KW  - United States History
KW  - Time Management
KW  - Time on Task
KW  - Study Habits
KW  - Learning Strategies
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62616607?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 Pocket Condition of Education, 1997.
AN  - 62538673; ED411603
AB  - Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. The U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report, "The Condition of Education," on the status and progress of education in the United States. The report includes data and analysis on a variety of issues. The indicators in the 1997 edition are presented in six sections: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) organization and management of educational institutions; (5) climate and diversity of educational institutions; and (6) financial and human resources of educational institutions. This brochure contains 30 charts, a small sample of the 60 indicators contained in "The Condition of Education, 1997." (LMI)
AU  - Smith, Thomas M.
Y1  - 1997/08//
PY  - 1997
DA  - August 1997
SP  - 37
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (s/n 065-000-00997-8, $25; foreign, $31.25; single copy, free, at 800-424-1616).
KW  - ERIC, Resources in Education (RIE)
KW  - Access to Education
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Dropout Rate
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Diversity (Student)
KW  - Tuition
KW  - Teacher Salaries
KW  - Computer Uses in Education
KW  - Faculty Workload
KW  - Outcomes of Education
KW  - Library Facilities
KW  - Educational Environment
KW  - Enrollment Trends
KW  - Drug Use
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For full 1997 report, see ED 404 766.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - 1996 National Household Education Survey (NHES:96) Questionnaires: Screener/Household and Library, Parent and Family Involvement in Education and Civic Involvement, Youth Civic Involvement, and Adult Civic Involvement. Working Paper Series.
AN  - 62534542; ED417194
AB  - The National Household Education Survey for 1996 (NHES:96), a telephone survey of households taking place from January through April 1996, is designed to cover several components: (1) Household and Library (HH&L) (55,838 completed interviews); (2) Parent and Family Involvement in Education and Civic Involvement (PFI/CI) (20,792 completed interviews); (3) Youth Civic Involvement (YCI) (8,044 completed interviews); and (4) Adult Civic Involvement (ACI) (2,250 completed interviews). In the PFI/CI component, one parent was asked about the education and care of one child in grades 3 through 5 (regardless of how many children in the family) and one in grades 6 through 12, so that two children per family could be sampled if they were older and younger. For the YCI component, one child was sampled in each household with students in grades 6 through 12. The ACI component included adults aged 18 and older who were not in elementary or secondary school or the Armed Forces. The PFI/CI component focuses on children's schools and family involvement, while the Youth and Adult Civic Involvement components address civic attitudes, participation, and knowledge. This paper contains the interviewer questionnaire texts for the Screener/HH&L, the PFI/CI, YCI, and ACI interviews. (SLD)
Y1  - 1997/08//
PY  - 1997
DA  - August 1997
SP  - 89
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-25
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Elementary Secondary Education
KW  - Library Services
KW  - Adults
KW  - Children
KW  - Citizen Participation
KW  - Telephone Surveys
KW  - Parent Participation
KW  - Sampling
KW  - Interviews
KW  - Parents
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62534542?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  - School Choice. Indicator of the Month.
AN  - 62525427; ED411570
AB  - Since the late 1980s, school choice has become a popular education reform strategy. Parents who select which school their child attends do so for a variety of reasons, including academic, religious, or moral environment, and convenience. Differences in the proportion of students who attend an assigned school and those who attend a school selected by their parents may reflect greater parental involvement and may increase competition among schools to attract and retain students. This brief analyzes data from the 1993 National Household Education Survey (NHES), National Center for Education Statistics, United States Department of Education. Statistics show that in 1993, 20 percent of students in grades 3-12 attended a school chosen by their parents. Eleven percent attended a public school, and 9 percent attended a private school. Black students were more likely than white students to attend a school chosen by their parents (23 compared to 19 percent). Students from families with incomes over $50,000 were more likely than students from families with incomes less than $15,000 to attend a chosen school. Finally, parents whose children were enrolled in a private school, or a chosen school, were more likely to be satisfied with certain aspects of the school than were parents whose children attended other types of schools, or an assigned public school. One table and one figure are included. (LMI)
Y1  - 1997/08//
PY  - 1997
DA  - August 1997
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Rural Schools
KW  - Parent Influence
KW  - Blacks
KW  - Socioeconomic Background
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Educational Attainment
KW  - Whites
KW  - Ethnic Distribution
KW  - Public Schools
KW  - Hispanic Americans
KW  - Racial Distribution
KW  - Enrollment
KW  - School Choice
KW  - Family Income
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62525427?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, 1996."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Enrollment in Higher Education: Fall 1995. E.D. Tabs.
AN  - 62636659; ED409819
AB  - This document presents enrollment data for 8,675 U.S. postsecondary institutions in the 50 states and the District of Columbia from the Integrated Postsecondary Education Data System. Data covers fall 1995 enrollments and historical comparisons with previous years on selected variables. A summary section highlights characteristics of enrolled students, types of institutions attended, attendance status, changes in enrollment from 1991-95, and enrollment by state. Among the highlights are: (1) in fall 1995 there were 15.1 million students enrolled in postsecondary institutions; (2) women comprised 55.5 percent of students in institions of higher education but only 41.6 percent of students enrolled in first professional schools; (3) about 78 percent of students attended public institutions; (4) 58.4 percent of udnergraduate students attended school full time; (5) since 1992, total college enrollment has decreased every year, resulting in a 1.5 percent decrease overall; and (6) enrollment since 1991 has decreased in 23 states and the District of Columbia and increased in 25 states. Twenty-five tables and five figures provide supporting data. Four extensive appendixes present tabulated data on enrollment by race and ethnicity; national enrollment trends for fall 1991-95; enrollments by age; and enrollments by state. Technical notes on data sources and methodology are included in a fifth appendix. (CH)
AU  - Barbett, Samuel F.
AU  - Korb, Roslyn A.
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 184
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160491312
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - In State Students
KW  - Graduate Study
KW  - Undergraduate Study
KW  - Educational Finance
KW  - College Attendance
KW  - Higher Education
KW  - Tuition
KW  - Attendance Patterns
KW  - Minority Groups
KW  - Colleges
KW  - Enrollment Trends
KW  - Professional Education
KW  - Statistical Data
KW  - Out of State Students
KW  - Universities
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62636659?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 1995-96. Statistics in Brief.
AN  - 62632578; ED409619
AB  - How many students were enrolled in public elementary and secondary schools in 1995-96? How many staff members were paid to teach, supervise, and provide support services for education? How many students graduated from high school? The information to answer these and other questions is provided in this National Center for Education Statistics (NCES) report, the State Nonfiscal Survey of Public Elementary and Secondary Education. The survey is an annual state-level collection of student, staff, and high school graduate counts for grades prekindergarten through 12. The data are collected from state education agencies, processed and edited by the U.S. Bureau of the Census, and then verified by NCES. The data show that about 2.6 million teachers provided instruction in public elementary and secondary schools during the 1995-96 school year; that there were 44.8 million students enrolled; and that 2,274,000 students received regular high school diplomas. The report also contains definitions, one figure, and three tables. (LMI)
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 12
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Employment
KW  - High School Graduates
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Teacher Distribution
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62632578?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  - Developments in School Finance, 1996. Fiscal Proceedings from the Annual NCES State Data Conference, July 1996.
AN  - 62632546; ED409634
AB  - Analysts of public school-district funding have recently begun to examine the allocation of resources to schools, the equity and effectiveness of school-based funding, and the productivity of the national public education system. Each of these factors may influence the educational resources that a child receives. This document contains papers by presenters at the annual National Center for Education Statistics (NCES) State Data Conference, which dealt with the perplexing persistence of financial inequity. The papers include the following: (1) "Introduction and Overview" (William J. Fowler, Jr.); (2) "Expenditures in Public School Districts: Estimates of Disparities and Analysis of Their Causes" (Wayne Riddle and Liane White); (3) "Teacher Resource Use Within New York State Secondary Schools" (David H. Monk, Brian O. Brent, and Christopher F. Roelke); (4) "Race, Poverty, and the Student Curriculum, 1975-95: Implications for Public Policy" (Nicola A. Alexander); (5) "Court-Ordered School Finance Equalization: Judicial Activism and Democratic Opposition" (Douglas S. Reed); (6) "Principles and Practices in Resource Allocation to Schools under Conditions of Radical Decentralization" (Brian J. Caldwell); (7) "Building Equity and Effectiveness into School-Based Funding Models: An Australian Case Study" (Peter W. Hill); (8) "Alternative Options for Deflating Education Expenditures Over Time" (Richard Rothstein and Lawrence Mishel); (9) "The Productivity Collapse in Schools" (Eric A. Hanushek); and (10) "Evaluating the Effect of Teacher Degree Level on Educational Performance" (Dan D. Goldhaber and Dominic J. Brewer). References accompany the papers. (LMI)
AU  - Fowler, William J.
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 194
PB  - U.S. Government Printing Office, Superintendent of Documents, Mailstop: SSOP, Washington, DC 20402-9328.
SN  - 0160491363
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Educational Equity (Finance)
KW  - Finance Reform
KW  - Expenditure per Student
KW  - Educational Finance
KW  - School District Spending
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Equal Education
KW  - Productivity
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62632546?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1995 proceedings, see ED 397 527.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Household Education Survey Data Files and Electronic Codebook. 1991, 1993, 1995, and 1996 [CD-ROM].
AN  - 62627334; ED410315
AB  - The National Household Education Survey (NHES) is an ongoing project of the National Center for Education Statistics. The NHES uses random digit dial sampling and computer-assisted telephone interviewing to conduct studies on important educational issues. The information sought through the NHES is the sort that is best answered by household members rather than representatives of educational institutions. This disk (CD-ROM) contains a number of NHES components. For 1991, data files for the Adult Education survey provide information about a broad range of adult education activities by people 16 years of age and older. Data files for the Early Childhood Education component of the NHES also conducted in 1991 provide information on child care, early childhood education programs, early school experiences, and home activities of children aged 3 to 8. Data files for 1993 include the School Readiness Survey, a survey of the characteristics and experiences of children aged 3 years through second grade, and the School Safety and Discipline Survey, a review of school environment, discipline, and safety. The Parent file represents grades 3 through 12, and the Youth file represents grades 6 through 12. The Adult Education survey was repeated in 1995 with modifications based on experience and new research issues. The 1995 data files of the Early Childhood Program Participation survey are also presented for children from birth through grade 3. In 1996, the following surveys were conducted: (1) Household and Library; (2) Parent and Family Involvement in Education and Civic Involvement; (3) Youth Civic Involvement; and (4) Adult Civic Involvement. These components present information on family involvement in the education of children in the elementary and secondary grades and the civic involvement of parents, adults, and youth in grades 6 through 12. The electronic codebook for the data files is included on the disc, and installation directions are included. TYPE OF SURVEY: National Survey; Sample Survey. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 1991. YEAR OF LATEST DATA: 1996. (SLD)
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
EP  - 0
PB  - National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education;
KW  - Data Files
KW  - Machine Readable Data
KW  - National Center for Education Statistics
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary School Students
KW  - Young Children
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Secondary School Students
KW  - School Safety
KW  - National Surveys
KW  - Adults
KW  - Optical Data Disks
KW  - Discipline
KW  - Citizen Participation
KW  - Telephone Surveys
KW  - Parent Participation
KW  - Sampling
KW  - Parents
KW  - School Readiness
KW  - Educational Research
KW  - Adult Education
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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=National+Household+Education+Survey+Data+Files+and+Electronic+Codebook.+1991%2C+1993%2C+1995%2C+and+1996+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1997-07-01&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  - Public Elementary and Secondary Education Statistics: School Year 1996-97. Early Estimates.
AN  - 62624071; ED410307
AB  - The estimates in this publication are key statistics reported before the close of the 1996-97 school year. They include the number of students in membership, teachers, and high school graduates for public elementary and secondary schools, and total revenues and expenditures for the operation of public elementary and secondary schools. The public school estimates consist of three kinds of data: preliminary actual counts for individual states; estimates derived by the states for the National Center for Education Statistics (NCES); and estimated values developed by the NCES using a combination of state-specific and national data. These data show that there were approximately 45.2 million students in the nation's public elementary and secondary schools in fall 1996, compared with 44.7 million in fall 1995. These students were taught by an estimated 2.6 million teachers in this school year. Student enrollment and teacher count data yield student-to-teacher ratios of 17.2 for public schools for the 1996-97 school year. An estimated 2.3 million students graduated from public high schools in the 1995-96 school year, and an additional 2.4 million were expected to graduate in the 1996-97 school year. Revenues for public elementary and secondary education in fiscal year 1996 were estimated to be $285.5 billion, and they were expected to rise to approximately $229.1 billion in fiscal year 1997. The per-pupil expenditure for public education was anticipated to be $6,060 per student in membership for the 1996-97 school year. (Contains seven tables.) (Author/SLD)
AU  - McDowell, Lena M.
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 20
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - School Statistics
KW  - Income
KW  - Expenditures
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - Teachers
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  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Teachers' Participation in Professional Development. Indicator of the Month.
AN  - 62617369; ED410205
AB  - This indicator of the month summarizes data from the National Center for Education Statistics School and Staffing Survey, 1993-94 (Teacher Questionnaire) regarding teacher participation in professional development (including seminars offered by schools or school districts and courses affiliated with institutions of higher education). Some findings are: (1) over 50 percent of public school teachers participated in professional development; (2) full-time public school teachers were more likely to participate in activities of all types of professional development topics than were full-time private school teachers, and elementary school teachers more than secondary teachers; (3) 48 percent of public school teachers received released time from teaching, and 41 percent received scheduled time for professional development; (4) public school teachers were more likely to receive professional growth credits and released or scheduled time from teaching than were their private school counterparts; however, private school teachers were more likely to receive tuition and/or fees; and (5) public elementary and secondary school teachers in their first three years of teaching were more likely to have participated in a formal teacher induction program than were teachers with four or more years of experience. A table and two figures are included. (ND)
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Personnel Policy
KW  - Teacher Improvement
KW  - Elementary Secondary Education
KW  - Public School Teachers
KW  - National Surveys
KW  - Beginning Teachers
KW  - Released Time
KW  - Public Schools
KW  - Teaching Experience
KW  - Inservice Teacher Education
KW  - Teaching Conditions
KW  - Private Schools
KW  - Faculty Development
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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, 1996";
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Further Cognitive Research on the Schools and Staffing Survey (SASS) Teacher Listing Form. Working Paper Series.
AN  - 62549652; ED416253
AB  - This report deals with cognitive research conducted on the Teacher Listing Form (TLF) of the Schools and Staffing Survey (SASS) of the National Center for Education Statistics. The SASS is a set of 10 self-administered questionnaires designed to provide information on all aspects of the school system. The TLF is the first of the 10 surveys, and is used to select teachers from schools to participate in the teacher questionnaire. In order for the TLF to obtain accurate information it is important that respondents follow lengthy instructions about the teachers who should be included or excluded from the survey. Twenty cognitive interviews were conducted in three waves. After the first and second waves, revisions to the form were made, and it was retested. In spite of the addition of color and design changes, respondents continued to have difficulty with the form after wave-one revision. The second round of revision resulted in improved instructions, fewer examples, and better navigational characteristics for the form. Some remaining wording issues and discussed, and moving to a larger page size is recommended. Twelve appendixes provide original and revised versions of the survey and instructions. (Contains two references.) (SLD)
AU  - Zukerberg, Andrew
AU  - Lee, Meredith
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 78
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-23
KW  - Instructions
KW  - Schools and Staffing Survey (NCES)
KW  - Self Report Measures
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Cognitive Processes
KW  - Elementary Secondary Education
KW  - Teachers
KW  - National Surveys
KW  - Interviews
KW  - Research Design
KW  - Educational Research
KW  - Selection
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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  - Indian Community Participation in the Impact Aid Program. Special Impact Aid Provisions for Local Education Agencies That Claim Children Residing on Indian Lands (Title VIII, Elementary and Secondary Education Act of 1965, as Amended).
AN  - 62542825; ED415035
AB  - The Impact Aid program provides federal assistance to local school districts that have lost revenue due to tax-exempt federal property, or have experienced increased expenditures due to enrollment of federally connected children, including children living on Indian lands. This pamphlet explains the rights and responsibilities of schools, tribes, and parents in developing and implementing policies and procedures to insure that Indian children participate equally in school programs supported by Impact Aid funds. The responsibilities of local educational agencies (LEAs) to Indian communities are discussed, focusing on the development and implementation of Indian policies and procedures (IPPs) designed to improve communication and cooperation between the LEA and the Indian community. Two changes in the reauthorized Impact Aid Program (Title VIII, Elementary and Secondary Education Act of 1965, as amended) are highlighted and explained: (1) maintenance of IPP records at the local level, and (2) waivers of the IPP requirement. Tribal and parental responsibilities are also listed. Minimum standards for LEA IPPs are noted, with examples. Complaint and hearing procedures are briefly discussed. An appendix lists the definition of Indian lands relative to Impact Aid legislation. (SAS)
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 17
KW  - Elementary Secondary Education Act Title VIII
KW  - Federal School District Relationship
KW  - Impact Aid
KW  - ERIC, Resources in Education (RIE)
KW  - American Indian Reservations
KW  - School Community Relationship
KW  - Federal Aid
KW  - Educational Legislation
KW  - School Districts
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Community Involvement
KW  - Tribes
KW  - Federal Programs
KW  - Parent Participation
KW  - American Indian Education
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Photographs will not reproduce adequately.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Guidance on the Supreme Court's Decision in "Agostini v. Felton" and Title I (Part A) of the Elementary and Secondary Education Act.
AN  - 62540539; ED417492
AB  - In 1997, the U.S. Supreme Court issued its decision in Agostini v. Felton holding that Title I instructional services may be provided in religiously affiliated private schools without violating the Establishment Clause of the First Amendment. The U.S. Department of Education's interpretation and intended enforcement of this ruling are offered here. Using a question-and-answer format, the paper opens with an overview of the Court's decision. Then it provides an outline of the circumstances surrounding the case and the determination that providing Title I services in private schools is constitutional as long as certain safeguards, such as public employees alone serving as Title I instructors and counselors, are in place. The effective date of the decision is provided and how the Court's ruling will affect the location and types of services are likewise discussed. A description of the contacts and activities in private schools, such as whether it is permissible for Title I teachers to use private school facilities other than the Title I classroom, are detailed, followed by an overview of the use and disposal of mobile vans and how capital expense funds will be affected. (RJM)
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 10
KW  - Agostini v Felton
KW  - Department of Education
KW  - Elementary Secondary Education Act Title I
KW  - Supreme Court
KW  - ERIC, Resources in Education (RIE)
KW  - School Responsibility
KW  - State Church Separation
KW  - School Policy
KW  - Elementary Secondary Education
KW  - Compliance (Legal)
KW  - Court Litigation
KW  - Private Schools
KW  - Legal 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  - The Inclusion of Students with Disabilities and Limited English Proficient Students in Large-Scale Assessments: A Summary of Recent Progress. Research and Development Report.
AN  - 62535814; ED410698
AB  - This report presents a compendium of approaches to the inclusion of students with disabilities or of Limited English Proficiency (LEP) in large-scale assessments such as the National Assessment of Educational Progress (NAEP) or state assessment programs. Chapter 1 presents an overview and lists organizations involved in this effort. Chapters 2 and 3 summarize inclusion activities and research projects related to increasing the participation of students with disabilities or LEP, respectively, in assessments. Information on the different types of accommodations used around the nation is included. Chapter 4 presents details of the approaches and procedures implemented by NAEP in recent years, focusing on the implementation of an NAEP-like assessment in Puerto Rico in 1994, the national field test in 1995 of revised procedures, and the implementation of new inclusion and accommodation procedures in the 1996 NAEP. In Chapter 5, a listing of the status of ongoing research projects studying varying aspects of the use of new procedures for NAEP is included, with a discussion of yet-to-be-resolved technical issues and future directions for NAEP and large-scale assessments in general. Appendices list acronyms, define key terms, and identify further resources. (Contains 112 references.) (DB)
AU  - Olson, John F.
AU  - Goldstein, Arnold A.
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 118
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-97-482
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Testing Problems
KW  - Inclusive Schools
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Research and Development
KW  - Evaluation Methods
KW  - Disabilities
KW  - Student Evaluation
KW  - Limited English Speaking
KW  - Educational Assessment
KW  - Trend Analysis
KW  - Testing Accommodations
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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  - Reading Assessment in the Nation's Fourth- and Eighth-Grade Classrooms.
AN  - 62526959; ED410538
AB  - According to results of the 1994 National Assessment of Educational Progress (NAEP), teachers of fourth- and eighth-grade students were using a variety of assessment methods to measure their students' progress in reading. At both grades, teachers' reports indicated that in comparison with multiple-choice questions, written paragraphs were used more frequently to assess reading. Among the major findings, a significant relationship between having students provide written responses to reading and higher reading scores was observed, however the relationship was somewhat stronger at grade 4. (Contains 16 references, 2 notes, and 2 tables of data.) (RS)
AU  - Campbell, Jay
Y1  - 1997/07//
PY  - 1997
DA  - July 1997
SP  - 7
VL  - 2
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Evaluation Methods
KW  - Grade 8
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Reading Instruction
KW  - Grade 4
KW  - Junior High Schools
KW  - Student Evaluation
KW  - Reading Writing Relationship
KW  - Reading Research
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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 2007.
AN  - 62621083; ED408367
AB  - "Projections of Education Statistics to 2007" is the 26th report in a series begun in 1964 that revises projections annually to show 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. In addition, this report contains projections of public school elementary and secondary enrollment and high school graduates to the year 2007 at the state level. These projections are not intended to supplant detailed projections prepared in the individual states. Projections in this report reflect revisions influenced by the 1990 Census and its 1995 estimates. 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 set, the middle alternative, is considered to be the most likely projection, but the high and low alternatives present a reasonable range of outcomes. Total public and private elementary and secondary school enrollment is projected to increase to 54.3 million by the year 2007, an increase of 7% from 1995. Higher education enrollment is projected to increase from an estimated 13.9 million in 1995 to 16.1 million in 2007. Accompanying these increases will be increases in the numbers of high school and college graduates and classroom teachers. 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 12 supplementary tables.) (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 208
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490987
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  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62621083?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, 1997.
AN  - 62611447; ED404766
AB  - The 1997 "Condition of Education" is an indicator report, analyzing key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The report first presents four "Issues in Focus": (1) "The Social Context of Education"; (2) "Women in Mathematics and Science"; (3) "Public and Private Schools: How Do They Differ?; and (4) "Postsecondary Persistence and Attainment." Following the discussion of issues are 60 indicators of the current status of education, 18 of which are new. The indicators are divided into six areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) organization and management of educational institutions; (5) climate and diversity of educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Information on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. Appendices comprise over half of the publication and contain supplemental tables and notes, a list of data sources, a glossary, an index, and a list of selected publications of the National Center for Education Statistics. (LMI)
AU  - Smith, Thomas M.
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 418
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490731
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - School Demography
KW  - Access to Education
KW  - Educational Indicators
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Enrollment
KW  - Educational Resources
KW  - Government Publications
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62611447?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1996 report, see ED 394 217.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Student Reports of Availability, Peer Approval and Use of Alcohol, Marijuana, and Other Drugs at School: 1993. Statistics in Brief.
AN  - 62605480; ED408556
AB  - Recent research on middle and senior high school students showed a reversal of previous decline in smoking marijuana and using drugs other than marijuana, a decline in students' personal disapproval of marijuana, and a high prevalence of alcohol use. Student reports of peer approval, availability, and use at school of alcohol, marijuana, and other drugs are examined in connection with school and student characteristics in this report. Data are from the 1993 National Household Education Survey conducted by Westat for the National Center for Education Statistics (NCES). Data were collected by phone interviews using a national sample of students (n=6,504) in grades 6 through 12. Results varied by type of substance; students were more likely to report peer approval of alcohol than of marijuana or of other drugs. Peer approval also changed, with students more likely to report peer approval of alcohol, marijuana, and other drugs as students advanced through school. Almost one-third of students reported easy availability of alcohol and marijuana at school, and about one-third reported seeing students at school under the influence of alcohol. The availability and use of drugs other than alcohol and marijuana were less common. Approximately 80 percent of the students reported that they participated in some type of alcohol/drug education in the current school year but access to drugs and alcohol was nearly the same with this group as with students who reported no alcohol/drug education programs. (RJM)
AU  - Nolin, Mary Jo
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 13
VL  - NCES-97-279
KW  - Drug and Alcohol Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Drinking
KW  - Elementary School Students
KW  - Middle School Students
KW  - Secondary School Students
KW  - National Surveys
KW  - Marijuana
KW  - Children
KW  - Peer Acceptance
KW  - Illegal Drug Use
KW  - Middle Schools
KW  - Secondary Education
KW  - Alcohol Abuse
KW  - Student Attitudes
KW  - Drug Education
KW  - Student Problems
KW  - Student Behavior
KW  - Adolescents
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - NCES-97-279
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Starting Salaries of College Graduates. Indicator of the Month.
AN  - 62601838; ED409786
AB  - This brief summary report provides data on differences in starting salaries of college graduates and the related changing demands of the labor market. The report notes that: (1) between 1977 and 1993 computer sciences and engineering graduates had much higher starting salaries than graduates in all other fields of study; (2) while starting salaries for humanities and education graduates have varied over time, generally they were considerably lower than starting salaries for all graduates; (3) among 1993 graduates females were more likely than males to major in education, and males were more likely than females to major in computer sciences and engineering; (4) the most common field of study for both males and females was business; and (5) median starting salaries for 1993 male graduates were higher than those for females. Two tables provide data for percentage difference between median starting salaries for all graduates versus graduates in particular fields of study for the years 1977-93, and annual median starting salaries of 1993 graduates by sex and major field of study; starting salaries of college graduates by field of discipline are graphed. (CH)
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 4
KW  - Starting Salaries
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Employment Opportunities
KW  - Salary Wage Differentials
KW  - Majors (Students)
KW  - Labor Market
KW  - Higher Education
KW  - Graduates
KW  - College Outcomes Assessment
KW  - Student Educational Objectives
KW  - Graduate Surveys
KW  - Labor Needs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62601838?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, 1996."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1994-95. Statistics in Brief.
AN  - 62599546; ED409608
AB  - Over $273 billion of revenues were raised by local, state, and federal governments to fund public education for students in prekindergarten through the 12th grade in school year 1994-95. Current expenditures (those excluding construction, equipment, and debt financing) came to $244 billion. Three out of every five dollars were spent on teachers, textbooks, and other instructional services and supplies. An average of $5,528 was spent on each student--an increase of .5 percent from 5 years ago (after adjusting for inflation). These and other financial data on public elementary and secondary education are collected and reported each year by the National Center for Education Statistics, U.S. Department of Education. The data are part of the National Public Education Financial Survey, one of the components of the Common Core Data collection of surveys. This brief provides data on revenues and expenditures for public elementary-secondary education and expenditures per student by state. A glossary, four tables, and two figures are included. (LMI)
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 12
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - State Government
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Public Education
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - Local Government
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62599546?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, 1997. Supplemental and Standard Error Tables.
AN  - 62522064; ED410681
AB  - The National Center for Education Statistics (NCES) gathers and publishes information on the status and progress of education in the United States. The "Condition of Education" is an annual, Congressionally mandated report produced by the NCES. It is an indicator report, presenting key data analyses that measure the health of education, monitor important developments in the education system, and show trends in major aspects of education. This document includes all the supplemental tables, notes, and standard error tables prepared for "The Condition of Education 1997." The tables provide additional information to complement the data presented in "The Condition." For example, Indicator 2 in the main volume compares early signs of school problems across racial/ethnic groups and according to parents' highest educational level. Additional tables provided in this supplemental volume compare early signs of school problems by students' age, urbanicity, and household income. Standard errors for all the survey estimates presented in this volume have been calculated and are also included. A total of 226 tables and 21 notes are included. (LMI)
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 492
KW  - ERIC, Resources in Education (RIE)
KW  - College Bound Students
KW  - Expenditure per Student
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - Tuition
KW  - Income
KW  - Reading Achievement
KW  - Disabilities
KW  - Enrollment
KW  - Statistical Data
KW  - Science Achievement
KW  - Employment Patterns
KW  - Limited English Speaking
KW  - Data Analysis
KW  - Teaching Methods
KW  - Mathematics Achievement
KW  - Dropout Rate
KW  - Computer Uses in Education
KW  - Faculty Workload
KW  - Writing Achievement
KW  - Homework
KW  - Population Distribution
KW  - Tables (Data)
KW  - Faculty Development
KW  - Drug Use
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1997 "Condition of Education" report, see
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Statistics for Policymakers or Everything You Wanted To Know about Statistics but Thought You Could Never Understand. Working Paper Series.
AN  - 62515243; ED416251
AB  - This working paper contains the overheads used in a seminar designed to introduce some basic concepts of statistics to nonstatisticians. The seminar has been presented on several occasions. The first part of the seminar, and the first set of overheads, deals with the essentials of statistics, including: (1) population, sample, and inference; (2) standard errors and confidence intervals; (3) statistical significance; (4) correlation and linear regression; and (5) graphics. The second part of the seminar, and the second group of overheads, concerns basic principles of research design and analysis, including operationalizing terms, types of bias, confounding, and aspects of validity and reliability. (Contains 91 overheads.) (SLD)
AU  - Ahmed, Susan
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 114
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - ERIC, Resources in Education (RIE)
KW  - Statistical Inference
KW  - Statistics
KW  - Mathematical Models
KW  - Policy Formation
KW  - Educational Policy
KW  - Statistical Analysis
KW  - Statistical Significance
KW  - Correlation
KW  - Educational Research
KW  - Regression (Statistics)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62515243?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 Library Data, FY 1994. On Disk. [Diskette.]
AN  - 62497328; ED412973
AB  - Five files were generated from the Public Libraries Survey for fiscal year 1993-94: (1) the Public Library Data File, including data for the universe of 8,921 public libraries identified by state library agencies; (2) the Public Library State Summary/State Characteristics File, including data aggregated at the state-level for the 50 states and the District of Columbia and state characteristics data; (3) the Public Library Outlet File, including the universe of 16,769 public library outlets (central/main, branches, bookmobiles, and books-by-mail only; (4) the Administrative Entities Only/State Library File, including data on 133 "administrative entities only" and state libraries; and (5) the State Library Outlet File, including data on 13 state library outlets. (AA)
AU  - Kindel, Carol
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
EP  - 0
PB  - New Orders, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (stock number: 065-000-01043-7, $17); Internet at gopher.ed.gov:10000; World Wide Web: http://www.ed.gov/NCES/
KW  - Public Libraries Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Floppy Disks
KW  - State Libraries
KW  - Library Surveys
KW  - Statistical Data
KW  - Public Libraries
KW  - National Surveys
KW  - Library Services
KW  - Tables (Data)
KW  - Statistical Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62497328?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=Public+Library+Data%2C+FY+1994.+On+Disk.+%5BDiskette.%5D&rft.au=Kindel%2C+Carol&rft.aulast=Kindel&rft.aufirst=Carol&rft.date=1997-06-01&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  - Improving the Mail Return Rates of SASS Surveys: A Review of the Literature. Working Paper Series.
AN  - 62495984; ED416248
AB  - This paper presents results of a review of mail survey response literature and provides recommendations for the application of some response-enhancing techniques to the Schools and Staffing Survey (SASS) of the National Center for Education Statistics. The SASS is an integrated set of surveys sponsored by the NCES and conducted by the Bureau of the Census to provide data on teachers, students, administrators, librarians, and libraries in public and private schools. The SASS uses mail questionnaires as its primary method of data collection, but in the most recent survey, only between 25% and 75% of surveys have been returned. It would not have been wise to produce SASS estimates based on the responses from mail surveys alone. After telephone interviews and a few face-to-face interviews, the response rate rose to between 80% and 100%, but obviously costs would be much reduced with better mail responses. A review of the literature indicates that response rate enhancement techniques have been grouped into the following general categories: (1) motivating a response; (2) content and appearance of correspondence; (3) postage supplied; and (4) attitudinal and behavioral modifications (not discussed in this report). Research indicates that multiple contacts are the most effective way to increase response rates, and that the SASS already includes most multiple contact techniques, with the exception of the use of special postage. Use of a fifth mail contact with two-day priority delivery is recommended. Another successful technique has been the inclusion of monetary incentives, a technique that does not seem appropriate for the SASS. The use of nonmonetary incentives, such as thank-you cards, is recommended. Making the questionnaires briefer and easier to complete is among additional recommendations. (Contains 7 tables and 24 references.) (SLD)
AU  - Cole, Cornette
AU  - Palmer, Randall
AU  - Schwanz, Dennis
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 42
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Costs
KW  - Questionnaires
KW  - Research Methodology
KW  - Response Rates (Questionnaires)
KW  - Elementary Secondary Education
KW  - Mail Surveys
KW  - Data Collection
KW  - Incentives
KW  - Literature Reviews
KW  - Tables (Data)
KW  - Research Design
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62495984?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 1996 Mathematics State Report for Iowa. Findings from the National Assessment of Educational Progress.
AN  - 62458563; ED425952
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Iowa, 2,359 students in 95 public schools and 284 students in 15 nonpublic schools were assessed at the fourth-grade level and 2,169 students in 93 public schools and 282 students in 15 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Iowa fourth- and eighth-grade students, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grades 4 and 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Iowa was 229 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Iowa was 284 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Iowa or the nation. At the fourth and eighth grades, White students in Iowa had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 216
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - Iowa
KW  - National Assessment of Educational Progress
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62458563?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for South Carolina. Findings from the National Assessment of Educational Progress.
AN  - 62458404; ED425974
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In South Carolina, 2,364 students in 92 public schools were assessed at the fourth-grade level and 2,143 students in 91 public schools and 164 students in 10 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of South Carolina fourth- and eighth-grade students, compares their overall performance to students in the Southeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in South Carolina was 213 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in South Carolina was 261 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either South Carolina or the nation. At the fourth and eighth grades, White students in South Carolina had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 213
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - National Assessment of Educational Progress
KW  - South Carolina
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62458404?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for Alaska. Findings from the National Assessment of Educational Progress.
AN  - 62457955; ED425940
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grades 4 and 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Alaska, 2,304 students in 113 public schools were assessed at the fourth-grade level and 1,462 students in 53 public schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Alaska fourth- and eighth-grade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Alaska was 224 compared to 222 throughout the United States, and the average mathematics scale score for eighth grade students in Alaska was 278 compared to 271 throughout the United States. The average mathematics scale score of fourth and eighth grade males did not differ significantly from that of females in either Alaska or the nation. At the fourth grade, White students in Alaska had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. At the eighth grade, White students in Alaska had an average mathematics scale score that was higher than that of Hispanic and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 205
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - Alaska
KW  - National Assessment of Educational Progress
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62457955?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for Rhode Island. Findings from the National Assessment of Educational Progress.
AN  - 62455487; ED425973
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Rhode Island, 2,461 students in 104 public schools were assessed at the fourth-grade level and 2,055 students in 42 public schools and 423 students in 26 nonpublic schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Rhode Island fourth- and eighth-grade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 8 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Rhode Island was 220 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Rhode Island was 269 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Rhode Island or the nation. The average mathematics scale score of eight grade males was higher than that of females in Rhode Island; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth and eighth grades, White students in Rhode Island had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 215
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - National Assessment of Educational Progress
KW  - Rhode Island
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62455487?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for Connecticut. Findings from the National Assessment of Educational Progress.
AN  - 62450462; ED425945
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Connecticut 2,565 students in 105 public schools and 245 students in 13 nonpublic schools were assessed at the fourth-grade level and 2,485 students in 102 public schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Connecticut fourth- and eighth-grade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Connecticut was 232 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Connecticut was 280 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males was higher than that of females in Connecticut; nationwide, however, the performance of males did not differ significantly from that of females. The average mathematics scale score of eighth grade males did not differ significantly from that of females in either Connecticut or the nation. At the fourth grade, White students in Connecticut had an average mathematics scale score that was higher than that of Black and Hispanic students. At the eighth grade, White students in Connecticut had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 217
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - Connecticut
KW  - National Assessment of Educational Progress
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62450462?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for Colorado. Findings from the National Assessment of Educational Progress.
AN  - 62448563; ED425944
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Colorado, 2,609 students in 107 public schools and 174 students in 10 nonpublic schools were assessed at the fourth-grade level and 2,530 students in 108 public schools were assessed at the eighth-grade level. This report describes the mathematics proficiency of Colorado fourth- and eighth-grade students, compares their overall performance to students in the West region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). Results are also presented for nonpublic school students at grade 4 for the 1996 state mathematics assessment. To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards, amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Colorado was 226 compared to 222 throughout the United States and the average mathematics scale score for eighth grade students in Colorado was 276 compared to 271 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Colorado or the nation. The average mathematics scale score of eighth grade males was higher than that of females in Colorado; nationwide, however, the performance of males did not differ significantly from that of females. At the fourth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black, Hispanic, and American Indian students but was not significantly different from that of Asian/Pacific Islander students. At the eighth grade, White students in Colorado had an average mathematics scale score that was higher than that of Black and Hispanic students but was not significantly different from that of Asian/Pacific Islander students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 217
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - Colorado
KW  - National Assessment of Educational Progress
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62448563?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1996 Mathematics State Report for Pennsylvania. Findings from the National Assessment of Educational Progress.
AN  - 62438728; ED425972
AB  - The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what students in the United States know and can do in various academic subjects. The 1996 NAEP in mathematics assessed the current level of mathematical achievement as a mechanism for informing education reform. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools took part in the NAEP state mathematics assessment program. The NAEP 1996 state mathematics assessment was at grade 4 and grade 8, although grades 4, 8, and 12 were assessed at the national level. The 1996 state mathematics assessment covered the five content strands: (1) Number Sense, Properties, and Operations; (2) Measurement; (3) Geometry and Spatial Sense; (4) Data Analysis, Statistics, and Probability; and (5) Algebra and Functions. In Pennsylvania, 2,347 students in 90 public schools were assessed at fourth grade. This report describes the mathematics proficiency of Pennsylvania fourth-grade students, compares their overall performance to students in the Northeast region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the five content strands, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their mathematics teachers, and principals completed questionnaires which focused on: school characteristics (attendance); instructional content (curriculum coverage, standards; amount of homework); delivery of mathematics instruction and its characteristics; use of technology in mathematics instruction; students' own views about mathematics; and conditions facilitating mathematics learning (hours of television watched, parental support, home influences). On the NAEP fields of mathematics scales that range from 0 to 500, the average mathematics scale score for fourth grade students in Pennsylvania was 226 compared to 222 throughout the United States. The average mathematics scale score of fourth grade males did not differ significantly from that of females in either Pennsylvania or the nation. At the fourth grade, White students in Pennsylvania had an average mathematics scale score that was higher than that of Black and Hispanic students. (ASK)
AU  - Reese, Clyde M.
AU  - Jerry, Laura
AU  - Ballator, Nada
Y1  - 1997/06//
PY  - 1997
DA  - June 1997
SP  - 137
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641;
KW  - National Assessment of Educational Progress
KW  - Pennsylvania
KW  - State Mathematics Assessments
KW  - ERIC, Resources in Education (RIE)
KW  - Functions (Mathematics)
KW  - Probability
KW  - Measurement
KW  - Elementary Education
KW  - Statistics
KW  - Mathematics Achievement
KW  - Standardized Tests
KW  - National Competency Tests
KW  - Number Concepts
KW  - Mathematics Education
KW  - Problem Solving
KW  - Grade 8
KW  - Algebra
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Geometry
KW  - Spatial Ability
KW  - Tables (Data)
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62438728?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For overall report, see ED 406 223. For other stat
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey Student Records Questionnaire: School Year 1993-94, with Special Emphasis on American Indian and Alaska Native Students. E.D. Tabs.
AN  - 62626724; ED407209
AB  - First conducted during the 1987-88 school year, the Schools and Staffing Survey (SASS) provides periodic data on public and private schools in the United States. The Student Records Questionnaire was added during the 1993-94 cycle of SASS to collect student-level data from public schools, private schools, and schools funded by the Bureau of Indian Affairs (BIA). The schools provided information from their administrative records for randomly selected students; American Indian and Alaska Native (AIAN) students were oversampled. Extensive data tables present total national enrollments by type of school, race/ethnicity, sex, community type (rural/urban), and region; describe characteristics of AIAN students (tribal membership and enrollment, currently taught or counseled by AIAN staff); and provide information from BIA schools, public schools, and private schools for AIAN students, other minority students, and White non-Hispanic students, and for males and females on the following: (1) students who withdrew, dropped out, or were chronically truant and reasons for the behavior; (2) students receiving special programs or services; (3) disabilities; (4) retention in grade; (5) junior high and high school students enrolled in various science and mathematics courses; (6) students enrolled in various Native studies, culture, and language courses; (7) students who completed advanced placement courses; (8) high school juniors and seniors who sent transcripts to colleges; and (9) students whose primary language is not English and those with limited English proficiency. Technical notes detail survey content, methodology, and definitions. Appendices include standard error tables, the Student Records Questionnaire, and a list of SASS data products. (SV)
AU  - Whitener, Summer D.
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 73
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016049060X
KW  - Bureau of Indian Affairs Schools
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Questionnaires
KW  - College Bound Students
KW  - Elementary Secondary Education
KW  - Mathematics Education
KW  - American Indians
KW  - Dropouts
KW  - Public Schools
KW  - Disabilities
KW  - Enrollment
KW  - American Indian Education
KW  - School Surveys
KW  - Limited English Speaking
KW  - Tables (Data)
KW  - Private Schools
KW  - Alaska Natives
KW  - Grade Repetition
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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  - Basic Programs in Local Educational Agencies. State Educational Agency Allocation of Title I Funds to Local Educational Agencies for School Year 1997-98. Local Educational Agency Identification and Selection of School Attendance Areas and Allocation of Title I Funds to Those Areas or Schools.
AN  - 62607091; ED407745
AB  - The revisions in this document address how state education agencies (SEAs) allocate Title I, Part A funds to local education agencies (LEAs) for school year 1997-98. The changes reflect requirements in the Title I statute and regulations published in the "Federal Register" on July 3, 1995, that take effect for the first time in 1997-98. Guidance concerning how a LEA allocates funds to school attendance areas within the school district is unchanged from that issued earlier by the U.S. Department of Education. This document outlines specific steps in the allocation process and provides examples that illustrate how certain procedures may be carried out. The document contains illustrative but not necessarily exclusive guidance regarding Title I allocation requirements. Answers to 34 commonly asked questions are included. (LMI)
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 55
KW  - Elementary Secondary Education Act Title I
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Financial Support
KW  - Educational Finance
KW  - School Districts
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Eligibility
KW  - Block Grants
KW  - Federal Legislation
KW  - Economically Disadvantaged
KW  - Federal Regulation
KW  - State Federal Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62607091?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Part A of Title I Elementary and Secondary Educati
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Characteristics of Small and Rural School Districts. Statistical Analysis Report.
AN  - 62605676; ED408144
AB  - Small rural school districts constitute a major portion of the public elementary and secondary sector of education. Using information from the Common Core of Data, this report focuses on the approximately 4,000 small rural school districts operating since 1986-87; their status in 1993-94; and how they changed each year during that 7-year period, drawing comparisons where appropriate to larger districts and districts in urban and suburban settings. In this report, a small district is defined as one that has less than 25 students per elementary grade and less than 100 students per secondary grade. Chapters cover the following: (1) data sources and definitions of terms; (2) enrollment size and location of small rural districts, district grade-level types, school district consolidation, and enrollment trends; (3) school characteristics (number of schools per district, school size, grade span configuration, ungraded instruction, kindergarten and prekindergarten, and school closings); (4) student characteristics (minority groups, limited English proficiency, special education, and poverty); and (5) per-pupil revenues and expenditures and student-teacher ratios. Appendices include extensive data tables and technical notes. Contains 30 references and statistical figures. (SV)
AU  - McLaughlin, Donald H.
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 147
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490561
KW  - Small School Districts
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Rural Urban Differences
KW  - Rural Schools
KW  - Student Characteristics
KW  - Small Schools
KW  - Expenditure per Student
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - School Funds
KW  - School Statistics
KW  - School District Reorganization
KW  - School Closing
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  - NAEP 1996 Science Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress.
AN  - 62605419; ED405221
AB  - The National Assessment of Educational Progress (NAEP), the only ongoing survey of students' educational progress, has become an important resource for obtaining information on what students know and can do. This document reports on the NAEP 1996 science assessment that continues the mandate to evaluate and report educational progress of students at grades 4, 8, and 12. The national results contained within this report describe students' science achievement at each grade and within various subgroups of the general population. Chapters include: (1) "NAEP 1996 Science Assessment"; (2) "Science Scale Score Results: National and State Comparisons"; (3) "Student Performance on Hands-On Science Tasks"; and (4) "Exploring a More Inclusive NAEP". The section of the report on the performance of selected subgroups includes gender, race/ethnicity, parents' highest level of education, type of school, participation in Title I programs, and eligibility for the free/reduced-price lunch program. Appendices contain an overview of procedures used, 1996 state-level results for selected subgroups, state-level contextual variables, state level SD/LEP information, and standard errors. (JRH)
AU  - O'Sullivan, Christine Y.
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 135
PB  - National Library of Education, Office of Educational Research and Improvement, U.S. Dept. of Education, 555 New Jersey Avenue N.W., Washington, DC 20208-5641.
VL  - NCES-97-497
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Hands on Science
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62605419?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  - Selected Papers in School Finance, 1995.
AN  - 62603577; ED408691
AB  - Those who study education policy have struggled to understand how money matters in education and why educational research finds no strong or consistent relationship between expenditures and student performance. The papers in this publication were commissioned by the National Center for Education Statistics (NCES) to address the twin concerns of what additional school-finance information NCES should collect and report, and how extant data might be analyzed. The publication is dedicated to Charles S. Benson, University of California, Berkeley, who dedicated his life's work to improving education finance for students in poor school districts. Following the foreword by Paul D. Planchon, and acknowledgments, contents include the following papers: (1) "Introduction and Overview" (William J. Fowler, Jr.); (2) "Does Money Matter in Education? A Policymaker's Guide" (Lawrence O. Picus); (3) "The Effect of Constitutional Litigation on Educational Finance: A Further Analysis" (G. Alan Hickrod); (4) "Student-Level School Resource Measures" (Robert Berne and Leanna Stiefel); (5) "Proposed 'Good Practices' for Creating Data Bases from the F-33 and CCD for School Finance Analyses" (Michael O'Leary and Jay Moskowitz); and (6) "The Empirical Argument for Educational Adequacy, the Critical Gaps in the Knowledge Base, and a Suggested Research Agenda" (William H. Clune). Each article contains references. (LMI)
AU  - Fowler, William J.
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 118
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490782
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Research Methodology
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Outcomes of Education
KW  - Measurement Techniques
KW  - Finance Reform
KW  - Educational Resources
KW  - Data Collection
KW  - Court Litigation
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62603577?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-Compendio de cifras en educacion, 1996 (Mini-Digest of Education Statistics, 1996).
AN  - 62603213; ED408363
AB  - This is the fourth edition of the Spanish version of the "Mini-Digest of Education Statistics," a publication designed to present, in compact form, statistical information about education in the United States from kindergarten through graduate school. Data are derived from many sources, but unless it is stated to the contrary, information is from the annual "Digest of Education Statistics" of the National Institute for Education Statistics. Education was the principal activity of 74 million people in the United States in the fall of 1995. This total includes about 4 million teachers and college professors and about 4.4 million other school personnel, as well as students at elementary, secondary, and higher levels. In 1996, there were about 32.8 million students enrolled in kindergarten through grade 8 in the public schools, and about 13 million were enrolled at the secondary level. The first set of tables presents statistics on elementary, secondary, and postsecondary enrollment, with information on the enrollment of minority groups and participation in programs for the disadvantaged. Another section presents statistics about teacher characteristics and salaries. A section on results of schooling presents tables about required courses, dropouts, graduates, literacy, and degrees. A final section presents statistics on educational finance, reporting on expenditures, income, and federal aid for elementary, secondary, and higher levels. (Contains 30 tables.) (SLD)
AU  - Geddes, Claire
AU  - Johnston, Caroline
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 71
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Spanish
KW  - Federal Aid
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Indicators
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Teacher Salaries
KW  - School Statistics
KW  - Outcomes of Education
KW  - Minority Groups
KW  - Enrollment
KW  - Disadvantaged Youth
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62603213?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 406 451.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salaries of Full-Time Instructional Faculty on 9- and 10-Month and 11- and 12-Month Contracts, 1995-96. E.D. Tabs.
AN  - 62602865; ED409785
AB  - This report presents salary data for the contract year 1995-96 for full-time instructional faculty on 9- and 10-month and 11- and 12-month contracts at postsecondary institutions in the United States. Analysis of the data shows that: (1) average salaries ranged from $64,540 for full professors to $30,344 for instructors; (2) average salaries of full-time faculty increased by 3.13 percent between 1994 and 1995; (3) full-time faculty on 9- and 10-month contracts were more likely to hold professorial rank than those on 11- and 12-month contracts; (4) average salaries of full-time faculty varied by type of institution, with those in private institutions earning slightly more than those in public institutions; (5) full-time faculty in 4-year institutions earned more than those in 2-year institutions; (6) average salaries of male faculty continued to be higher than those for female faculty; and (7) statewide average salaries varied considerably, from a high in New Jersey to a low in North Dakota. Nineteen tables summarize data by state, by length of contract, by academic rank and sex, and by type of institution. Three appendixes describe the survey and the methodology and include a copy of the survey instrument. (CH)
AU  - Brown, Patricia Q.
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 52
PB  - National Data Resource Center; phone: 703-845-3151; fax: 703-820-7465 (free single copies)
KW  - ERIC, Resources in Education (RIE)
KW  - Compensation (Remuneration)
KW  - Women Faculty
KW  - Two Year Colleges
KW  - Full Time Faculty
KW  - Surveys
KW  - Private Colleges
KW  - Higher Education
KW  - Teacher Salaries
KW  - State Universities
KW  - Statistical Data
KW  - Universities
KW  - Tables (Data)
KW  - Trend Analysis
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62602865?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 Libraries in the United States: FY1994. E.D. Tabs.
AN  - 62602758; ED409013
AB  - The tables in this report summarize information about public libraries in the United States for the fiscal year 1994. These data were collected through the seventh Public Libraries Survey (PLS). Respondents for this census were 8,727 of the 8,921 public libraries identified in the 50 states and District of Columbia, by state library agencies. About 11% of the public libraries serve 70% of the population of legally served areas in the United States; 1,455 public libraries (over 16%) reported one or more branch library outlets, with a total of 7,025; total operating expenditures for public libraries were over $4.9 billion in 1994; libraries reported a total of nearly 112,823 paid full-time equivalent (FTE) staff; and total nationwide circulation of library materials was nearly 1.6 billion, or 6.4 per capita. The report begins by presenting highlights of the findings. The introduction describes: the terminology used in the document; the survey universe; data collection and use of technology; and quality review of the data. Also included are caveats for statistics. The data are presented in 19 sets of tables, which make up the body of this report. Data is provided on staffing; operating income and expenditures; type of governance; type of administrative structure; public service hours; interlibrary loan; circulation; and library visits. Appendices include a background of the Federal-State Cooperative System (FSCS), a glossary, and a list of states with overlapping population of legal service areas. (AEF)
AU  - Chute, Adrienne
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 163
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490596
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Collections
KW  - Public Libraries
KW  - National Surveys
KW  - Library Services
KW  - Library Circulation
KW  - Library Expenditures
KW  - State Libraries
KW  - Library Surveys
KW  - Library Funding
KW  - Reference Services
KW  - Branch Libraries
KW  - Tables (Data)
KW  - Interlibrary Loans
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62602758?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1993 report, see ED 387 148. Prepared for
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Customer Service Survey: Common Core of Data Coordinators. Working Paper Series.
AN  - 62508094; ED416245
AB  - In November 1995 staff from the National Center for Education Statistics sent a questionnaire about customer service to each of the Common Core of Data (CCD) coordinators who are responsible for the data reported annually on the CCD surveys. These surveys include the National Public Education Finance Survey (NPEFS) and four largely nonfiscal surveys: the School Universe, the Agency Universe, the State Nonfiscal Survey, and the Early Estimates Survey. For the nonfiscal surveys, 44 states and one outlying area submitted responses, while some states did not reply or declined to reply on the basis of lack of information. Response to the NPEFS was higher, with 48 state coordinators and one outlying area coordinator responding. Respondents generally indicated that completing the nonfiscal surveys took just over a week for the School Universe Survey, and less time for the others, with the Early Estimates Survey taking the least time to complete. Coordinators who explained why they found the CCD useful generally wrote that they used the data for comparisons or that edit checks helped them verify their own state data. Suggestions from respondents for revisions to the surveys included making the instructions clearer and more concise, collecting the dropout data as a separate file, and aggregating school or district data to create state figures. No revisions were planned for the NPEFS, so the customer service survey concentrated on difficulties with the existing survey. Coordinators reported that completing the survey was burdensome, with an average of 78.0 hours required. Many reported difficulty in meeting the March deadline, and many made specific suggestions about difficult items. (Contains 25 tables.) (SLD)
AU  - Hoffman, Lee
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 50
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - Common Core of Data Program
KW  - Customer Services
KW  - Early Estimates
KW  - National Public Education Financial Survey
KW  - ERIC, Resources in Education (RIE)
KW  - User Needs (Information)
KW  - Coordination
KW  - Response Rates (Questionnaires)
KW  - Information Dissemination
KW  - Educational Finance
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62508094?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  - Expanding Federal Work-Study and Community Service Opportunities. An FWS Resource Guide.
AN  - 62495691; ED413855
AB  - This guide discusses the basic requirements for administering Federal Work-Study (FWS) America Reads Challenge programs and outlines specific requirements related to FWS-funded community service positions. These programs offer colleges and universities an opportunity to help improve the reading skills of preschool school and elementary school students by linking the college students with children. This guide describes some of the programs currently being utilized on campuses and suggests ways colleges can include their students in tutoring and mentoring activities through FWS. Sections in the report are: section 1, "Why Your Campus Wide Benefit from Community Service"; section 2, "Why Your Campus Will Benefit from Reading Tutors"; section 3, "The Federal Work-Study Program: What Is Required"; section 4, "How To Make Community Service a Part of the Federal Work-Study Program"; section 5, "Implementing a Community Service Program"; section 6, "Marketing Community Service to Students"; section 7, "Conclusion"; and section 8, "Red Flags for Federal Work-Study Community Service Projects." The appendices, which make up section 9, include descriptions of the community and tutorial services offered by 20 colleges, sample documents, information resources, audit findings, Job Location and Development Program questions and answers, and a list of state commissions for national and community service. (JLS)
AU  - McAdam, Maryln
AU  - McDermott, Ed
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 70
KW  - America Reads Challenge
KW  - Job Location and Development Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - School Community Relationship
KW  - Outreach Programs
KW  - Elementary Education
KW  - Cross Age Teaching
KW  - Elementary School Students
KW  - Volunteers
KW  - Federal Aid
KW  - Reading Skills
KW  - Higher Education
KW  - Work Study Programs
KW  - Student Financial Aid
KW  - Institutional Role
KW  - Reading Programs
KW  - Tutorial Programs
KW  - Reading Improvement
KW  - Preschool Education
KW  - Federal Programs
KW  - College Students
KW  - Community Services
KW  - Institutional Cooperation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62495691?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  - Transition from College to Work. Indicator of the Month.
AN  - 62306778; ED447250
AB  - Attaining a bachelor's degree is one measure of the skills learned through college attendance, but in recent years, concern about the difficulties encountered by recent graduates in making the transition from college to work has grown. Data gathered by the National Center for Education Statistics for April 1994 showed the following: (1) two-thirds of recent college graduates were employed full time and not enrolled in postsecondary education, whereas 9 percent were employed part time and not enrolled; (2) 76 percent of those who worked full time and were not enrolled in postsecondary education had jobs with career potential; (3) although about three-fourths of recent graduates who were working full time and not enrolled in postsecondary education reported their jobs were related to their field of study, only 60 percent said a college degree was required to get their job; (4) there were no measurable differences among the percentages of recent graduates who were unemployed by field of study; and (5) females who majored in seven fields of study (business and management, public affairs and social services, biological sciences, mathematics and science, social sciences, humanities, and "other" majors) were more likely than males to work in the traditionally female occupations of administrative and clerical support. (KC)
Y1  - 1997/05//
PY  - 1997
DA  - May 1997
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Employment Level
KW  - Entry Workers
KW  - College Graduates
KW  - Majors (Students)
KW  - Higher Education
KW  - Employment Patterns
KW  - College Outcomes Assessment
KW  - Graduate Surveys
KW  - Outcomes of Education
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62306778?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  - New Software Makes NAEP Data User Friendly.
AN  - 62631405; ED410303
AB  - The National Assessment of Educational Progress (NAEP) has been collecting data on student achievement since 1969. It currently maintains three different assessments: long-term trends, cross-sectional national, and cross-sectional state-by-state data. Although the data are available to researchers outside the Federal Government, limited use has been made of them, due in part to the quantity and complexity of the data. The National Center for Education Statistics (NCES), which administers NAEP, has developed a number of software products to increase the accessibility and usability of NAEP data. This report gives an overview of the contents of the NAEP databases, the problems researchers face in working with them, and the software tools that have been developed to help overcome these problems. All of the NAEP databases are appropriate for assessing the proficiency of populations rather than individual students. To analyze NAEP data accurately, both sampling and the psychometric design must be taken into consideration. Researchers with the proper background can use the NCES software to work with NAEP data rapidly and efficiently. The following products are described: (1) the 1992 and 1994 "NAEP Almanac Viewers" on CD-ROM; (2) "NAEP Data on Disk Assessment Series" (CD-ROM); (3) "The NAEP Data Extraction Program," to be used with "Data on Disk"; and (4) a Statistical Package for the Social Sciences (SPSS) module to be used with SPSS for Windows. How to order these products, and how to obtain the restricted use licence needed for the "NAEP Data on Disk Assessments" is outlined. (SLD)
AU  - Vanneman, Alan
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 7
VL  - 2
IS  - 3
KW  - National Assessment of Educational Progress
KW  - Statistical Package for the Social Sciences
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Information Dissemination
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Computer Software
KW  - Computer Uses in Education
KW  - User Needs (Information)
KW  - Databases
KW  - Data Collection
KW  - Educational Assessment
KW  - Data Analysis
KW  - Computer Software Evaluation
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62631405?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  - Products Available from the National Center for Education Statistics.
AN  - 62630696; ED410302
AB  - This booklet lists some of the products available from the National Center for Education Statistics. Each product is described briefly, with some notes about its development and use, and ordering information, including cost and stock number. The following products are described: (1) "Student Data Handbook for Elementary, Secondary, and Early Childhood Education"; (2) "Staff Data Handbook for Elementary, Secondary, and Early Childhood Education"; (3) "Financial Accounting for Local and State School Systems"; (4) "A Pilot Standard National Course Classification System for Secondary Education"; (5) "SPEEDE/ExPRESS"; (6) "Protecting the Privacy of Student Records: Guidelines for Educational Agencies"; (7) "Guidelines for Making Education Technology Decisions"; (8) "Standards for Education Data Collection and Reporting"; and (9) CD-ROM products from the Data Analysis System and Public Use Data. (SLD)
AU  - Fromboluti, Carol Sue
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 15
PB  - New Orders, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (stock no. 423-848/60044).
KW  - National Center for Education Statistics
KW  - SPEEDE ExPRESS Electronic Transcript System
KW  - ERIC, Resources in Education (RIE)
KW  - Student Characteristics
KW  - Educational Finance
KW  - Confidentiality
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Pilot Projects
KW  - Higher Education
KW  - Federal Government
KW  - Publications
KW  - Optical Data Disks
KW  - Accounting
KW  - Student Records
KW  - Databases
KW  - Public Agencies
KW  - Classification
KW  - Resource Materials
KW  - Standards
KW  - Guides
KW  - Data Collection
KW  - Educational Technology
KW  - Educational Research
KW  - Student Characteristics
KW  - Educational Finance
KW  - Confidentiality
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Pilot Projects
KW  - Higher Education
KW  - Federal Government
KW  - Publications
KW  - Optical Data Disks
KW  - Accounting
KW  - Student Records
KW  - Databases
KW  - Public Agencies
KW  - Classification
KW  - Resource Materials
KW  - Standards
KW  - Guides
KW  - Data Collection
KW  - Educational Technology
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62630696?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 Comparisons of Adult Literacy. Indicator of the Month.
AN  - 62602940; ED405501
AB  - Compared to most countries assessed in 1994, the United States had a greater concentration of adults who scored at the lowest literacy levels across prose, document, and quantitative literacy domains. However, it had one of the higher concentrations of adults who scored at or above level 4 on the prose scale. The proportion of adults who scored at each literacy level was similar across the three scales in Canada and the United States. In Germany, the Netherlands, and Switzerland, the proportion of adults who scored at the highest literacy level (level 4/5) was greater on the quantitative than on the prose scale. The distribution of literacy proficiency across different age groups was fairly uniform in the United States, whereas in several other countries young adults had higher literacy levels than older adults. Within Germany, Switzerland, Sweden, and the Netherlands, the younger group (aged 26-35) was almost twice as likely to score at or above level 4 on the prose scale as the older group (aged 46-55). Within particular occupations, the proportion of workers scoring at each literacy level varied across the assessed countries. The proportion of skilled craft workers scoring at level 3 or above was lower in the United States than in other countries, particularly Germany. (A table and three graphs show percentage distribution of the population scoring at each of the five literacy levels, by literacy scale, for Canada, Germany, the Netherlands, Poland, Sweden, Switzerland--French and German, and the United States.) (YLB)
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 3
KW  - Canada
KW  - Germany
KW  - Netherlands
KW  - Poland
KW  - Sweden
KW  - Switzerland
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Comparative Analysis
KW  - Adult Basic Education
KW  - Foreign Countries
KW  - World Problems
KW  - Developed Nations
KW  - Literacy Education
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62602940?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, 1996."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Compilation of Student Financial Aid Regulations through 12-31-96 [and] Index to the Federal Student Financial Aid Handbook, 1996-97, and the Compilation of Student Aid Regulations (through 12/31/95).
AN  - 62514197; ED414813
AB  - This compilation includes regulations for student financial aid programs as published in the Federal Register through December 31, 1996; it includes the major regulation packages published in November and December 1996 as well as regulations going back to 1974. An introduction provides guidance on reading and understanding federal regulations. The following regulations are covered: Drug Free Schools and Campuses; Family Educational Rights and Privacy; institutional eligibility under the Higher Education Act of 1965, as amended; the Secretary's procedures and criteria for recognition of accrediting agencies; the Secretary's recognition procedures for state agencies; the Paul Douglas Teacher Scholarship Program; the Robert C. Byrd Honors Scholarship Program; student assistance general provisions; general provisions and specific regulations for the Federal Perkins Loan Program, the Federal Work-Study Programs, and the Federal Supplemental Educational Opportunity Grant Program; Federal Family Education Loan Programs; the William D. Ford Federal Direct Student Loan Program; the Federal Pell Grant Program; the Presidential Access Scholarship Program; the State Student Incentive Grant Program; and the National Early Intervention Scholarship and Partnership Program. Appended are a list of final regulations published in 1996 and a summary of changes in final regulations published in 1996. An index for both the Federal Student Financial Aid Handbook, 1996-97 and an earlier compilation (through December 31, 1995) is also included. (DB)
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 649
PB  - Federal Student Aid Information Center; phone: 1-800-4-FED AID
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Federal Legislation
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Scholarships
KW  - Grants
KW  - Federal Regulation
KW  - Higher Education
KW  - Work Study Programs
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62514197?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 Data Quality in NCES: Database-to-Report Process. Working Paper Series.
AN  - 62508533; ED416243
AB  - The Task Force on Quality Control of the National Center for Education Statistics (NCES) was created to study the quality control procedures used for NCES publications and to determine if there are ways to improve the current procedures. Because a detailed review of the entire survey process would have been too time consuming, the Task Force decided to focus on errors that occur after the survey datafile has been accepted. To study the existing quality control procedures, the Task Force studied the database-to-report processes of the: (1) National Assessment of Educational Progress 1994 Trends in Academic Progress; (2) Digest of Education Statistics; (3) Schools and Staffing Survey in the United States: A Statistical Profile; and (4) Fall Staff in Postsecondary Institutions, 1993. Interviews were conducted with NCES staff and representatives of other government agencies. Overall, the Task Force found that there were no major systematic problems affecting the data being released by the NCES. There are quality control procedures in place at strategic points, and the general situation is very positive. Some possible areas for improvement were noted, and a list of recommendations, ultimately reduced to five, was prepared to improve the quality of NCES products. Typically, problems could occur in data compilation, documentation, formatting, and structural areas. Appendixes contain a memo on quality control practices, a discussion of the application of recommendations to previously identified problems, and references. (Contains one figure and seven references.) (SLD)
AU  - Ahmed, Susan
AU  - Barbett, Samuel
AU  - Carr, Peggy
AU  - Frase, Mary
AU  - Hoffman, Lee
AU  - Kasprzyk, Daniel
AU  - Kolstad, Andrew
AU  - Owings, Jeffrey
AU  - Snyder, Tom
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 78
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-13
KW  - Data Quality
KW  - Digest of Education Statistics
KW  - National Assessment of Educational Progress
KW  - National Center for Education Statistics
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Research Reports
KW  - Databases
KW  - Postsecondary Education
KW  - Research Methodology
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Data Collection
KW  - National Surveys
KW  - Quality Control
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62508533?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared by the Task Force on Quality Systems.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Report of Cognitive Research on the Public and Private School Teacher Questionnaires for the Schools and Staffing Survey, 1993-94 School Year. Working Paper Series.
AN  - 62508047; ED416240
AB  - The Bureau of the Census conducts the Schools and Staffing Survey (SASS) for the National Center for Education Statistics. The SASS is a set of integrated self-administered surveys designed to obtain national information on all aspects of the school system. Public and private school administrators and teachers respond to questionnaires about their schools. When the early SASS questionnaires were developed, there was little information about the design of self-administered questionnaires, but more recent research, much of it focused on SASS questionnaires, has suggested that the look of a questionnaire could be as important to the quality and quantity of data collected as the wording and sequencing of the questions themselves. Research was conducted to study the impact of questionnaire format for the most recent SASS design and to determine how well respondents comprehended the questions. Twenty cognitive interviews were conducted with teachers, five of whom held alternative certification. The most problematic questions were identified, and results of transcribed discussions about these items are presented. (Contains 3 tables, 5 figures, and 16 references.) (SLD)
AU  - Jenkins, Cleo R.
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 56
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-10
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Public Schools
KW  - Cognitive Processes
KW  - Teacher Characteristics
KW  - Teachers
KW  - National Surveys
KW  - Test Construction
KW  - Research Design
KW  - Private Schools
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62508047?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 Comparisons of Inservice Professional Development. Working Paper Series.
AN  - 62496958; ED416241
AB  - This report recommends items from international comparative education studies that are related to inservice professional development (IPD) for possible inclusion in the Schools and Staffing Survey of 1999-2000. To justify these recommendations, the value of international comparisons and of state and nation comparisons generally is discussed, along with a more specific discussion of their value with respect to IPD. This discussion is followed by sections on three relatively recent international comparative studies sponsored by the International Association for the Evaluation of Educational Achievement that have collected data on IPD and such related topics as school organization and environment: (1) the Reading Literacy Study; (2) the Computers in Education Study; and (3) the Third International Mathematics and Science Study (TIMSS). Each of these sections describes the study, discusses the IPD-related items, and a few items that are not IPD-related but that are still recommended for the SASS. These sections also describe potential analyses using the recommended items and discuss items that are in both the international study and past versions of the SASS that could be used in a report on states and nations. A summary follows the sections on the three studies. It discusses benefits and disadvantages of using items from each survey in general terms, including depth of questions related to IPD, timeliness of data, and the number of participating countries. It also sets priorities on these items and provides a rationale for the priorities. A final section describes several of the rich sources of context data that have become available during the past 2 years. Five appendixes describe countries participating in the studies and provide descriptions of the three studies and components of the TIMSS. (Contains 9 tables and 12 references.) (Author/SLD)
AU  - Gilford, Dorothy M.
Y1  - 1997/04//
PY  - 1997
DA  - April 1997
SP  - 101
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - Computers in Education (IEA)
KW  - International Assn Evaluation Educ Achievement
KW  - Reading Literacy Survey
KW  - Schools and Staffing Survey (NCES)
KW  - Third International Mathematics and Science Study
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - International Studies
KW  - Teacher Characteristics
KW  - Inservice Teacher Education
KW  - Surveys
KW  - Professional Development
KW  - International Education
KW  - Data Collection
KW  - Literacy
KW  - Test Construction
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62496958?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 Course Taking in the Core Subject Areas. Indicator of the Month.
AN  - 62609779; ED405648
AB  - In 1983 "A Nation at Risk" recommended that all students seeking a high-school diploma be required to enroll in the "New Basics," a core curriculum composed of 4 years of English and 3 years each of social studies, science, and mathematics. Although several states have adopted the set of requirements, others have chosen a less restrictive set that requires 4 years of English, 3 years of social studies, and 2 years each of science and mathematics. This brief presents an overview of high school course-taking in the core subject areas for the years 1982, 1987, 1990, and 1994. Analysis of National Center for Education Statistics shows that between 1982 and 1994, the percentage of high school graduates earning the less restrictive number of units in core courses more than doubled, while those earning the "New Basics" units more than tripled. These increases occurred for both sexes and all racial/ethnic groups. Students enrolled in both academic and vocational programs were just as likely as students enrolled solely in an academic program to fulfill the less restrictive requirements. However, students enrolled in an academic program only were more likely to meet the more restrictive "New Basics" requirements than those in both programs. Finally, the percentage fulfilling the "New Basics" requirements increased 39 percentage points between 1982 and 1994 for private school graduates, compared to an increase of 37 percentage points for public school graduates. Although the increase was smaller for private school graduates (32 percentage points) than for public school graduates (44 percentage points), a greater proportion of private school students (80 percent) earned the less restrictive numbers of units in 1994 than public school students (73 percent). Five tables are included. (LMI)
Y1  - 1997/03//
PY  - 1997
DA  - March 1997
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Graduation Requirements
KW  - Public Schools
KW  - Credits
KW  - High Schools
KW  - Required Courses
KW  - Curriculum
KW  - Racial Composition
KW  - Core Curriculum
KW  - Private Schools
KW  - Sex
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62609779?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, 1996."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics on Disk. 1996 Edition [CD-ROM.]
AN  - 62605635; ED407443
AB  - This CD-ROM contains, in compressed form, over 2,600 tables, charts, and text files from the following publications of the National Center for Education Statistics (NCES): (1) "1996 Digest of Education Statistics"; (2) "1996 Condition of Education"; (3) "1995 Condition of Education" (27 indicators); (4) "1994 Condition of Education" (24 indicators); (5) "1993 Condition of Education" (17 indicators); (6) "1992 Condition of Education" (6 indicators); (7) "Projections of Education Statistics to 2006"; (8) "1996 Youth Indicators"; (9) "Historical Trends: State Educational Facts 1969 to 1989"; (10) "State Comparisons of Education Statistics: 1969-70 to 1993-94"; (11) "120 Years of American Education: A Statistical Portrait"; (12) "Education in States and Nations: Indicators Comparing U.S. States with Other Industrialized Countries in 1991." The disk contains a computer program to search these files and a user-friendly interface to help novice searchers without handicapping experts. A thesaurus of over 450 terms and 80 cross-references has been used to index the tables and figures. Online instructions can be displayed and printed, search results can be saved, and retrieved tables can be displayed, printed, or stored to disk. Hypertext versions of the 1996 tables and the 1991 "Education in States and Nations" are included. FREQUENCY: Annual. TYPE OF SURVEY: National. YEAR OF EARLIEST DATA: 1991. YEAR OF LATEST DATA: 1996.
Y1  - 1997/03//
PY  - 1997
DA  - March 1997
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - Condition of Education (NCES)
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Institutional Characteristics
KW  - Online Searching
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Indicators
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Online Systems
KW  - Higher Education
KW  - Federal Government
KW  - National Surveys
KW  - Optical Data Disks
KW  - School Statistics
KW  - Educational History
KW  - Comparative Analysis
KW  - Trend Analysis
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62605635?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=Education+Statistics+on+Disk.+1996+Edition+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1997-03-01&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  - NCES Announces the Statistical Networking Applications Project.
AN  - 62521823; ED418093
AB  - This newsletter presents information about the status of the Standardization of Postsecondary Education Electronic Data Exchange/Exchange of Permanent Records Electronically for Students and Schools (SPEEDE/ExPRESS), a system developed for the electronic exchange of student academic records. The awarding of the new SPEEDE/ExPRESS contract, the Statistical Networking Applications Project (SNAP) to Sierra Systems Consultants, Inc., is announced in this issue. Sierra, in partnership with Concurrent Technologies Corporation, will provide management and staff support for this project from October 1, 1996 though September 30, 2001, at which time the project will become self-supporting. The SNAP initiative is focused on the development, implementation, and support of specific standard electronic formats to be used to convey administrative educational information between educational entities. This issue also discusses the introduction of the SPEEDE/ExPRESS homepage, which will provide the educational community with information about the project and links to other resources. Other brief reports document progress made in implementing SPEEDE/ExPRESS in Ontario (Canada) and various states, including Iowa, Nevada, Alaska, Texas, California, and Illinois. The development of new guidelines for protecting the privacy of student records is also noted. (SLD)
AU  - Hanson, Jill
Y1  - 1997/03//
PY  - 1997
DA  - March 1997
SP  - 8
VL  - 5
IS  - 1
KW  - Data Transmission
KW  - SPEEDE ExPRESS Electronic Transcript System
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Systems Development
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Confidential Records
KW  - Academic Records
KW  - Telecommunications
KW  - Grades (Scholastic)
KW  - Information Transfer
KW  - Foreign Countries
KW  - Electronic Mail
KW  - Privacy
KW  - Data Collection
KW  - Information Networks
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62521823?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 Study of Postsecondary Faculty. NSOPF:88/93: Public Access Data Analysis System (DAS).[CD-ROM].
AN  - 62436455; ED432200
AB  - This CD-ROM (for both MS-DOS and Windows) contains data from the 1993 National Study of Postsecondary Faculty (NSOPF) and all other available National Center for Education Statistics data analysis systems (DAS). The DAS is a menu-driven system that allows the user to produce frequencies, cross tabulations, and correlation matrices without access to individual responses. The DAS does not contain all variables from the studies but does contain most of those of interest to analysts for descriptive purposes. (DB)
Y1  - 1997/03//
PY  - 1997
DA  - March 1997
EP  - 0
PB  - EdPubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Databases
KW  - Statistical Analysis
KW  - Higher Education
KW  - National Surveys
KW  - Optical Data Disks
KW  - Data Analysis
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62436455?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+Study+of+Postsecondary+Faculty.+NSOPF%3A88%2F93%3A+Public+Access+Data+Analysis+System+%28DAS%29.%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1997-03-01&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  - Minorities in Higher Education. Findings from "The Condition of Education, 1996," No. 9.
AN  - 62606774; ED405792
AB  - This report presents data on the plans and expectations, preparation and course-taking patterns, college enrollment rates, and college persistence and completion of minorities in comparison with the majority, white population. The data reported show the following: (1) that while almost all high school seniors expect to complete at least some college, Hispanic seniors are less likely to plan to attend college right after high school; (2) that black and Hispanic graduates are less likely than white peers to make an immediate transition to college with Hispanics more likely to enroll in two-year colleges; (3) that white and Asian/Pacific Islanders are more likely than black and Hispanic counterparts to persist toward a bachelor's degree; (4) that black and American Indian/Alaskan Native graduates are less likely than white and Asian/Pacific Islanders to earn a bachelor's degree in 4 years or less; (5) that while several minority groups major in fields that will help them recoup college costs, black, Hispanic, and Asian/Pacific Islanders are less likely than whites to major in education, with the last-named group more likely than whites to major in computer science and engineering. The report also reviews an alternative approach to assessing these data. (Contains 35 references.) (CH)
AU  - Smith, Thomas M.
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
SP  - 44
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160489962
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - College Bound Students
KW  - Blacks
KW  - Pacific Americans
KW  - Sociocultural Patterns
KW  - Higher Education
KW  - American Indians
KW  - Enrollment Rate
KW  - Minority Groups
KW  - Hispanic Americans
KW  - High Schools
KW  - Relevance (Education)
KW  - Course Selection (Students)
KW  - Asian Americans
KW  - Academic Persistence
KW  - College Preparation
KW  - Tables (Data)
KW  - Alaska Natives
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62606774?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "The Condition of Education, 1996," see ED 394
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Mini-Digest of Education Statistics, 1996.
AN  - 62603080; ED406451
AB  - This fourth edition of the "Mini-Digest of Education Statistics" provides a pocket-sized compilation of statistical information about American education from kindergarten through graduate school. The "Mini-Digest" is an easy reference for materials found in greater detail in the "Digest of Education Statistics,""The Condition of Education," and "Youth Indicators." Data come from many sources, both government and private, especially studies conducted by the National Center for Education Statistics. Education was the primary occupation of about 74 million people in the fall of 1995. Included in this total were about 66.1 million students enrolled in American schools and colleges. About 4 million people were employed as elementary and secondary school teachers and college faculty. Other professional, administrative, and support staff numbered 4.4 million. In fact, more than one of every four people in the United States participated in formal education. Public school enrollment increased between 1986 and 1996, but private school enrollment has held at about 11% of the total students enrolled. Both elementary and secondary school enrollments are expected to continue to increase in the next few years. Data are presented in tables in the following sections: (1) enrollment in elementary and secondary schools; (2) enrollment in higher education; (3) teachers; (4) educational outcomes; and (5) finance. (Contains 12 figures and 30 tables.) (SLD)
AU  - Geddes, Claire
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
SP  - 70
VL  - NCES-97-379
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - School Statistics
KW  - Enrollment Projections
KW  - Outcomes of Education
KW  - College Faculty
KW  - Public Schools
KW  - Enrollment
KW  - School Personnel
KW  - Tables (Data)
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62603080?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 1996 Mathematics Report Card for the Nation and the States. Findings from the National Assessment of Educational Progress.
AN  - 62600120; ED406223
AB  - For more than a quarter of a century, the National Assessment of Educational Progress (NAEP) has reported to policy makers, educators, and the general public on the educational achievement of students in the United States. The NAEP 1996 mathematics assessment continues the mandate to evaluate and report the educational progress of students at grades 4, 8, and 12. The national results provided in this report describe students' mathematics achievement at each grade within various subgroups of the general population. State-level results for grades 4 and 8 are presented for individual states and jurisdictions that chose to participate in the 1996 state assessment. In addition, trends in performance since 1990 are reported for the nation and for states and jurisdictions that participated in the 1990, 1992, and 1996 assessments. Chapters include: (1) "NAEP 1996 Mathematics Assessment"; (2) "Mathematics Scale Score Results: National and State Trends and Comparisons"; (3) "Achievement Level Results"; and (4) "Exploring a More Inclusive NAEP". (JRH)
AU  - Reese, Clyde M.
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
SP  - 171
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160490138
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Tables (Data)
KW  - Mathematics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62600120?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  - 1991 and 1995 National Household Education Survey Questionnaires: NHES:91 Screener, NHES:91 Adult Education, NHES:95 Basic Screener, and NHES:95 Adult Education. Working Paper Series.
AN  - 62515325; ED416233
AB  - The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES), which has as its mission the collection and publication of data on the condition of education in the United States by providing information on those issues that are best addressed by contacting households rather than educational institutions. The NHES is a telephone survey of households. This document contains the telephone interview guides for several components of the NHES in 1991 and 1995. The NHES:91 Screener interview, the screening items for the Adult Education survey and those for the Household Characteristics portion of the survey are presented. The 1991 Adult Education interview is also included. For the 1995 NHES, the Basic Screener is included, and the following areas of the 1995 Adult Education interview are presented: (1) Initial Background; (2) English as a Second Language; (3) Basic Skills and GED Preparation; (4) Credential; (5) Apprenticeship; (6) Career or Job Related Activities; (7) Other Formal Structured Activities; (8) Computer-Only or Interactive Video-Only Instruction on the Job; (9) Remaining Background; and (10) Household Characteristics. (SLD)
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
SP  - 88
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
VL  - NCES-WP-97-03
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Research Methodology
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - Interviews
KW  - Educational Attainment
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62515325?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 Libraries and Information Centers Data, FY 1994: On Disk [Diskette].
AN  - 62509674; ED410958
AB  - This diskette contains the data file from the Federal Libraries and Information Centers Survey, Fiscal Year 1994. The survey gathered data on federal libraries in the 50 states and the District of Columbia for fiscal year 1994. This data file contains descriptive data about each federal library's services and operations, including: organization and structure; visitation and clientele; automation and telecommunications; the number of hours open; type and size of collections; number of library service transactions; number of full-time equivalent paid staff; expenditures; trends; and preservation issues. (SWC)
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
EP  - 0
PB  - U.S. Government Printing Office, New Orders, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (stock number 065-000-00974-9; $16).
KW  - Federal Libraries and Information Centers Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Personnel
KW  - Government Libraries
KW  - Library Collections
KW  - Federal Government
KW  - National Surveys
KW  - Library Services
KW  - Library Expenditures
KW  - Library Surveys
KW  - Library Automation
KW  - Preservation
KW  - Tables (Data)
KW  - Users (Information)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62509674?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=Federal+Libraries+and+Information+Centers+Data%2C+FY+1994%3A+On+Disk+%5BDiskette%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1997-02-01&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 corresponding report, see ED 397 859.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Selected Papers on Education Surveys: Papers Presented at the 1996 Meeting of the American Statistical Association. Working Paper Series.
AN  - 62500168; ED416231
AB  - The 11 papers in this volume were presented at the 1996 American Statistical Association (ASA) meeting in Chicago (Illinois), August 4 through 8. This is the fourth collection of ASA papers of particular interest to users of National Center for Education Statistics (NCES) survey data published in the "Working Papers" series. The following are included: (1) "Teacher Quality and Educational Inequality" (Richard M. Ingersoll); (2) "Using Qualitative Methods To Validate Quantitative Survey Instruments" (John E. Mullens and Daniel Kasprzyk); (3) "Revisiting the NCES Private School Survey: A Method To Design a Systematic Classification of Private Schools in the United States" (Sylvia Kay Fisher and Daniel Kasprzyk); (4) "An Analysis of Response Rates of SASS (Schools and Staffing Survey) 1993-94" (Sameena M. Salvucci, Fan Zhang, Mingxiu Hu, and David Monaco); (5) "An Overview of NCES Surveys Reinterview Programs" (Valerie Conley, Steven Fink, and Mehrdad Saba); (6) "Estimating Response Bias in an Adult Education Survey" (J. Michael Brick and David Morganstein); (7) "Optimal Periodicity of a Survey: Extensions of Probable-Error Models" (Wray Smith, Dhiren Ghosh, and Michael Chang); (8) "Estimating the Variance in the Presence of Imputation Using a Residual" (Steven Kaufman); (9) "Where Will It All End? Some Alternative SASS Estimation Research Opportunities" (Steven Kaufman and Fritz Scheuren); (10) "Estimating State Totals from the Private School Universe Survey" (Easley Hoy, Beverley Causey, Leroy Bailey, and Steven Kaufman); and (11) "Effect of High School Programs on Out-Migration of Rural Graduates" (Gary Huang, Michael P. Cohen, Stanley Weng, and Fan Zhang). Each chapter contains references. (Contains 3 figures and 22 tables.) (SLD)
AU  - Kasprzyk, Dan
Y1  - 1997/02//
PY  - 1997
DA  - February 1997
SP  - 80
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5654.
KW  - American Statistical Association
KW  - National Center for Education Statistics
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Qualitative Research
KW  - Questionnaires
KW  - Research Methodology
KW  - Validity
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Equal Education
KW  - Models
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Data Collection
KW  - Sampling
KW  - Interviews
KW  - Test Construction
KW  - Tables (Data)
KW  - Private Schools
KW  - Statistical Bias
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62500168?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 Eighth Federal Forecasters Conference - 1996 and the Seventh Federal Forecasters Conference - 1994. Combined Papers and Proceedings (Washington, DC, May 2, 1996 and Arlington, VA, November 15, 1994).
AN  - 62631375; ED410305
AB  - The 1994 and 1996 Federal Forecasters Conferences provided forums at which forecasters and those involved in predicting trends from different federal agencies and other organizations could meet to discuss various aspects of forecasting in the United States. The theme of the 1996 conference was "Federal Forecasters Look 10 Years Ahead." One hundred forecasters attended the day-long conference to hear presentations made by forecasters from government, the private sector, and academia. Presentations were grouped into the following categories: (1) "World Agriculture to 2005"; (2) "Troubled Nation States: Anticipation and Prevention"; (3) "Current Methodologies for Forecasting Health Professions Requirements"; (4) "Forecasting Techniques"; (5) "Issues in Economic Forecasting"; (6)"The Use of Environmental Forecasting for Policy Development"; (7) "State and Regional Forecast Methodology"; and (8) "Forecasting the Long Run." Of particular interest to the educational research community is a panel presentation, "Federal Forecasters Look 10 Years Ahead," featuring, among other papers, a discussion by Debra Gerald on "Projections of Education Statistics to 2006," 25th in a series of forecasts by the Department of Education. No conference was held in 1995. The 1994 conference included papers in the areas of forecasting and the Internet, forecast evaluation, policy analysis, economics and employment, and topics in forecasting. (SLD)
AU  - Gerald, Debra
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 381
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - Research Methodology
KW  - Educational Trends
KW  - Federal Government
KW  - Public Policy
KW  - Economic Factors
KW  - Environmental Influences
KW  - Policy Formation
KW  - Employment Patterns
KW  - Trend Analysis
KW  - Internet
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62631375?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  - Essential Skills in Mathematics: A Comparative Analysis of American and Japanese Assessments of Eighth-Graders.
AN  - 62622652; ED408150
AB  - This document is a comparative report based on data that enables a different form of comparison to be made between Japanese and American eighth-graders. The data is drawn from assessments given in each country using tests developed via governmental agencies that were designed to mirror the basic curricula currently being offered to students in the two countries. This report compares the nature of these examinations, the expectations based on the curriculum, and student performance on the test items. This comparison, combined with an accompanying analysis of the curricular emphases, provides a picture of the differences in student performance that mark this study. Each of the studies examined content achievement assessments; students' and teachers' beliefs and attitudes; and environmental characteristics of the classroom, school, and community. The Japanese test items tend to present the mathematics assessed in forms that are more verbally intensive, more focused on strategies for problem solving, and more involved than the mathematics forms used in the National Assessment of Educational Progress. Sample test items, a content matrix for the U.S. test, and the framework for the Japanese test are included. Contains 29 references. (DDR)
AU  - Dossey, John A.
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 70
PB  - National Center for Education Statistics, Office of Research and Improvement, U.S. Dept. of Education, 555 New Jersey Avenue NW, Washington, DC 20208-5641.
SN  - 0160490227
KW  - Japan
KW  - United States
KW  - ERIC, Resources in Education (RIE)
KW  - Thinking Skills
KW  - Context Effect
KW  - Classroom Environment
KW  - Mathematics Achievement
KW  - Junior High Schools
KW  - Teacher Attitudes
KW  - Standardized Tests
KW  - Mathematics Skills
KW  - Grade 8
KW  - Comparative Analysis
KW  - Foreign Countries
KW  - Student Attitudes
KW  - Mathematics Curriculum
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62622652?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, 1997.
AN  - 62517942; ED411612
AB  - This 1997 edition of the "Digest of Education Statistics" is the 32nd in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The digest includes data from many government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The publication contains information on a variety of topics, including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international education. Supplemental information is provided on population trends, attitudes on education comparisons, education characteristics of the labor force, government finances, and economic trends. The digest is divided into seven chapters: "All Levels of Education,""Elementary and Secondary Education,""Postsecondary Education,""Federal Programs for Education and Related Activities,""Outcomes of Education,""International Comparisons of Education," and "Learning Resources and Technology." The introduction includes a brief overview of current trends in American education. The data show that in the fall of 1997, about 75 million people were involved, directly or indirectly, in providing or receiving formal education. Assessment data indicate that there have been improvements in mathematics and science performance between 1986 and 1996. A higher proportion of high school graduates are going on to college. Yet, wide variations in student proficiency from state to state and mediocre mathematics scores of American students in international assessments pose challenges. The appendix contains a guide to tabular presentation, a guide to sources, definitions, 12 tables, and an index. Thirty-three figures and 422 tables comprise the bulk of the document. (AA)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
AU  - Geddes, Claire M.
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 619
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328
SN  - 0160493439
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Income
KW  - Student Financial Aid
KW  - Expenditures
KW  - Demography
KW  - Degrees (Academic)
KW  - Foreign Countries
KW  - Federal Programs
KW  - Enrollment
KW  - School Personnel
KW  - Tables (Data)
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62517942?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1996 report, see ED 402 679.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State Library Agencies Data, FY 1995. On Disk. [Diskette.]
AN  - 62514138; ED412978
AB  - The annual State Library Agencies (STLA) Survey is a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), and the National Center for Education Statistics (NCES). The survey provides state and federal policy-makers, researchers, and other interested users with description information about STLAs in the 50 United States and the District of Columbia for fiscal year 1995. STLA survey data, along with the results of other NCES data collections, provides a national profile of libraries and information service. The survey file contains data on governance, public service hours, number and types of service outlets, type and size of collections, library service transactions and development transactions, support of electronic information networks, allied operations, staff, and income and expenditures. Data is also collected on STLA services to public, academic, school, and special libraries, and to library systems. (Author/AEF)
Y1  - 1997
PY  - 1997
DA  - 1997
EP  - 0
PB  - New Orders, Superintendent of Documents, P.O. Box 371954 Pittsburgh, PA 15250-7954 (Stock number 065-000-01076-3, $15);
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Information Services
KW  - Library Surveys
KW  - Libraries
KW  - State Agencies
KW  - Statistical Data
KW  - National Surveys
KW  - Library Services
KW  - Tables (Data)
KW  - Library Networks
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62514138?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=State+Library+Agencies+Data%2C+FY+1995.+On+Disk.+%5BDiskette.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1997-01-01&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  - Status Report and Update on the E-Rate: Providing Schools and Libraries with Affordable Access to the Information Superhighway.
AN  - 62507132; ED413888
AB  - This document provides a fact sheet, status report, and questions and answers about E-Rate, the discount Educational Rate that schools and libraries will receive for the acquisition of telecommunication services. E-Rate is the result of a regulatory decision on Universal Service made by the Federal Communications Commission (FCC) on May 7, 1997. Starting in January 1998, schools and libraries will be eligible for up to $2.25 billion a year in discounts for a wide range of telecommunications services. Public and private K-12 schools and public libraries are eligible for the discounts. Schools and libraries will not receive the funds directly, rather they will realize the savings in the form of discounts, and service providers will be reimbursed for discounted services provided. Services covered include Internet access, internal connections to bring the technology into each classroom, and telecommunications services (such as voice and data service). Equipment, software, professional development, and asbestos removal are not covered. Discounts range from 20-90% based on economic disadvantage and geographic location, with an average discount of 60%. Economic need is determined by eligibility for the Free or Reduced Price Lunch Program. Application information and sources for further information are provided. (SWC)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 7
KW  - Access to Services
KW  - Access to Technology
KW  - Educational Rate (Internet)
KW  - Federal Communications Commission
KW  - ERIC, Resources in Education (RIE)
KW  - Geographic Location
KW  - Federal Aid
KW  - Grants
KW  - Educational Finance
KW  - Public Libraries
KW  - Elementary Secondary Education
KW  - Telecommunications
KW  - Eligibility
KW  - Economic Factors
KW  - Schools
KW  - Access to Information
KW  - Library Funding
KW  - Networks
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62507132?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 NAEP 1997 Arts Education Assessment: An Overview.
AN  - 62505997; ED421453
AB  - The National Assessment of Educational Progress (NAEP) 1997 Arts Education Assessment represents the first comprehensive approach on a national level to the development of methods for assessing student performance in dance, music, theatre, and the visual arts. The Assessment reflects the conviction that the arts are essential for every child's complete development and education. The goal of the NAEP 1997 Arts Education Assessment Framework was to obtain a comprehensive picture of what U.S. arts education is and what it ought to be. A special matrix was designed to analyze all four arts in terms of content and process. The content included knowledge and skills, including perceptual, technical, expressive, and intellectual/reflective skills. The processes included creating, performing, and responding. The NAEP assessment developed two special types of tasks for the tests: paper-and-pencil tasks and performance tasks. Paper-and-pencil tasks required students to respond to multiple choice questions, short constructed responses, and extended constructed responses. Special scoring guides were designed to discriminate among, and give credit for, the full range of possible student answers. The performance tasks were especially complex. The NAEP Arts Education Assessment created tasks that were suitable for a variety of students with a variety of educational backgrounds. (JEH)
AU  - White, Sheida
AU  - Vanneman, Alan
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 8
PB  - National Center for Education Statistics (ED), U.S. Department of Education, Washington, DC 20208-5653; web address: http://nces.ed.gov
VL  - 2
IS  - 4
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Dance
KW  - Competence
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Music Education
KW  - Problem Solving
KW  - Fundamental Concepts
KW  - Art Education
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Music
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
KW  - Educational Background
KW  - Drama
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62505997?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 Student Financial Aid Handbook 1998-99.
AN  - 62501765; ED414851
AB  - This handbook explains the policies and procedures required for proper administration of Student Financial Assistance (SFA) Programs, as determined by federal law or regulations of the Department of Education (ED). The 11 chapters cover the SFA programs from the vantage point of the school's financial aid administrator. Chapter 1 provides general information and lists related resources. Chapter 2 addresses general student eligibility requirements that apply to all SFA programs. Chapter 3 explains school and program eligibility requirements common to all SFA programs. Chapter 4 explains how to calculate Pell Grant payments and how to report payments to ED. Chapter 5 provides general information common to the three campus-based programs the Federal Perkins Loan Program, the Federal Work-Study Program, and the Federal Supplemental Educational Opportunity Grant Program. Chapters 6 through 8 cover these programs individually. Chapter 9 discusses the state grant and scholarship programs. Chapter 10 covers the Federal Family Education Loan Programs. The final chapter covers the William D. Ford Federal Direct Loan Program. (DB)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 975
PB  - Federal Student Aid Information Center, Box 84, Washington, DC 20044;
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Loan Programs
KW  - Scholarships
KW  - Government School Relationship
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - Eligibility
KW  - Student Financial Aid
KW  - School Accounting
KW  - Federal Legislation
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - State Federal Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62501765?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  - Impact Aid Program.
AN  - 62501114; ED415040
AB  - Impact Aid is a federal formula grant program designed to assist local school districts that have lost property tax revenue due to the presence of tax-exempt federal property or that have experienced increased expenditures due to the enrollment of federally connected children. Federally connected children are those whose parents pay minimal or no property taxes and who reside on Indian lands, military bases, low-rent housing properties, or other federal properties, or those who have parents in the uniformed services or employed on eligible federal properties. This booklet provides information on the Impact Aid program. The introduction describes Impact Aid, summarizes the statute (now Title VIII of the Elementary and Secondary Education Act of 1965), and gives a history of appropriations. The chapter on Section 8003 presents the categories of federally connected children; calculations of basic support, learning opportunity threshold, hold-harmless, and children with disabilities payments; eligibility standards for prekindergarten children, children connected with low-rent housing, and children with disabilities; documentation requirements for employment on public lands; formulae for applicants in states that do not collect average daily attendance data; and current expenditures and exclusions. The chapter on Section 8003(f), which addresses additional assistance for heavily impacted school districts, describes the types of districts eligible and the calculation of maximum payments. The chapter on Section 8004, dealing with Indian lands, discusses eligibility requirements. The next two chapters contain sample forms and worksheets. The administrative review process is explained, and names and phone numbers for program staff are given. (TD)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 77
KW  - Elementary Secondary Education Act Title VIII
KW  - Federal Lands
KW  - Federal School District Relationship
KW  - Impact Aid
KW  - ERIC, Resources in Education (RIE)
KW  - American Indian Reservations
KW  - Federal Aid
KW  - Government School Relationship
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Eligibility
KW  - Government Employees
KW  - Federal Legislation
KW  - Military Personnel
KW  - Federal Programs
KW  - Disabilities
KW  - American Indian Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62501114?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  - Cohort Default Rate Guide for Guaranty Agencies and Lenders. Fiscal Year 1995.
AN  - 62498561; ED413852
AB  - This guide is intended to provide the student loan industry with information on how cohort default rates are calculated for originating lenders, current lenders, and guaranty agencies participating in the Federal Family Education Loan Program. The guide notes that fiscal year 1995 data will be calculated based on data reported to the National Student Loan Data System by the guaranty agencies, and will include: subsidized Federal Stafford, unsubsidized Federal Stafford, Federal Supplemental Loan for Students (SLS), and Federal consolidation loans used to repay Stafford or SLS loans. Sections of the document provide the formula for calculating 1995 cohort default rates; a Department of Education contact list; information on how to correct cohort default rates; information about back-up data printouts; a list of guaranty agencies; and a set of commonly asked questions with answers. (JLS)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 25
KW  - Family Education Loan Program
KW  - Federal Direct Student Loan Program
KW  - Stafford Student Loan Program
KW  - Supplemental Loans for Students Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Federal Programs
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Legal Responsibility
KW  - Eligibility
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Federal Programs
KW  - Educational Finance
KW  - Loan Default
KW  - Higher Education
KW  - Compliance (Legal)
KW  - Legal Responsibility
KW  - Eligibility
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62498561?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 Services for Migrant [and] Seasonal Farmworkers and Their Families.
AN  - 62498263; ED412038
AB  - This directory provides information on federal programs and national organizations that serve migrant farmworkers and their families. Specifically, the directory lists programs administered by the U.S. Departments of Agriculture, Education, Health and Human Services, Justice, and Labor, and the Environmental Protection Agency. The directory also includes information on national nonfederal organizations that offer programs and services to migrant farmworkers. Examples of programs administered by federal agencies include the Community Facilities Loan Program, National School Lunch Program, Academic Excellence Program, Comprehensive School Grants program, Title I, Migrant Education Programs, College Assistance Migrant Program, Migrant Head Start, and Migrant and Seasonal Agricultural Worker Protection Act Program. Examples of programs administered by national nonfederal organizations include the Association of Farmworker Opportunity Programs, Children's Defense Fund, Migrant Legal Action Programs, National Coalition of Hispanic and Human Service Organizations, and National Center for Farmworker Health. Each entry includes contact information, program goals and purposes, and information about the administering agency. Appendices list state agencies administering the child nutrition program, WIC program publications and directories, state coordinators and directors of various federal programs, resources for the pesticide program, community services block grantees serving migrants, migrant head start grantees, migrant health centers, regional and district offices of the Immigration and Naturalization Service, grantees of the Migrant and Seasonal Farmworker Program, monitor advocates, and Legal Services programs and public interest law firms representing migrant and seasonal farmworkers. (LP)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 184
PB  - Office of Migrant Education, U.S. Department of Education, 600 Independence Ave., S.W., Washington, DC 20202-6135.
KW  - Nutrition Services
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Health Programs
KW  - Migrant Programs
KW  - Migrant Workers
KW  - Migrant Education
KW  - State Agencies
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Federal Government
KW  - National Organizations
KW  - Preschool Education
KW  - Family Programs
KW  - Federal Programs
KW  - Advocacy
KW  - Social Services
KW  - Agency Cooperation
KW  - Seasonal Laborers
KW  - Agricultural Laborers
KW  - State Programs
KW  - Health Programs
KW  - Migrant Programs
KW  - Migrant Workers
KW  - Migrant Education
KW  - State Agencies
KW  - National Programs
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Federal Government
KW  - National Organizations
KW  - Preschool Education
KW  - Family Programs
KW  - Federal Programs
KW  - Advocacy
KW  - Social Services
KW  - Agency Cooperation
KW  - Seasonal Laborers
KW  - Agricultural Laborers
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62498263?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 NAEP 1997 Arts Report Card: Eighth-Grade Findings from the National Assessment of Educational Progress.
AN  - 62440222; ED423213
AB  - The last several years have seen a growing resolve among educators and policymakers to assure the place of a solid arts education in U.S. schools. In 1997, the National Assessment of Educational Progress (NAEP) conducted a national assessment in the arts at grade 8. The assessment included the areas of music, theater, and visual arts. For each of these arts areas, this Report Card describes the achievement of eighth graders within the general population and in various subgroups. Taken with the information provided about instructional and institutional variables, this report gives a context for evaluating the status of students' learning in the arts. The arts assessment was designed to measure the content specifications described in the arts framework for NAEP. The arts have a unique capacity to integrate intellect, emotions, and physical skills in the creation of meaning. Meaningful arts assessments need to be built around three arts processes: creating, performing, and responding. To capture these processes, the arts assessment exercises included authentic tasks that assessed students' knowledge and skills and constructed-response and multiple choice questions that explore students' abilities to describe, analyze, interpret, and evaluate works of art in written form. Data are reported in overall summaries for creating, performing, and responding in terms of student- and school-reported background variables. Student results for theater are discussed in terms of teacher-reported background variables as well. The major findings of the assessment are that a large percentage of grade 8 students attend schools in which music and visual arts were taught usually by specialists; most students attended schools in which instruction following district or state curricula was offered in music and visual arts, but not in theater or dance; and most visual arts and music instruction took place in school facilities that were dedicated to that subject. (JH)
AU  - Persky, Hilary R.
AU  - Sandene, Brent A.
AU  - Askew, Janice M.
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 240
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1244;
VL  - NCES-1999-486
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Visual Arts
KW  - Grade 8
KW  - Junior High Schools
KW  - Theater Arts
KW  - Dance Education
KW  - Music Education
KW  - Middle Schools
KW  - National Standards
KW  - Art Education
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62440222?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Written "in collaboration with Lisa Beth Allen, Jo
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Arts Education: Highlights of the NAEP 1997 Arts Assessment Report Card.
AN  - 62436730; ED425122
AB  - This summary report provides samples from and highlights of the national assessment in arts education at the eighth-grade level conducted in 1997 by the National Assessment of Educational Progress (NAEP). The arts assessment measured students' literacy in the arts through their knowledge and skill in creating, performing, and responding to challenging, innovative test exercises. Sample test items and results are given from the assessment of music, theater, and the visual arts. A list of six other arts education assessment publications is included. (LB)
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 33
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398;
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Visual Arts
KW  - Grade 8
KW  - Junior High Schools
KW  - Theater Arts
KW  - Dance Education
KW  - Student Evaluation
KW  - National Standards
KW  - Art Education
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62436730?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Photographs may not reproduce clearly.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Japan: Images of a People.
AN  - 62425070; ED422211
AB  - This issue of "Art to Zoo" focuses on Japanese art and is adapted from materials developed by the education department of the Smithsonian Institution's Freer Gallery of Art and the Arthur M. Sackler Gallery. After learning how to look at paintings, students make paper screens that resemble Japanese screens. Background essays about Japan place the art lessons within a larger social studies unit on Japan. Sections of the lesson plan include: (1) "Geography of Japan"; (2) "Looking for Clues: Paintings as Information Sources"; and (3) "Japanese Screens." Worksheets, take-home pages, and a resources list conclude the unit. Lessons are designed for grades 4-9 and address art, geography, and social studies. (EH)
AU  - Smigielski, Alan
AU  - Casey, Douglas
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 18
PB  - Smithsonian Office of Elementary and Secondary Education, Arts and Industries Building 1163, MRC 402, Washington, DC 20560; (free).
KW  - Japan
KW  - ERIC, Resources in Education (RIE)
KW  - Non Western Civilization
KW  - Social Studies
KW  - Museums
KW  - Multicultural Education
KW  - Elementary Secondary Education
KW  - Japanese Culture
KW  - Asian Studies
KW  - Instructional Materials
KW  - Art
KW  - Foreign Countries
KW  - Cultural Awareness
KW  - Art History
KW  - Interdisciplinary Approach
KW  - Geography
KW  - World History
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62425070?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "Take Home" instructions and also in Spanish. Tran
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Implementing School Reform: Practice and Policy Imperatives.
AN  - 62360983; ED433391
AB  - Based on the proceedings of a national conference titled "Implementation of the Title I Program: Implications for Improving Schools' Capacity for Achieving Success," this publication is intended to bring critical attention to the issues that will improve the learning of economically disadvantaged students in urban and rural schools. Chapters provide an overview of the research base and an analysis of the current state of education practice. Each chapter contains specific proposals for policy development and research and development agendas. The chapters are: (1) "Financing Title I: Meeting the Twin Goals of Effective Resource Targeting and Beneficial Program Interventions" (Martin Orland and Stephanie Stullich); (2) "Educational Practices and Policies that Promote Achievement" (Margaret C. Wang, Geneva D. Haertel, and Herbert J. Walberg); (3) "Redesigning the Federal Compensatory Education Program: Lessons from the Implementation of Title I Schoolwide Projects" (Kenneth K. Wong, Gail L. Sunderman, and Jaekyung Lee); (4) "Sustaining State Reform through Research and Recognition" (Gerald L. Richardson); (5) "Reading Achievement, Reading Instruction, and Title I Evaluation" (Richard L. Venezky); (6) "English-Language Learners and Title I Schoolwide Programs" (Diane August); (7) "Meeting Student Diversity Needs in Poor, Rural Schools: Ideal Practices and Political Realities" (Barbara L. McCombs and Bill Bansberg); and (8) "Epilogue: A Summary of Recommendations" (Margaret C. Wang and Kenneth K. Wong). Each chapter contains references. (Contains 23 tables.) (SLD)
AU  - Wang, Margaret C.
AU  - Wong, Kenneth K.
Y1  - 1997
PY  - 1997
DA  - 1997
SP  - 231
KW  - Elementary Secondary Education Act Title I
KW  - Reform Efforts
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Diversity (Student)
KW  - School Restructuring
KW  - Educational Practices
KW  - Educational Change
KW  - Educational Policy
KW  - Disadvantaged Youth
KW  - Urban Youth
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62360983?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  - NO PLACE FOR REMEDIAL CLASS
AN  - 393725862
AB  - In Maryland the recent revelation that 46 percent of 1994 high school graduates who entered our public colleges and universities needed remediation was rightly called "scandalous" by State Board of Education President Christopher Cross.  
For these purposes, the usual definition of remedial is "not functioning at an eighth-grade level." Thus it is entirely fair for the average citizen to ask: "How did these kids ever get out of high school, let alone into college?" Or from a taxpayer's perspective: "How long do we have to keep paying for a job that never seems to get done?" In striking fashion, these questions illuminate the key issues of standards and accountability that are at the heart of the battle to reform American education. They also illustrate the tragic conflict between the principles of equity and excellence that has haunted our schools for more than a generation.  
In California, where the future always seems to arrive first, a combination of exploding population, financial stress and taxpayer unrest has led the state to consider eliminating all college-level remedial programs. Somewhat plausibly, Gov. Pete Wilson has asked: "If students can't do college-level work, why are they in college?"
JF  - The Commercial Appeal
AU  - William J. Moloney William J. Moloney, superintendent of the Calvert County (Md.) Public Schools, is a member of the Governing Board of the National Assessment of Educational Progress. He wrote this for The Washington Post.
Y1  - 1996/12/22/
PY  - 1996
DA  - 1996 Dec 22
CY  - Memphis, Tenn.
SN  - 07454856
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/393725862?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=The+Commercial+Appeal&rft.atitle=NO+PLACE+FOR+REMEDIAL+CLASS%3A+%5BFINAL+EDITION%5D&rft.au=William+J.+Moloney+William+J.+Moloney%2C+superintendent+of+the+Calvert+County+%28Md.%29+Public+Schools%2C+is+a+member+of+the+Governing+Board+of+the+National+Assessment+of+Educational+Progress.+He+wrote+this+for+The+Washington+Post.&rft.aulast=William+J.+Moloney+William+J.+Moloney&rft.aufirst=superintendent+of+the+Calvert+County+%28Md.%29+Public&rft.date=1996-12-22&rft.volume=&rft.issue=&rft.spage=B.5&rft.isbn=&rft.btitle=&rft.title=The+Commercial+Appeal&rft.issn=07454856&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Memphis Publishing Company Dec 22, 1996
N1  - Last updated - 2010-06-25
ER  - 



TY  - RPRT
T1  - Federal Support for Education. Fiscal Years 1980 to 1996.
AN  - 62615296; ED404364
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year 1980. It takes into account programs that reside in Federal agencies other than the Department of Education if they have significant educational components. Federal support for education, excluding estimated Federal tax expenditures was an estimated $96.4 billion in fiscal year (FY) 1996, an increase of $33.6 billion, or 54%, since FY 1990. After adjustment for inflation, Federal support for education increased 29% between FY '90 and FY '96. In FY '96, on-budget Federal funds for education programs were estimated to be $70.9 billion, an increase of 37% since FY 90 in current dollars or an increase of 15% after being adjusted for inflation. Off-budget support and nonFederal funds generated by Federal legislation were estimated at $25.6 billion, an increase of 92% in constant dollars since FY '90. Between FY '90 and FY '96 funds for elementary and secondary education increased 34% in constant dollars. Over 58% of Federal education support, excluding estimated Federal tax expenditures, went to educational institutions in FY '96. The estimated share of expenditures of educational institutions declined from 14% in FY '80 to 10% in FY '90, but rose to 11% in FY '96. Six appendixes present detailed tables of expenditures. (Contains nine tables, six appendix tables, and three figures.) (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 55
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-97-384
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Federal Aid
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Expenditures
KW  - Tax Allocation
KW  - Public Agencies
KW  - Budgeting
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62615296?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 on the Net. http://www.ed.gov/NCES/naep/.
AN  - 62611817; ED404362
AB  - The National Assessment of Educational Progress (NAEP) has developed a home page on the Internet that allows users instant access to current NAEP publications and linkages to data from sources within and outside of the U.S. government. The home page features the following "buttons": (1) information on the NAEP; (2) NAEP activities, a listing of survey cycles and information on meetings and other activities; (3) information on the National Assessment Governing Board; (4) information on the National Center for Education Statistics and its surveys; and (5) access to information on activities of the U.S. Department of Education. (SLD)
AU  - Clemons, Bob
AU  - Vanneman, Alan
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 3
VL  - NCES-97-757
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - User Needs (Information)
KW  - Access to Information
KW  - Information Dissemination
KW  - Elementary Secondary Education
KW  - Online Systems
KW  - National Surveys
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62611817?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  - Are Limited English Proficient Students Being Taught by Teachers with LEP Training? Issue Brief.
AN  - 62605595; ED401769
AB  - Data from the National Center for Education Statistics' 1993-94 annual Schools and Staffing Survey concerning the training of teachers of limited-English-proficient (LEP) students are summarized. LEP training was defined to include both pre-service and in-service training. In 1993-94, United States public schools enrolled over 2.1 million LEP students, with considerable variation by state and region. Teachers in areas with large proportions of LEP students were more likely to have LEP training. Over 12 percent of all students in the West were LEP, and nearly half their teachers had LEP training. Under 2 percent of Midwest students are LEP, with about 12 percent of teachers LEP trained. A similar pattern was found at the classroom level. However, in classes with low percentages of LEP students, English teachers were more likely than other core teachers to have LEP training. These patterns suggest that effort is being made to accommodate the needs of LEP students, as mandated by law. Research on the nature, extent, and quality of LEP training is recommended. Contains nine references. (MSE)
AU  - McCandless, Elise
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 4
VL  - IB-7-96
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Geographic Distribution
KW  - Teacher Education
KW  - Regional Characteristics
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - English (Second Language)
KW  - Enrollment Rate
KW  - Public Schools
KW  - Student Needs
KW  - Compliance (Legal)
KW  - Limited English Speaking
KW  - Teacher Qualifications
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62605595?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 Schools and Staffing Survey. Recommendations for the Future. Conference Proceedings.
AN  - 62600299; ED404370
AB  - The Schools and Staffing Survey (SASS) was designed by the National Center for Education Statistics (NCES) to provide recurrent information about public and private elementary and secondary schools, teachers, and administrators. The NCES commissioned these papers to examine the SASS and to make recommendations about its future. The following papers, presented at 1996 NCES seminars, are included: (1) "Should SASS Measure Instructional Processes and Teacher Effectiveness?" (Susan Stodolsky); (2) "Toward an Organizational Database on America's Schools: A Proposal for the Future of SASS, with Comments on School Reform, Governance, and Finance" (David P. Baker); (3) "Technology for K-12 Education: Asking the Right Questions" (Kathleen Fulton); (4) "Linking Student Data to SASS: Why, When, How" (Phillip Kaufman); (5) "Making Data Relevant for Policy Discussions: Recommendations for Redesigning the School Administrator Questionnaire for the 1998-99 SASS" (Henry Zheng); (6) "Measures of Inservice Professional Development: Suggested Items for the 1998-99 Schools and Staffing Survey" (Dorothy M. Gilford); (7) "District-Level Data in the Schools and Staffing Survey" (J. Michael Ross); (8) "Use of Education Information Systems with the Schools and Staffing Survey: How Can SASS Be Linked to Schools?" (Rolf K. Blank); (9) "Collecting Representative Data on School Resources: Understanding the Linkage between Adequacy, Equity, and Opportunity To Learn through SASS" (Jay G. Chambers); (10) "The Schools and Staffing Survey for 1998-99: Design Recommendations To Inform Broad Education Policy" (Erling E. Boe); (11) "1998-99 Schools and Staffing Survey: Issues Related to Survey Depth" (Susan P. Choy); and (12) "Reflections on the Papers Prepared for the Schools and Staffing Survey Seminar Series" (John Howard Burkett). Each paper contains references. (SLD)
AU  - Mullens, John E.
AU  - Kasprzyk, Daniel
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 248
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016048961X
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Databases
KW  - Public Schools
KW  - Educational Change
KW  - Educational Policy
KW  - Research Utilization
KW  - Data Collection
KW  - Private Schools
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62600299?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  - Geography: What Do Students Know, and What Can They Do?
AN  - 62599409; ED403218
AB  - This document summarizes the results of a national survey that tested 4th, 8th, and 12th graders' ability to analyze geographic data in a variety of formats; explain complex geographic phenomena and processes; and show knowledge of relationships between human and geographic events. The survey tested three content dimensions: space and place, environment and society, spatial dynamics and connections, and three cognitive dimensions: knowing, understanding, and applying. Space and place include knowledge of particular places on earth, of spacial patterns on earth's surface, and of the physical and human processes that shape such patterns. Environment and society includes knowledge of human adaptation to and modification of the environment. Spatial Dynamics and Connections includes knowledge of the cultural, economic, and political regions of the world and the connections among them. Data for the students were tabulated against national averages. 90th percentile represented the top performance while 25 percent represented the bottom. Hence, 25th percentile eighth graders could understand a basic map coordinate system and identify major land masses such as South America. Eighth graders from the 90th percentile could use more sophisticated geographic tools, such as climographs, cross-sectional diagrams, and an isotherm map and understand the effects of elevation on climate and vegetation. Each section includes a specific example illustrating the knowledge content and application. Summary profile tables reveal generalized knowledge by age grade and performance percentile. (MJP)
AU  - Vanneman, Alan
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 6
VL  - NCES-97-579
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Administrators
KW  - Policymakers
KW  - Practitioners
KW  - Grade 12
KW  - Geographic Concepts
KW  - Social Studies
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - National Competency Tests
KW  - Grade 8
KW  - Formative Evaluation
KW  - Knowledge Level
KW  - Grade 4
KW  - Geography Instruction
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Geography
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62599409?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 Literacy in an International Perspective: Collected Papers from the IEA Reading Literacy Study.
AN  - 62597889; ED402570
AB  - Presenting nine papers from the IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study that place results in an international perspective, this report address factors related to variation in literacy outcomes, both across and within countries; the teaching of reading; and the quality of life in schools. The nations focused on in the report are Denmark, Finland, France, the former West Germany, Italy, Spain, Sweden, Switzerland, and the United States. Papers in the report are "Social Inequality, Social Segregation, and Their Relationship to Reading Literacy in 22 Countries" (Stephen W. Raudenbush and others); "A Nine-Country Study: What Were the Differences between the Low- and High-Performing Students in the IEA Reading Literacy Study?" (Karin Taube and Jan Mejding); "Reading Literacy among Immigrant Students in the United States and the Former West Germany" (Rainer Lehmann); "Comparison of Reading Literacy across Languages in Spanish Fourth Graders" (Guillermo A. Gil and others); "Teaching Reading in the United States and Finland" (Marilyn R. Binkley and Pirjo Linnakyla); "A Nine-Country Study: How Do Teachers Teach Reading to 9-Year-Olds?" (Emilie Barrier and Daniel Robin); "Consistencies in the Quality of School Life" (Trevor Williams and Stephen Roey); "Quality of School Life in the Finnish- and Swedish-Speaking Schools in Finland" (Pirjo Linnakyla and Viking Brunell); and "Analysis of the Williams and Batten Questionnaire on the Quality of School Life in Spain" (Guillermo A. Gil). (RS)
AU  - Binkley, Marilyn
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 253
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160489571
KW  - International Assn Evaluation Educ Achievement
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Immigrants
KW  - Elementary Secondary Education
KW  - School Culture
KW  - Reading Research
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Foreign Countries
KW  - Educational Environment
KW  - Reading Instruction
KW  - Literacy
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62597889?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  - Who Reports Participation in Varsity Intercollegiate Sports at 4-Year Colleges? Statistics in Brief.
AN  - 62579650; ED404908
AB  - This study examined participation in high school and intercollegiate varsity athletics by following a cohort of 8th-graders through high school and the first 2 years of college. Data from the National Education Longitudinal Study of 1988 were used to track all 1988 8th-graders through 2 years after scheduled high school graduation, all 1988 8th-graders who completed high school, and all 1988 8th-graders who attended 4-year colleges by 1994. For the approximately 3 million students enrolled in 8th-grade in 1988, only 5.2 percent reported participation in intercollegiate athletics at 4-year colleges in 1994, only 2.2 percent if participation at National Collegiate Athletic Association (NCAA) Division I schools is examined separately. Among students attending 4-year colleges, 14.8 percent reported participation in intercollegiate athletics. Males were almost twice as likely as females to report participation in intercollegiate sports at NCAA Division I schools, while high socioeconomic status (SES) students were 10 times as likely as low SES students to report such participation. Black and white students were twice as likely as Hispanic students to report participation in intercollegiate sports at NCAA Division I schools. Also, while 90 percent of participants in intercollegiate athletics met previous NCAA academic standards, only 68 percent would have met the new requirements which went into effect in August 1996. (MDM)
AU  - Owings, Jeffrey
Y1  - 1996/12//
PY  - 1996
DA  - December 1996
SP  - 17
VL  - NCES-97-911
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Athletics
KW  - Socioeconomic Status
KW  - Student Participation
KW  - Higher Education
KW  - Racial Differences
KW  - Longitudinal Studies
KW  - Intercollegiate Cooperation
KW  - Secondary Education
KW  - College Athletics
KW  - Grade 8
KW  - Sex Differences
KW  - Predictor Variables
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62579650?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 for Decisions: Resources from the National Center for Education Statistics [videotape].
AN  - 62611556; ED401340
AB  - This videotape introduces resources provided by the National Center for Education Statistics (NCES) to help educators make good educational policy decisions. The NCES is charged with collecting, maintaining, and reporting statistics about U.S. education, and it makes a variety of resources available to educators and the public to help them use this information. The following resources are highlighted in this report: (1) the Standards for Education Data Collection and Reporting (SEDCAR), a set of standards to help with uniform terminology and procedures; (2) data handbooks for collecting and defining data about students and staff; (3) the Course Classification System, a way of standardizing descriptions of courses among schools and agencies; (4) the SPEEDE/ExPRESS system of electronic transfer of student records; (5) a discussion of protecting the privacy of student records, "Protecting the Privacy of Student Records: Guidelines for Education Agencies"; (6) "Guidelines for Education Technology Decisions," a publication to help educators in the information age; (7) national education databases on CD-ROM for educators and the public; (8) the "Census Mapping Tool," census data for districts within states; and (9) EDSEARCH, software for the NCES Internet site. (SLD)
Y1  - 1996/11//
PY  - 1996
DA  - November 1996
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail SSOP, Washington, DC 20402-9328.
KW  - National Center for Education Statistics
KW  - SPEEDE ExPRESS Electronic Transcript System
KW  - ERIC, Resources in Education (RIE)
KW  - Confidentiality
KW  - Elementary Secondary Education
KW  - Videotape Recordings
KW  - Higher Education
KW  - National Surveys
KW  - Decision Making
KW  - Computer Software
KW  - Academic Records
KW  - School Statistics
KW  - Databases
KW  - Classification
KW  - Educational Policy
KW  - Resource Materials
KW  - Research Utilization
KW  - Standards
KW  - Guides
KW  - Data Collection
KW  - Educational Technology
KW  - Internet
KW  - Educational Research
KW  - Recordkeeping
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62611556?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=Data+for+Decisions%3A+Resources+from+the+National+Center+for+Education+Statistics+%5Bvideotape%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-11-01&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  - Literacy of Older Adults in America. Results from the National Adult Literacy Survey.
AN  - 62609450; ED402513
AB  - The 1992 National Adult Literacy Survey (NALS) examined three types of literacy--prose, document, and quantitative--among the entire older adult population and various subgroups thereof. Of the nationally representative sample of 26,091 adults interviewed during the NALS, 2,267 were aged 60-69, 1,005 were aged 70-79, and 442 were at least 80 years old. Among the main findings were the following: (1) 71% of adults over age 60 demonstrated limited prose skills, and 68% had difficulty finding/processing quantitative information; (2) even when education, language background, and visual impairments were held constant, adults over 60 demonstrated weaker literacy proficiency than their under-60 counterparts; (3) literacy skills were higher among those older adults who were employed or retired and volunteering and those with annual incomes above $10,000; and (4) compared with younger adults, older adults were more likely to report not learning certain literacy skills at all or in school and were less likely to read, write, and use arithmetic in their daily lives. (Sixty-three tables/figures are included. Appended are the following: information on interpreting the literacy scales; 12 additional tables; overview of survey procedures; definitions of subpopulations and variables; and participants in the survey development process and information about the authors.) (MN)
AU  - Brown, Helen
Y1  - 1996/11//
PY  - 1996
DA  - November 1996
SP  - 202
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-97-576
KW  - National Adult Literacy Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Reading Habits
KW  - Reading Ability
KW  - National Surveys
KW  - Educational Attainment
KW  - Educational Needs
KW  - Citizen Participation
KW  - Older Adults
KW  - Adult Basic Education
KW  - Employment Patterns
KW  - Economic Status
KW  - Literacy Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62609450?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 National Assessment of College Student Learning: An Inventory of State-Level Assessment Activities. A Report of the Proceedings of the Study Design Workshop (3rd, Arlington, VA, December 7-8, 1995). Research and Development Report.
AN  - 62608963; ED402855
AB  - This report summarizes proceedings and conclusions of a two-day national planning workshop to further the assessment of national postsecondary outcomes, as suggested by Goal 6.5 of the National Education Goals, and to determine how the National Center for Education Statistics (NCES) and the states might work more effectively to develop mutually-supportive postsecondary assessment activities and policies. Conclusions of the workshop indicate that there is no immediate possibility of aggregating state-level data on postsecondary outcomes to create a usable national indicator. But they do suggest other ways in which the states and the federal government might work together to improve the quality of the data. Section 1 provides background information and an overview of the workshop. Section 2 presents results of an inventory of state activities. Section 3 describes the workshop's major discussion themes and conclusions concerning: (1) the current political context for postsecondary assessment; (2) the corresponding methodological context; and (3) results of working sessions. Section 4 provides conclusions, policy implications, and possible next steps. Appendices include, in addition to the workshop agenda and participants list, a paper describing current activities of the NCES and individual background papers on each state's activities in postsecondary assessment. Also appended are the texts of the following prepared papers: "What Political Leaders Expect from Postsecondary Assessment" (Charles S. Lenth); "Perspective from the National Education Goals Panel" (Ken Nelson); "The State Perspective" (Mark D. Musick); "The Virginia Experience" (Margaret A. Miller); "Making Assessment Essential without Legislative Mandates: The Missouri Experience" (Ava L. Fajen et al.); and "Methodological Concerns: An ETS Perspective" (John Mazzeo). (MAH)
AU  - Corrallo, Sal
Y1  - 1996/11//
PY  - 1996
DA  - November 1996
SP  - 158
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160489237
KW  - National Center for Education Statistics
KW  - National Education Goals 1990
KW  - Performance Indicators
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Political Influences
KW  - Educational Objectives
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Needs Assessment
KW  - Educational Methods
KW  - Educational Policy
KW  - Educational Planning
KW  - Data Collection
KW  - College Outcomes Assessment
KW  - Educational Assessment
KW  - Data Interpretation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62608963?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related reports, see ED 372 717, ED 363 177, E
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Findings from Vocational Education in the United States: The Early 1990s.
AN  - 62606296; ED403460
AB  - Vocational course taking declined between 1982 and 1992, with especially large enrollment decreases occurring in general labor market preparation and consumer/homemaking education. Only a small proportion of 1992 high school graduates specialized in vocational education (VE). Among occupationally specific VE programs, business, and trade and industry had the highest enrollments. Special populations tended to participate more heavily in VE than did other high school graduates in 1992. A recent study established that vocational course taking and National Assessment of Educational Progress math scores have an unexplained inverse relationship. In 1991, public school vocational teachers served fewer students than did nonvocational teachers. In 1990, postsecondary vocational students accounted for approximately one-third of all undergraduates and one-half of all nonbaccalaureate students. At the postsecondary level, business was the most common major for vocational students, and community colleges had the largest vocational student enrollment. Vocational completers were more likely to be employers than were other individuals who do not participate in postsecondary education, and employment in fields related to postsecondary vocational completers' concentration was associated with higher earnings. Nonbaccalaureate students of low socioeconomic status (SES) were more likely to be vocational majors than were students with high SES. (Contains 13 figures/tables.) (MN)
AU  - Houser, Jim
Y1  - 1996/11//
PY  - 1996
DA  - November 1996
SP  - 28
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (stock no. 065-000-00963-3, $3.75; Internet: gopher.ed.gov:10000 or http:/www.ed.gov/NCES/).
SN  - 0160489482
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - High School Graduates
KW  - Special Needs Students
KW  - Student Characteristics
KW  - Student Participation
KW  - Academic Achievement
KW  - Educational Trends
KW  - Mathematics Skills
KW  - Secondary Education
KW  - Outcomes of Education
KW  - Student Financial Aid
KW  - Enrollment Trends
KW  - Teaching Load
KW  - Community Colleges
KW  - Vocational Education
KW  - Tables (Data)
KW  - Class Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62606296?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Excerpted from ED 388 841.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Education Indicators: An International Perspective.
AN  - 62597291; ED403331
AB  - This publication compiles a comprehensive set of educational indicators using data from a variety of sources and presents results of interest to a U.S. audience about education in the United States and other countries. International indicators provide the United States with an opportunity to compare its performance with that of other countries, to identify areas for improvement, and to suggest new approaches to producing a world-class class educational system. The report presents data on many countries, but the primary comparisons are among the Group of Seven (G-7) countries, seven industrialized nations with large economies: Canada, France, Germany, Italy, Japan, the United Kingdom, and the United States. The achievement indicators show that the performance of U.S. students is mixed. They perform well in reading in comparison with their peers in other countries, and less well in geography and science. Their weakest area relative to students in other countries is mathematics. The finance indicators presented in this publication show that public financial investment in education in the United States is among the highest of the G-7 countries on multiple measures. Indicators are divided into: (1) Participation and Student Flows; (2) Achievement and Attainment; (3) Education and Labor Market Destinations; (4) Contextual Factors; and (5) Societal Support for Education. (Contains 45 tables, 45 figures, and 15 references.) (SLD)
AU  - Matheson, Nancy
Y1  - 1996/11//
PY  - 1996
DA  - November 1996
SP  - 321
VL  - NCES-96-003
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Context Effect
KW  - Reading
KW  - Student Characteristics
KW  - Educational Indicators
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - International Education
KW  - Higher Education
KW  - Mathematics
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - International Studies
KW  - Sciences
KW  - Foreign Countries
KW  - Developed Nations
KW  - Performance Factors
KW  - Geography
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62597291?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  - FIGHT HARASSMENT
AN  - 291158365
AB  - In fact, precisely because of the confusion regarding sexual harassment in our schools, the department's Office for Civil Rights published for comment earlier this year the legal principles and standards that since 1989 have guided federal enforcement of sexual harassment under Title IX of the Education Amendments of 1972. In the guidance relating to student-on-student harassment, the office included principles of law and many examples (often tracking actual case resolutions) to illustrate in very plain terms how these principles should be applied.
JF  - Chicago Tribune (pre-1997 Fulltext)
AU  - Norma V. Cantu, Assistant Secretary for Civil Rights, U.S. Department of Education.
Y1  - 1996/10/26/
PY  - 1996
DA  - 1996 Oct 26
SP  - 19
CY  - Chicago, Ill.
SN  - 10856706
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/291158365?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%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=FIGHT+HARASSMENT%3A+%5BNORTH+SPORTS+FINAL+EDITION%5D&rft.au=Norma+V.+Cantu%2C+Assistant+Secretary+for+Civil+Rights%2C+U.S.+Department+of+Education.&rft.aulast=Norma+V.+Cantu&rft.aufirst=Assistant+Secretary+for+Civil&rft.date=1996-10-26&rft.volume=&rft.issue=&rft.spage=19&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Chicago Tribune Co. Oct 26, 1996
N1  - Last updated - 2011-11-01
ER  - 



TY  - GEN
T1  - Conflict Resolution Education. A Guide to Implementing Programs in Schools, Youth-Serving Organizations, and Community and Juvenile Justice Settings. Program Report.
AN  - 62603519; ED404426
AB  - This guide was developed for educators, juvenile justice practitioners, and others in youth-serving organizations to increase awareness of conflict resolution education and its potential for the peaceful settlement of disputes. Conflict resolution programs can help schools promote both the individual behavior changes necessary for responsible citizenship and the systemic change necessary for a safe learning environment. The guide is designed to provide sufficient information and tools to initiate the development of comprehensive youth-centered conflict resolution programs. Chapter 1, "Understanding Conflict Resolution," defines conflict as a natural condition and presents the essential principles of conflict resolution. Each of the next four chapters discusses one of the following approaches to conflict resolution: (1) the process curriculum approach; (2) the mediation program approach (peer or other mediation); (3) the peaceable classroom approach; and (4) the peaceable school approach, a comprehensive whole-school approach. The next two chapters address conflict resolution in juvenile justice settings and in parent and community initiatives. The final three chapters consider research on conflict resolution, developmentally appropriate practices, and conflict resolution program development and implementation. Nine appendixes offer a variety of resources for establishing conflict resolution education programs, including lists for further reading, a glossary, sample forms, and a strategic program plan. (SLD)
AU  - Crawford, Donna
AU  - Bodine, Richard
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 145
KW  - Peace Education
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Program Implementation
KW  - Program Development
KW  - Elementary Secondary Education
KW  - Youth Programs
KW  - Social Cognition
KW  - Peace
KW  - Conflict Resolution
KW  - Juvenile Justice
KW  - Teaching Methods
KW  - Problem Solving
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62603519?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 Household Education Survey. 1991, 1993, and 1995 Surveys. Data Files and Electronic Codebook [CD-ROM].
AN  - 62601651; ED402355
AB  - The National Household Education Survey (NHES) is an ongoing project of the National Center for Education Statistics. The NHES uses random digit dial sampling and computer-assisted telephone interviewing to conduct studies on important education issues. This disc contains six NHES components. These are: (1) the 1991 Adult Education Survey, which focuses on participation in a broad range of adult education activities by people aged 16 years and older; (2) 1991 Early Childhood Education Survey, which focuses on child care, early childhood education programs, early school experiences, and home activities of children aged 3 to 8; (3) 1993 School Readiness Survey, which focuses on the characteristics and experiences of children age 3 through age 7, or second grade; (4) 1993 School Safety and Discipline Survey, which focuses on school environment, discipline, and safety through a Parent File that focuses on grades 3 through 12 and a Youth File that represents grades 6 through 12; (5) 1995 Adult Education Survey, which repeats the NHES:91 topic; and (6) 1995 Early Childhood Program Participation Survey, which represents children from birth through age 10 in third grade or below. 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: 1995. (SLD)
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
PB  - National Center for Educational Statistics (NCES), Washington, DC 20208; (202) 219-1767.
KW  - National Household Education Survey
KW  - Random Digit Dialing
KW  - ERIC, Resources in Education (RIE)
KW  - Primary Education
KW  - Young Children
KW  - Research Methodology
KW  - Early Childhood Education
KW  - School Safety
KW  - National Surveys
KW  - Adults
KW  - Discipline
KW  - Telephone Surveys
KW  - Educational Environment
KW  - Educational Experience
KW  - Day Care
KW  - School Readiness
KW  - Family (Sociological Unit)
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62601651?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+Survey.+1991%2C+1993%2C+and+1995+Surveys.+Data+Files+and+Electronic+Codebook+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-10-01&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  - Common Core of Data (CCD). School Years 1988-89 through 1993-94 [CD-ROM].
AN  - 62599965; ED402354
AB  - The Common Core of Data (CCD) is the primary database of the National Center for Education Statistics on elementary and secondary education in the United States. CCD is a comprehensive, annual, national statistical database of all elementary and secondary schools and school districts. It contains data that are comparable across all states, and all 50 states, the District of Columbia, and outlying territories under U.S. jurisdiction are included. This CD-ROM disc contains six years of CCD data, for the states beginning with school year 1988-89 through 1993-94, five years for agencies, and four years for schools. The disc contains approximately 340,000 school records, 83,000 agency records, and 330 state records. Agency level fiscal data have been merged with nonfiscal data, as have state data. Some of the agency fiscal and demographic data were obtained from the 1990 Decennial Census and the F-33 survey conducted by the U.S. Bureau of the Census. Installation instructions are included with the disc. TYPE OF SURVEY: National Survey; Census Survey. POPULATION: Elementary and Secondary Schools (340,000); Education Agencies (83,000); States (330). FREQUENCY: Annual. YEAR OF EARLIEST DATA: 1988. YEAR OF LATEST DATA: 1994. (SLD)
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
PB  - National Center for Education Statistics (NCES), Washington, DC 20208; (202) 219-1611.
KW  - Common Core of Data Program
KW  - Data Files
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Research Methodology
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Optical Data Disks
KW  - School Statistics
KW  - Census Figures
KW  - Demography
KW  - Databases
KW  - Comparative Analysis
KW  - Data Collection
KW  - Data Analysis
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62599965?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.+School+Years+1988-89+through+1993-94+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-10-01&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  - Reading Proficiency and Home Support for Literacy.
AN  - 62598983; ED400511
AB  - The 1994 NAEP (National Assessment of Educational Progress) reading assessment was administered to approximately 27,400 public and non-public school students at grades 4, 8, and 12. Across the 3 grades assessed, there were a total of 96 multiple-choice, 144 short constructed-response, and 33 extended constructed-response questions. Information for home support for reading was collected from students at all three grades. The number of different types of literacy materials in the home, the amount of home reading, and the opportunity to discuss reading are all related to reading proficiency. Significantly fewer 12th graders in 1994 than in 1992 reported having all 4 types of literacy material (magazines, newspapers, encyclopedias, and at least 25 books) in their homes. The other two grades surveyed did not report a change from 1992 to 1994. Since 4th, 8th, and 12th graders were sampled using the same techniques, data do not suggest an overall trend in the amount of literacy materials in the home. In 1994 12th-grade students also reported reading less for fun and having fewer literacy discussions with family and friends. This decline was not reported for 4th and 8th graders. (Contains 4 tables of data and 12 notes.) (NKA)
AU  - White, Sheida
AU  - Dewitz, Peter
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 7
VL  - 2
IS  - 1
KW  - National Assessment of Educational Progress
KW  - Support Systems
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Reading Ability
KW  - Reading Skills
KW  - Elementary Secondary Education
KW  - Reading Comprehension
KW  - Reading Research
KW  - Family Involvement
KW  - Grade 8
KW  - Grade 4
KW  - Family Role
KW  - Student Needs
KW  - Literacy
KW  - Student Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62598983?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  - 1995 National Household Education Survey (NHES:95) Questionnaires: Screener, Early Childhood Program Participation, and Adult Education. Working Paper Series.
AN  - 62497837; ED418983
AB  - The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES) designed to address a wide range of education-related issues. It is a telephone survey of the noninstitutionalized civilian population. In 1995, the NHES was designed to cover two topical components, Early Childhood Program Participation (ECPP) and Adult Education (AE). The ECPP component includes all children from birth through third grade. For the AE component, interviews were conducted with persons aged 16 and older and not enrolled in elementary or secondary school. About 45,500 households were screened for the two components, and 14,064 interviews were completed for the ECPP component and 19,722 for the AE component. This document contains the interviewer text for the: (1) NHES:95 basic screener interview; (2) the NHES ECPP interview; and (3) the NHES:95 AE interview. (Contains one table and two exhibits.) (SLD)
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 120
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-22
KW  - National Household Education Survey
KW  - Screening Procedures
KW  - ERIC, Resources in Education (RIE)
KW  - Telephone Surveys
KW  - Participation
KW  - Early Childhood Education
KW  - Data Collection
KW  - Sampling
KW  - National Surveys
KW  - Interviews
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62497837?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  - 1991 National Household Education Survey (NHES:91) Questionnaires: Screener, Early Childhood Education, and Adult Education. Working Paper Series.
AN  - 62497139; ED418981
AB  - The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES) designed to address a wide range of education-related issues. It is a telephone survey of the noninstitutionalized civilian population. The 1991 NHES included two topical components: Early Childhood Education (ECE) and Adult Education (AE). The ECE component includes all children aged 3 to 8 years of age (as of December 31, 1990) and all 9-year-old children enrolled in first and second grade. For the AE component, interviews were conducted with persons who were 16 years of age and older in December 1990, and who were not enrolled in elementary or secondary school. Adults identified as adult education participants were sampled at a higher rate than adult education nonparticipants. Approximately 60,000 households were screened to identify eligible respondents. For the ECE, 13,892 interviews were completed, and for the AE, 12,568 interviews were completed. This document contains the interviewer texts of: (1) the NHES:91 screener interview, with its subsets of ECE, AE, and household characteristics items; (2) the NHES:91 ECE interview; and (3) the NHES:91 AE interview. (Contains one table.) (SLD)
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 67
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-20
KW  - National Household Education Survey
KW  - Screening Procedures
KW  - ERIC, Resources in Education (RIE)
KW  - Telephone Surveys
KW  - Participation
KW  - Early Childhood Education
KW  - Data Collection
KW  - Sampling
KW  - National Surveys
KW  - Interviews
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62497139?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  - Measures of Inservice Professional Development: Suggested Items for the 1998-1999 Schools and Staffing Survey. Working Paper Series.
AN  - 62483904; ED418985
AB  - As the National Center for Education Statistics (NCES) considers the redesign of the Schools and Staffing Survey (SASS), it is appropriate to consider the information about inservice professional development (IPD) that would be suitable for inclusion in the SASS. Part I of this paper considers the various definitions of IPD and its evaluation, reflected in the many types of IPD programs encompassed. When considering the design of SASS items, it is noted that the large number of types of IPD programs calls for a framework to organize information collection and compilation. Because data from the 1998-99 SASS will become available in the year 2000, national and state reform initiatives that focus on that year are discussed. A set of reform oriented approaches for IPD is presented, as are some characteristics of effective programs. Part I then considers the principles of high-quality IPD programs and uses these principles to develop a number of items related to quality. The final section of Part I addresses several data needs for the Year 2000 Education Goals report. A summary recaps the 12 items suggested to measure IPD for the SASS. Part II discusses the value of international comparisons of IPD generally, with particular attention to the use of computers and advanced telecommunications equipment. It is also suggested that the SASS include some items from the International Association for the Evaluation of Educational Achievement Computers in Education Study (CompEd). (Contains 48 references.) (SLD)
AU  - Gilford, Dorothy M.
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 61
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-25
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Teacher Improvement
KW  - Elementary Secondary Education
KW  - Professional Development
KW  - International Education
KW  - National Surveys
KW  - Research Design
KW  - Computer Uses in Education
KW  - Measurement Techniques
KW  - International Studies
KW  - Inservice Teacher Education
KW  - Educational Change
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62483904?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  - 1993 National Household Education Survey (NHES:93) Questionnaires: Screener, School Readiness, and School Safety and Discipline. Working Paper Series.
AN  - 62482722; ED418982
AB  - The National Household Education Survey (NHES) is a data collection system of the National Center for Education Statistics (NCES) designed to address a wide range of education-related issues. It is a telephone survey of the noninstitutionalized civilian population. In 1993, the NHES was designed to cover two topical components: School Readiness and School Safety and Discipline. The School Readiness component included all children between the ages of 3 and 7 years of age and all other children currently enrolled in nursery school, kindergarten, first, or second grade. For the School Safety and Discipline component, interviews were conducted with both parents and student. Approximately 64,000 households were screened to identify eligible respondents. For the School Readiness component, 10,888 parent interviews were conducted, and for the School Safety and Discipline component, 12,680 parent and 6,504 student interviews were conducted. This document contains the interviewer texts of: (1) the NHES:93 screener interview; (2) the NHES:93 School Readiness Interview; and (3) the NHES:93 School Safety and Discipline Interview. (Contains one table and two exhibits.) (SLD)
Y1  - 1996/10//
PY  - 1996
DA  - October 1996
SP  - 76
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-21
KW  - National Household Education Survey
KW  - Screening Procedures
KW  - ERIC, Resources in Education (RIE)
KW  - Telephone Surveys
KW  - Preschool Education
KW  - Participation
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - School Safety
KW  - Sampling
KW  - National Surveys
KW  - Interviews
KW  - Discipline
KW  - School Readiness
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62482722?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  - Creating Safe and Drug-Free Schools: An Action Guide.
AN  - 62608033; ED406641
AB  - It is essential that communities, businesses, parents, and students work together to develop a disciplined environment for children which includes safe and drug-free schools. Emphasizing the need for commitment and community will, this guide outlines steps each of these groups can take to create safe schools. Communities must place school safety high on their agendas, and they must involve parents and citizens. They should conduct school site assessments, create a safe school plan, and foster an educational climate. Communities must be able to evaluate progress. Lists of information on issues affecting school safety include the following: juvenile gun violence prevention in schools, weapon and drug searches, student athlete drug testing, truancy, uniforms, alternative education programs for expelled students, conflict resolution, mentoring in schools, information sharing, and effective data collection for safe public schools. A list of further resources, such as federal clearinghouses, is supplied. A list of 47 references, organized by topic, is provided. (RJM)
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 117
KW  - Drug Free Schools
KW  - ERIC, Resources in Education (RIE)
KW  - School Community Relationship
KW  - Elementary Secondary Education
KW  - School Security
KW  - School Safety
KW  - Students
KW  - Children
KW  - Prevention
KW  - Educational Environment
KW  - Parent School Relationship
KW  - Early Intervention
KW  - Drug Education
KW  - Adolescents
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62608033?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  - Youth Indicators 1996. Trends in the Well-Being of American Youth.
AN  - 62605737; ED400341
AB  - This volume is a statistical compilation of data on family structure, economic factors, jobs, extracurricular activities, health, and several dozen other elements that comprise the world of the 63.9 million students enrolled in U.S. schools in 1994. These facts present a composite of the youth experience, highlighting connections that might otherwise be missed between experiences inside and outside the school. An objective of the report is to present trends over time; whenever possible, tables go back as far as 1950 or earlier to provide historical context for today's issues. This edition has been designed to highlight information on high school graduates and dropouts entering the workforce and forming families. Each indicator contains a table, chart, and brief descriptive text. The 69 indicators are grouped in the following sections to focus on particular areas of youth experience: (1) home, including demographics, family composition, and family income; (2) school, including descriptions, outcomes, and out-of-school experiences; (3) health; (4) citizenship and values; and (5) the future. A glossary is included. (Contains 69 tables and 69 charts.) (SLD)
AU  - Snyder, Thomas D.
AU  - Shafer, Linda L.
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 170
PB  - Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402.
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Family Structure
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Young Adults
KW  - Higher Education
KW  - Health
KW  - Educational History
KW  - Outcomes of Education
KW  - Income
KW  - Dropouts
KW  - Demography
KW  - Employment Patterns
KW  - Extracurricular Activities
KW  - Trend Analysis
KW  - Adolescents
KW  - Values
KW  - Elementary School Students
KW  - Educational Indicators
KW  - Labor Force
KW  - Secondary School Students
KW  - Children
KW  - Educational Policy
KW  - Tables (Data)
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62605737?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  - Community College Outcomes. Indicator of the Month.
AN  - 62605178; ED400879
AB  - Approximately 45% of first-time undergraduates in the United States attend public two-year colleges. These institutions serve many purposes, providing vocational training, offering an inexpensive method of completing lower division requirements before transferring to a four-year institution, and meeting avocational interests. According to United States Department of Education statistics, 37% of students who began their postsecondary education at a public community college in 1989-90 completed a degree at some institution by 1994, while 22% completed a certificate or associate degree at their original college. Moreover, 19% of these students transferred to a public four-year institution and 3% transferred to a private four-year institution, while 38% of these transfers had first completed an associate degree. By 1994, 26% of those who had transferred to four-year institutions had completed a bachelor's degree and 47% were still enrolled. Finally, for this group the higher a student's socioeconomic status (SES), the more likely that student was to transfer to a four-year institution, with 35% of high SES, 21% of middle SES, and 7% of low SES students transferring. (Author/AJL)
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Mission
KW  - Two Year Colleges
KW  - Bachelors Degrees
KW  - Socioeconomic Status
KW  - Two Year College Students
KW  - Community Colleges
KW  - Academic Achievement
KW  - College Transfer Students
KW  - Associate Degrees
KW  - Outcomes of Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62605178?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, 1996."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Data on Disk. 1994 Almanac Viewer [CD-ROM].
AN  - 62604918; ED401335
AB  - In 1994, the National Assessment of Educational Progress (NAEP) assessed the reading, U.S. history, and geography knowledge and skills of a nationally representative sample of students in grades 4, 8, and 12. The NAEP also assessed representative samples of students from 44 states and jurisdictions in reading at grade four. This Almanac Viewer is a DOS-based menu-driven search system for examining 1994 NAEP results. The almanacs are cross tabulations of important demographic subgroups such as gender, race and ethnicity, and parental education crossed with student proficiency data or background information from students, teachers, and schools. Users can browse menus to select data by grade level, subject area, sample, instrument type, and type of results (percentages, proficiency scores, or percentiles). Almanac tables can then be viewed, printed, or saved to a file. Instructions for installing the viewer are provided. TYPE OF SURVEY: Sample Survey. POPULATION: Elementary and secondary school students. RESPONDENTS: Elementary and secondary school students. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1994. YEAR OF LATEST DATA: 1994. (Author/SLD)
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
EP  - 0
PB  - National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Dept. of Education, 555 New Jersey Ave., N.W., Washington, DC 20208-5574.
KW  - Data Files
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary School Students
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - Secondary School Students
KW  - Racial Differences
KW  - National Surveys
KW  - Optical Data Disks
KW  - Demography
KW  - User Needs (Information)
KW  - Grade 8
KW  - Reading Achievement
KW  - Minority Groups
KW  - Knowledge Level
KW  - Grade 4
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Geography
KW  - Data Analysis
KW  - United States History
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62604918?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=NAEP+Data+on+Disk.+1994+Almanac+Viewer+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-09-01&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  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Overview of Public Elementary and Secondary Schools and Districts: School Year 1994-95. Statistics in Brief.
AN  - 62601566; ED399651
AB  - The Public Elementary/Secondary School Universe Survey and Public Education Agency Survey are annual state-level collections of information about the numbers and types of public schools and education agencies, the numbers and selected characteristics of students, dropouts, and the numbers of staff. This report summarizes statistics from each of the surveys, which are part of the Common Core of Data (CCD) collection of the National Center for Education Statistics (NCES). The data provide an overview of public elementary and secondary schools and school districts for the academic year 1994-95. The report provides information on the following: the types of public schools; schools and community size; enrollment for primary, middle, and high schools; school-district grade spans; school district size; and student characteristics. Technical notes and key terms are included. Six tables are included. (LMI)
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 12
KW  - ERIC, Resources in Education (RIE)
KW  - Primary Education
KW  - Rural Schools
KW  - School Demography
KW  - Student Characteristics
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School District Size
KW  - Enrollment Rate
KW  - Ethnic Distribution
KW  - Public Schools
KW  - Enrollment Trends
KW  - School Organization
KW  - Enrollment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62601566?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Tables contain small, low-contrast print.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Historically Black Colleges and Universities, 1976-1994.
AN  - 62594903; ED399897
AB  - This report presents a statistical overview of trends in the development of historically black colleges and universities (HBCUs). An introductory chapter reviews the history of HBCUs and discusses the current status in terms of enrollment, degrees conferred, staff, salaries, and finances. Nine text figures and 54 summary tables provide detailed data organized into the same categories. Supplemental information is given for all public and private institutions to allow comparative evaluations with all institutions. The report finds that: (1) as a group, HBCUs entered a period of growth during the late l980s, with some of the increase due to a larger proportion of black students choosing HBCUs; (2) over the 1976-1994 period the student racial/ethnic mix became more diversified, especially for degree recipients; (3) the number of degrees conferred has also risen since 1990, due mainly to increased enrollments; (4) financial and faculty resources at public HBCUs are stronger than those at private institutions; (6) faculty salaries at all HBCUs have increased at about the same rate as at all institutions, but nevertheless remain at a lower level than institutions of higher education in general; (7) educational expenditures at all HBCUs have increased, but at a lesser rate than at comparable institutions. Appendixes include a guide to the sources used and the comparability of data, information on methodology, and a glossary. (CH)
AU  - Hoffman, Charlene M.
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 126
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160487781
KW  - ERIC, Resources in Education (RIE)
KW  - Racial Integration
KW  - Federal Aid
KW  - Expenditure per Student
KW  - Educational Finance
KW  - College Attendance
KW  - Higher Education
KW  - Teacher Salaries
KW  - College Choice
KW  - Degrees (Academic)
KW  - Enrollment Trends
KW  - Racial Composition
KW  - Statistical Analysis
KW  - Salary Wage Differentials
KW  - Institutional Survival
KW  - Trend Analysis
KW  - Financial Support
KW  - Black Colleges
KW  - Resource Allocation
KW  - Public Colleges
KW  - Private Colleges
KW  - Black Education
KW  - College Faculty
KW  - Black Students
KW  - Budgets
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62594903?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For previous report in this series, see ED 347 923
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1986 through 1994. E.D. TABS.
AN  - 62592815; ED399899
AB  - This report contains 34 tables of revenue and expenditure data for the nation's accredited institutions of higher education for the 9-year period from fiscal year 1986 (FY86) through fiscal year 1994 (FY94). Data are from the Integrated Postsecondary Education System and the Higher Education General Information Survey. Tables cover: revenue and expenditures, by source and purpose, for FY86 through FY94; by source, purpose, and level of control for FY94 for all and for private nonprofit institutions; by source and purpose for FY90-FY94 for private nonprofit institutions; by selected categories and state, and by percentage distribution for FY94 for all, for public 4-year and 2-year, and for private and private nonprofit 4-year institutions; a comparison of FY93 and FY94 total revenues and expenditures in current dollars and by state for all, for public, for private, and private nonprofit institutions; scholarship and fellowship expenditures for FY91-FY94 in current dollars by source and control; total expenditures and percentage of expenditures for salaries and wages for FY94; revenues and expenditures in current and constant 1994 dollars for FY86-FY94. Also included in the report are a glossary and a survey of the methodology. Two appendix tables provide FY94 survey response rates by sector and state; a third provides Consumer Price Index factors for FY86 through FY94. (CH)
AU  - Barbett, Samuel
AU  - Korb, Roslyn A.
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
SP  - 61
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Educational Finance
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Income
KW  - Expenditures
KW  - Comparative Analysis
KW  - Statistical Analysis
KW  - Universities
KW  - Nonprofit Organizations
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62592815?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the FY 85-93 report, see ED 386 116.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Baccalaureate and Beyond Longitudinal Study First Follow-Up. B&B:93/94. Public Use Data Analysis System (DAS) [CD-ROM].
AN  - 62589272; ED401331
AB  - This CD-ROM contains data from the Baccalaureate and Beyond Longitudinal Study (B&B:93/94) in the form of a public release Data Analysis System that contains most of the variables from the study that are of interest to analysts for descriptive purposes. The B&B:93 study tracks the experiences of a cohort of recent college graduates, those who received the baccalaureate degree during the 1992-93 academic year and were first interviewed as part of the National Postsecondary Student Aid Study. B&B will follow this group into graduate school or first professional school and the workforce to provide information about experiences in the areas of academic enrollment, degree completion, employment, public service, and other adult decisions. The study will eventually provide data to assess the outcomes of postsecondary education, graduate and professional program access, and rates of return on investment in education. As part of the series of postsecondary cohort studies of the National Center for Education Statistics, the study will be based on, and will use a sample from, all students who complete a bachelor's degree no matter how long they take. Directions for installation; a list of the directories, subdirectories, and files; and additional information about batch processing and uninstalling are included in a README.txt file. Frequently asked questions about using the file are answered. 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: 1994. YEAR OF LATEST DATA: 1994. (SLD)
Y1  - 1996/09//
PY  - 1996
DA  - September 1996
PB  - National Center for Education Statistics, 555 New Jersey Ave., N.W. Washington, DC 20208.
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  - Return on Investment
KW  - Data Collection
KW  - Interviews
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62589272?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+First+Follow-Up.+B%26amp%3BB%3A93%2F94.+Public+Use+Data+Analysis+System+%28DAS%29+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-09-01&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  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Guide des Statistiques de L'Enseignement, 1995 (Mini-Guide of Education Statistics, 1995).
AN  - 62603911; ED401330
AB  - This guide supplies statistical data and qualitative descriptions of the current American educational system from kindergarten through the university level. Presented in a reduced format, the mini-guide contains information which may be found in more detail in the "Digest of Education Statistics,""The Condition of Education," and "Youth Indicators." Subjects covered include: (1) teacher qualifications (educational background, salary, experience); (2) enrollment statistics (enrollment by age, grade-level, ethnic background, and sex); (3) the outcomes of education (dropout rate, subjects studied in high school, university graduation rates); and (4) financial data (federal, state and municipal funding). (Contains 12 figures and 30 tables.)(MAK)
AU  - Geddes, Claire
Y1  - 1996/08//
PY  - 1996
DA  - August 1996
SP  - 77
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954.
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - School Statistics
KW  - Dropouts
KW  - Public Schools
KW  - Ethnic Groups
KW  - Enrollment Trends
KW  - Enrollment
KW  - Statistical Data
KW  - Teacher Qualifications
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62603911?accountid=14244
LA  - French
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For English language edition, see TM 025 088.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mini-Compendio de cifras en educacion, 1995 (Mini-Digest of Education Statistics, 1995).
AN  - 62587320; ED400338
AB  - This publication presents statistical information about elementary, secondary, and higher education in the United States in compact form. This information is presented in much greater detail in the "Digest of Education Statistics,""The Condition of Education," and "Youth Indicators." In 1995 there were about 45 million students in public elementary and secondary schools, and an additional 5.7 million in private schools. These figures indicate a substantial increase over enrollments in 1985, as charts detail. This trend is expected to continue, with approximately 37.3 million students expected in the elementary grades in 1996, and a projected enrollment of 14.4 million in secondary schools. The proportion of minority students has increased in U.S. schools since 1984, reaching about 32.4% in 1994. In 1995, approximately 9 million students in higher education attended four-year schools and about 6 million attended two-year schools. Data are also provided on the number of teachers at each level of education, teacher salaries, and teacher characteristics. A section presents information on the outcomes of education, with data on graduates, dropouts, and literacy rates. A final section contains statistical data about educational finance, including income and expenditures, and sources of student aid and scholarships. (Contains 12 figures and 30 tables.) (SLD)
AU  - Geddes, Claire
Y1  - 1996/08//
PY  - 1996
DA  - August 1996
SP  - 71
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Spanish
KW  - High School Graduates
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - Outcomes of Education
KW  - Income
KW  - Dropouts
KW  - Expenditures
KW  - Minority Groups
KW  - Enrollment
KW  - College Graduates
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62587320?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English version, see TM 025 088.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - From Data to Information: New Directions for the National Center for Education Statistics. Conference Proceedings (November 1995).
AN  - 62584293; ED400340
AB  - At the Futures Conference held by the National Center for Education Statistics (NCES) in 1995, discussants from inside and outside the NCES considered the commissioned papers and contributed their expertise. This volume assembles the papers and commentary and summarizes some considerations for policy, research, and practice in future operations of the NCES. The following papers are included: (1) "From Data to Information: New Directions for the National Center for Education Statistics" (Gary Hoachlander); (2) "Tracking Education Reform: What Type of National Data Should Be Collected Through 2010?" (John F. Jennings and Diane Stark); (3) "Where Are We Going? Policy Implications for Data Collection Through 2010" (Christopher Cross and Amy Rukea Stempel); (4) "Enhancing Opportunity To Learn Measures in NCES Data" (Dominic Brewer and Cathleen Stasz); (5) "Teacher Education, Training, and Staff Development: Implications for National Surveys" (David R. Mandel); (6) "'So What?' The Implications of New Analytic Methods for Designing NCES Surveys" (Robert F. Boruch and George Terhanian); (7) "Incorporating Experimental Designs into New NCES Data Collection Methodologies" (Charles E. Metcalf); (8) "Tracking the Costs and Benefits of Postsecondary Education: Implications for National Surveys" (Michael S. McPherson and Morton O. Schapiro); (9) "Special Issues in Postsecondary Education and Lifelong Learning" (David W. Breneman and Frederick J. Galloway); (10) "Large-Scale Video Surveys for the Study of Classroom Processes" (James W. Stigler); (11) "Education and Work: Curriculum, Performance, and Job-Related Outcomes: (Peter Cappelli); (11) "Administrative Record Opportunities in Education Survey Research" (Fritz Scheuren); (12) "New Developments in Technology: Implications for Collecting, Storing, Retrieving, and Disseminating National Data for Education" (Glynn D. Ligon). Appendixes describe the contributors and discuss the agenda of future NCES conferences. References follow each chapter. (Contains six tables, four exhibits, and six figures.) (SLD)
AU  - Hoachlander, Gary
Y1  - 1996/08//
PY  - 1996
DA  - August 1996
SP  - 472
KW  - National Center for Education Statistics
KW  - Opportunity to Learn
KW  - ERIC, Resources in Education (RIE)
KW  - Training
KW  - Research Methodology
KW  - Information Dissemination
KW  - Teacher Education
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Staff Development
KW  - School Statistics
KW  - Research Design
KW  - Outcomes of Education
KW  - Educational Change
KW  - Educational Policy
KW  - Data Collection
KW  - Data Analysis
KW  - Educational Research
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62584293?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  - Selected Papers in School Finance, 1994.
AN  - 62701835; ED397529
AB  - Of all the areas within public elementary and secondary education that are experiencing rapid change, none is experiencing more turmoil than school finance. This publication contains papers commissioned by the National Center for Education Statistics (NCES) to address the twin concerns of what additional school-finance information NCES should collect and report, and how extant data might be analyzed to address interesting questions faced by the school-finance profession. Following the introduction and overview by William J. Fowler, Jr., the first three papers present three perspectives on what the nation's data needs are in the area of school finance. Specifically, the papers examine whether recent changes to the NCES financial collection satisfied the data needs of educational policymakers and the school-finance research community. They include: (1) "Recommendations to the National Center for Education Statistics to Improve Its Role Regarding School Finance Data: The Perspective of State Policymakers" (John Augenblick); (2) "Issues and Data Needs in School Finance" (Susan H. Fuhrman); and (3) "A Call for Multiple Intrastate Studies" (William W. Cooley). The remaining three papers concern emerging school-finance topics that pose statistical and measurement problems for NCES: (4) "Estimating the Costs of an Educational Voucher System" (Henry M. Levin and Cyrus E. Driver); (5) "Intrastate Cost Adjustments" (Walter W. McMahon); and (6) "Costs of Measuring and Providing Opportunity to Learn: Preliminary Thoughts" (Allan Odden). Most papers contain references. (LMI)
AU  - Fowler, William J.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 137
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160487161
KW  - ERIC, Resources in Education (RIE)
KW  - Access to Education
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - State Aid
KW  - Expenditures
KW  - Statistical Inference
KW  - Policy Formation
KW  - School District Spending
KW  - Cost Effectiveness
KW  - Performance
KW  - Educational Vouchers
KW  - Educational Research
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62701835?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  - Degrees and Other Awards Conferred by Institutions of Higher Education: 1993-94. E.D. TABS.
AN  - 62701803; ED397761
AB  - This report summarizes results of survey data gathered by the Integrated Postsecondary Education Data System concerning the numbers and types of degrees awarded in academic year 1993-94, by level of award (associate, bachelor's, master's, doctoral, and first professional), field of study, gender of recipient, control of institution (public/private), and within field of study, by racial/ethnic group (non-Hispanic white, non-Hispanic black, Hispanic, Asian America/Pacific Islander, American Indian/Alaska Native, nonresident alien). Data are limited to the 3,651 institutions in the 50 states and District of Columbia, accredited by a federally-recognized agency. An introductory section describes the survey's methodology and reporting specifications. Thirteen summary data tables are presented. Highlighted findings include: (1) institutions conferred just over 2.2 million degrees in academic year 1993-94, a 2 percent increase over 1992-93; (2) 24 percent of awarded degrees were associate's degrees, 53 percent were bachelor's degrees, 17 percent were master's degrees, 2 percent were doctoral degrees, and 3 percent were first-professional degrees; (3) public institutions awarded almost 69 percent of all degrees; (4) women received the majority of all degrees (55 percent), and increase of 3 percent over the previous year; (5) White, non Hispanics received nearly 77 percent of all degrees awarded, while minorities' share rose from 15 to 16 percent; the number of bachelor's and master's degrees awarded to Hispanics increased by over 10 percent; the number of degrees to black, non-Hispanics increased at all levels; Asian or Pacific islanders received a larger number of degrees at all levels with the most dramatic percentage increase being at the doctoral level, up 27 percent; and (6) non-resident aliens, who received 5 percent of all degrees, received 12 percent of all master's degrees and 27 percent of all doctoral degrees. (MSE)
AU  - Morgan, Frank B.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 89
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160487110
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Intellectual Disciplines
KW  - Two Year Colleges
KW  - Womens Education
KW  - Masters Degrees
KW  - Student Characteristics
KW  - Public Colleges
KW  - Private Colleges
KW  - Educational Trends
KW  - Higher Education
KW  - National Surveys
KW  - Associate Degrees
KW  - Foreign Students
KW  - Degrees (Academic)
KW  - Minority Groups
KW  - Bachelors Degrees
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Professional Education
KW  - Doctoral Degrees
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62701803?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  - Developments in School Finance, 1995. Fiscal Proceedings from the Annual NCES State Data Conference, July 1995.
AN  - 62698976; ED397527
AB  - Within the public elementary/secondary school systems of the United States there is tremendous diversity in educational funding provided by the federal government, states, and localities. An issue of intense interest to education policymakers is what influences the level and composition of state and local spending. This publication contains papers, presented at the annual National Center for Education Statistics (NCES) State Data Conference, that explored reasons why funding disparity among states persists. The papers share the theme that funding differences arise from differences in geographic location, economic ability, and relative position. These disparities will probably not be resolved quickly. The authors also share a pessimistic assessment of the future, predicting increasing student enrollments which will create more fiscal stress upon states and school systems with poor demographic and fiscal conditions Following the foreword and acknowledgments, the contents include: (1) "Introduction and Overview" (William J. Fowler, Jr.); (2) "Public School Teacher Cost Differences Across the United States: Introduction to a Teacher Cost Index (TCI)" (Jay G. Chambers); (3)"Meeting the Challenge of Devolution: How Changing Demographic and Fiscal Contexts Affect State Investments in Education" (Martin E. Orland and Carol E. Cohen); (4) "The Growth of Education Revenues Between 1982-83 to 1991-92: What Accounts for Differences Among States?" (Nicola A. Alexander); (5) "A Study of Administrative Expenditures in Texas Public Schools" (Chrys Dougherty); (6)"Administrative Expenditure Limits for Texas Public School Districts" (Scott Jay Lewis); (7) "Summary of 'Where's the Money Gone': Changes in the Level and Composition of Education Spending (1967-1991)" (Richard Rothstein); and (8) "Improving School Performance While Controlling Costs" (Eric Hanushek). Most chapters contain references. (LMI)
AU  - Fowler, William J.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 108
VL  - NCES-96-344r
KW  - ERIC, Resources in Education (RIE)
KW  - State Legislation
KW  - Federal Aid
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Fiscal Capacity
KW  - Teacher Salaries
KW  - Income
KW  - Expenditures
KW  - Enrollment Trends
KW  - School District Spending
KW  - Performance
KW  - Educational Economics
KW  - Federal State Relationship
KW  - State Federal Aid
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62698976?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 of Full-Time Instructional Faculty, 1994-95. E.D. TABS.
AN  - 62698950; ED397528
AB  - The U.S. Department of Education has collected data on full-time instructional faculty at institutions of higher education since 1968. This report presents the results of analyses of data on salaries of full-time instructional faculty on 9- and 10-month contracts at postsecondary education institutions. The data were collected through the Integrated Postsecondary Education Data System (IPEDS) for the academic years 1989-90, 1990-91, 1991-92, 1992-93, 1993-94, and 1994-995. Salary data were requested from 3,767 postsecondary institutions in 1994 for an overall response rate of almost 92 percent. The report presents information on the following: the number of full-time instructional faculty on 9- or 10-month contracts; average salaries; a comparison of average schools across different academic ranks and across the years 1989-90 through 1994-95; average salaries by academic ranks and sex for the same year; and academic salaries by institutional control, academic rank, and state. The average salary for all ranks of full-time instructional faculty was $47,800, which varied by rank. In 1994-95, the salary increases for all ranks outpaced inflation except for the salaries of lecturers and those with no academic rank. In 1994-95, average salaries for male full-time instructional faculty were approximately $10,000 higher (24 percent) than the average salaries for female full-time instructional faculty. However, when rank was considered, men's and women's average salaries were somewhat more comparable. Average salaries also varied by institutional control and level and by state. Eleven tables are included. Appendices contain descriptions of the survey and the survey methodology. (LMI)
AU  - Brown, Patricia Q.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 26
KW  - ERIC, Resources in Education (RIE)
KW  - Compensation (Remuneration)
KW  - State Action
KW  - Full Time Faculty
KW  - Personnel Policy
KW  - Educational Finance
KW  - Salary Wage Differentials
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - Contract Salaries
KW  - Teacher Salaries
KW  - Employment Practices
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62698950?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 Libraries and Information Centers in the United States: 1994. E.D. Tabs.
AN  - 62697794; ED397859
AB  - This report is based on information from the Federal Libraries and Information Centers Survey, FY 1994. Data in this report came from federal libraries and information centers that meet certain criteria, which includes having at least one paid part-time or full-time principal staff person. Nationwide, 94.1% of the libraries and information centers responded. The 34 tables in this report summarize staffing, collections, service per typical week, automation, technology, and preservation for federal libraries and information centers in the 50 states and District of Columbia, excluding elementary and secondary school libraries. The requests and searches service data are per typical week FY 1994, whereas, the remainder of the data are annual FY 1994. The survey methodology and the survey questionnaire are included at the end of the document. (AEF)
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 117
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160487196
KW  - Federal Libraries and Information Centers Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Surveys
KW  - Library Personnel
KW  - Government Libraries
KW  - Library Collections
KW  - Library Automation
KW  - Federal Government
KW  - Preservation
KW  - National Surveys
KW  - Library Services
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62697794?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared for NCES by the Bureau of the Census.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of State Program Liaisons and Coordinators, Common Core of Data Coordinators, and Chief State School Officers.
AN  - 62697500; ED398288
AB  - This directory provides the title, names, and office telephone numbers of the following individuals involved in the collection and reporting of educational statistics: (1) chief state school officers; (2) state liaisons for the National Cooperative Education Statistics System; (3) Federal and associate members of the National Forum on Education Statistics; (4) Common Core of Data Coordinators; (5) Fiscal Coordinators; (6) Fast Response Survey System Coordinators; and (7) state coordinators for the National Assessment of Educational Progress. The names and telephone numbers are first listed by state or territory, and then by function, with mailing addresses added for Common Core of Data Coordinators and Chief State School Officers. A directory of employees of the National Center for Education Statistics is included. (SLD)
AU  - Rochon, Mary A.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 47
KW  - Common Core of Data Program
KW  - Fast Response Survey System
KW  - National Center for Education Statistics
KW  - National Cooperative Educ Statistics System Forum
KW  - National Forum on Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - User Needs (Information)
KW  - Programs
KW  - Coordination
KW  - Administrators
KW  - Information Dissemination
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - National Surveys
KW  - School Statistics
KW  - State Programs
KW  - User Needs (Information)
KW  - Programs
KW  - Coordination
KW  - Administrators
KW  - Information Dissemination
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - National Surveys
KW  - School Statistics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62697500?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 2006. Pocket Projections. Twenty-Fifth Edition.
AN  - 62605691; ED400342
AB  - Every 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, numbers 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 1983-84, estimates for 1994-95, and projections to 2005-2006, with calculations of the percent of change from 1983-84 to 1994-95 and from 1994-95 to 2005-2006. 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 ratios; (6) elementary and secondary school expenditures; (7) higher education enrollment in public and private institutions; (8) earned degrees; and (9) higher education expenditures for both the public and private institutions. Technical notes explain the computation of projections. (SLD)
AU  - Hussar, William J.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 13
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/62605691?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For complete version of "Projections of Education
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - An Overview of the Schools and Staffing Survey (SASS).
AN  - 62604944; ED399306
AB  - The National Center for Education Statistics (NCES) conducts a unified set of surveys that facilitates comparison between public and private schools, school districts, and administrator data. The integrated set of surveys is called the Schools and Staffing Survey (SASS). A Teacher Followup Survey (TFS) is conducted a year after the SASS survey to collect information on the employment and teaching status, plans, and opinions of teachers in the SASS. The Bureau of the Census is the data collection agent for the SASS, which has four core components: (1) the Teacher Demand and Shortage Survey; (2) the School Principal Survey; (3) the School Survey; and (4) the School Teacher Survey. In certain cycles, questionnaires are added for surveys of interest. The first cycle of the SASS was conducted in the 1987-88 school year, followed by the 1988-89 TFS. The latest cycle was conducted in 1993-94, followed by the 1994-95 TFS. The next expected SASS collection will be in 1998-99. The 1993-94 SASS selected 13,000 schools, including 176 administered by the Bureau of Indian Affairs, and 68,000 teachers. SASS and TFS data are available as public-use data and as restricted-use data for approved educational researchers. This publication describes the contents of the four SASS components and the TFS, discusses the survey design and the operational procedures used to collect the data, and reviews sample selection procedures, the imputation system for item nonresponse, and other technical information. A list of 163 NCES data products related to the SASS and TFS is included. (Contains two tables.) (SLD)
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 26
VL  - NCES-96-081
KW  - Missing Data
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Principals
KW  - Educational Administration
KW  - School Districts
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Research Design
KW  - Census Figures
KW  - Comparative Analysis
KW  - Public Schools
KW  - Followup Studies
KW  - Teachers
KW  - Data Collection
KW  - Sampling
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62604944?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 1993-94. Statistics in Brief.
AN  - 62598453; ED398651
AB  - Financial data on public elementary and secondary education are collected and reported each year by the National Center for Education Statistics, part of the U.S. Department of Education. The data are part of the National Public Education Financial Survey, one of the components of the Common Core of Data collection of surveys. This document presents statistics for revenues and expenditures for public elementary and secondary education for the 1993-94 school year. Over $260 billion of revenues were raised by local, state, and federal governments to fund public education for students in prekindergarten through the 12th grade in school year 1993-94. The greatest part of educational revenues came from student and local governments, which provided 93 percent of all revenues. Current expenditures (those excluding construction, equipment, and debt financing) came to $232 billion. This represents a 4.6 percent increase over expenditures in the previous year (in unadjusted dollars). Three out of every five dollars were spent on teachers, textbooks, and other instructional services and supplies. An average of $5,325 was spent on each student--an increase of 2.5 percent from 5 years ago (after adjusting for inflation). Definitions of terms, 2 figures, and 4 tables are included. (LMI)
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 9
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - State Action
KW  - Federal Aid
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Public Education
KW  - Elementary Secondary Education
KW  - School Statistics
KW  - State Aid
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62598453?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Tables contain small faint print that may not repr
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Increasing the Inclusion of Students with Disabilities and Limited English Proficient Students in NAEP.
AN  - 62592417; ED400339
AB  - The National Assessment of Educational Progress (NAEP) is working to increase the numbers of students with disabilities (SD) or limited English proficient (LEP) students who are included in the assessment. Information is presented on the changes made to the inclusion criteria, the types of accommodations being offered, new procedures implemented in 1996, and ongoing research studies. The percentages of SD and LEP students excluded have been fairly steady over time, with about 5% excluded due to Individualized Education Plans (IEPs) and 1% excluded due to LEP. An evaluation conducted in 1994 found that many of these students were, in fact, capable of participating in the assessment. In preparation for the 1996 assessment, the NAEP field tested the new inclusionary criteria and the use of various accommodations and adaptations for the mathematics assessment. Field test results were generally encouraging, but did indicate that results for SD and LEP students may not be comparable to those of other students. A special sample design was developed for the 1996 NAEP to help clarify issues raised by the inclusion of additional SD and LEP students. Current research is examining scaling, reporting, appropriateness, construct validity, language complexity, and inclusion issues. (SLD)
AU  - Olson, John F.
AU  - Goldstein, Arnold A.
Y1  - 1996/07//
PY  - 1996
DA  - July 1996
SP  - 7
VL  - 2
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Testing Programs
KW  - Testing Problems
KW  - Special Needs Students
KW  - Bilingual Education
KW  - Test Validity
KW  - Mainstreaming
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Criteria
KW  - Regular and Special Education Relationship
KW  - Disabilities
KW  - Limited English Speaking
KW  - Educational Assessment
KW  - Scaling
KW  - Test Interpretation
KW  - Selection
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62592417?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 Absenteeism and Tardiness. Indicator of the Month.
AN  - 62679445; ED396461
AB  - An important aspect of students' access to education is the amount of time actually spent in the classroom. This brief highlights data on the student absentee rate for 1990-91. The data were extracted from "The Condition of Education, 1995," U.S. Department of Education, National Center for Educational Statistics. Findings indicate that in 1991, the student absentee rate increased with school level and was generally greater in public central city schools. An average of 8 percent of the students in public high schools were absent on a typical day; the average was 12 percent for central-city high schools. Second, 44 percent of central-city public high school teachers reported that student absenteeism was a serious problem in their schools. Third, public high schools with more than 40 percent of their students eligible for free or reduced lunches had a higher absentee rate (10 percent) than those with lower percentages of eligible students, which had absentee rates of 7 to 8 percent. Fourth, in central-city public high schools with more than 40 percent of the students eligible for free or reduced lunches, 55 percent of the teachers thought that absenteeism was a serious problem in their school, and 49 percent thought that tardiness was a serious problem. Thirty-six percent considered cutting class a serious problem. Two tables and three figures are included. (LMI)
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 4
KW  - Tardiness
KW  - ERIC, Resources in Education (RIE)
KW  - Attendance Patterns
KW  - High Risk Students
KW  - Public Schools
KW  - High Schools
KW  - Elementary Secondary Education
KW  - Truancy
KW  - School Statistics
KW  - Attendance
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62679445?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, 1995."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State Library Agencies, Fiscal Year 1994. E.D. Tabs.
AN  - 62675336; ED396762
AB  - This report provides a statistical profile of state library agencies in the 50 states and the District of Columbia for state fiscal year 1994. The data were collected through the new State Library Agencies Survey conducted by the National Center for Education Statistics. The report documents the variety of roles being played by state library agencies and the various combinations of fiscal, human, and informational resources invested in such work. Analysis of two categories of expenditures is included: those for allied operations and those for grants and contract in support of educational reform efforts. The introduction discusses state library governance; allied operations; electronic networking; library development services; allied operations expenditures; and grants and contracts expenditures for national and state educational goals. Twenty-eight tables present state library statistics. Appendices include the survey abstract, methodology, and facsimile and recipients of LSCA Titles IV-VIII and/or "other" federal income. Sources for additional information are also provided. (AEF)
AU  - Lance, Keith Curry
AU  - Kroe, Elaine
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 294
KW  - Library Services and Construction Act
KW  - State Library Agencies Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Library Expenditures
KW  - Library Development
KW  - Library Statistics
KW  - State Libraries
KW  - Library Surveys
KW  - Library Personnel
KW  - Library Funding
KW  - Grants
KW  - State Agencies
KW  - Library Services
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62675336?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, 1996.
AN  - 62671455; ED394217
AB  - The current status of education for 1996 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size, growth, and output of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Information on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. An overview synthesizes evidence from the 60 indicators and other sources on 4 important education issues: education and worker productivity; preparation for work; minorities in higher education; and teachers' working conditions. Appendices comprise over half of the publication and contain supplemental tables and notes, a list of data sources, a glossary, an index, and a list of selected publications of the National Center for Education Statistics. (MLF)
AU  - Smith, Thomas M.
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 411
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160486793
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - School Demography
KW  - Access to Education
KW  - Educational Indicators
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Enrollment
KW  - Educational Resources
KW  - Government Publications
KW  - Educational Assessment
KW  - Tables (Data)
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62671455?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1995 edition, see ED 383 119.
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: 1993-94. Statistical Analysis Report.
AN  - 62593205; ED399302
AB  - This publication provides basic descriptive information about the 100 largest school districts in the United States and its outlying areas. Almost one in every four public school students in the country is served by one of these districts. They are distinguished from smaller districts by characteristics other than sheer size, such as average and median school size, pupil-teacher ratios, numbers of high school graduates, numbers of students receiving special education services, and minority enrollment as a proportion of total enrollment. The 100 largest districts employ 19.9% of the nation's public school teachers and account for 16.6% of the nation's schools and 19.2% of its high school graduates. Almost all of these districts encompass large cities, but only about half are confined to the city limits. Three states, Florida, Texas, and California, accounted for over one-third of these districts. More than half of these districts have over 50% minority enrollment. Current expenditures per pupil in the 100 largest school districts ranged from a low of $2,052 in the Puerto Rican Department of Education to a high of $9,501 in Newark, New Jersey Public Schools. This information is found in 10 basic tables, which are preceded by 3 text tables that establish the context for the information on the 100 largest districts. Appendixes list the largest districts, provide some identifying information, and list the districts alphabetically. (SLD)
AU  - Bose, Jonaki
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 53
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160486742
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Public Schools
KW  - Minority Groups
KW  - Student Characteristics
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School Size
KW  - Tables (Data)
KW  - School District Size
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62593205?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  - Nested Structures: District-Level Data in the Schools and Staffing Survey. Working Paper Series.
AN  - 62506034; ED418979
AB  - This paper presents a number of arguments for the increased importance of within-state district-level data in systematic assessments in the organizational structure of schools as educational institutions. The major question is whether the Schools and Staffing Survey (SASS) should shift its focus toward more macro-institutional district level processes rather than toward more micro-organizational classroom instructional models. Arguments are derived from a review of sociological theories as applied to the organization of education in the United States, a critical review of the 1993 SASS district-level survey, the increasing importance of student school choice, and recent policy research. The current and future utility of the SASS is derivative of relatively new state education reforms. The only comparative state data on the organizational status of districts and schools comes from the SASS. States have chosen not to abolish the local school district, and only under extreme circumstances do states administer districts with state personnel. The only way to be informed about reform effects in school districts is to review their implementation at the district level in each state, something the SASS can do well. An appendix lists district and state SASS samples by state. (Contains 30 references.) (SLD)
AU  - Ross, Michael J.
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 37
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-15
KW  - Nested Data
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation Methods
KW  - Telephone Surveys
KW  - Responses
KW  - Error of Measurement
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Sampling
KW  - National Surveys
KW  - Interviews
KW  - Statistical Bias
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62506034?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  - Strategies for Collecting Finance Data from Private Schools. Working Paper Series.
AN  - 62485037; ED416584
AB  - Relatively little is known about private school finance in the United States. Since this lack of data impoverishes educational policy discussions that compare public and private schools, a strategy, was developed to collect finance data from private schools. High-quality data can be used to determine the total amount spent on elementary and secondary education in the United States, and can inform debates on the relative cost per student of various approaches to educational service delivery. The report focuses on the extreme diversity among private schools and the strategies needed to develop accurate data in the face of such diversity. The text looks at the existing data on private school finances, major components of expenditures, and implications of data collection. It surveys the types of expenditures found in 28 private schools, taking care to articulate expenditures related to instruction-related activities, administration, physical plant, and other services. The report also describes some administrators' reactions to the finance survey, including initial resistance by some and a listing of the potential benefits of such a survey. Some of the implications of the data collected, including a proposed framework for organizing the survey statistics, are presented. Four appendixes include: three survey instruments and a table showing schools in focus groups and site visits. (RJM)
AU  - Isaacs, Julia B.
AU  - Garet, Michael S.
AU  - Sherman, Joel D.
Y1  - 1996/06//
PY  - 1996
DA  - June 1996
SP  - 182
VL  - NCES-WP-96-16
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Parochial Schools
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - Expenditures
KW  - Comparative Analysis
KW  - Budgeting
KW  - Data Collection
KW  - Private Schools
KW  - Private Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62485037?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  - An investigation of medical examiner cases in which methadone was detected, Harris County, Texas, 1987-1992.
AN  - 78055764; 8656185
AB  - In 1991, media reports of an increase in the number of deaths attributed to methadone toxicity in Harris County, Texas, raised public concern about the safety of methadone. This concern was heightened by publicity surrounding the closure of three Harris County methadone maintenance treatment programs due to their poor compliance with federal methadone regulations. In response to this concern, the Texas Department of Public Health requested that the Centers for Disease Control and Prevention (CDC) assist in an epidemiologic study to determine the extent of methadone-related mortality in Harris County during 1991 and to determine the role of methadone maintenance treatment in these deaths. We reviewed cases investigated by the Harris County Medical Examiner's Office from 1987 through 1992 in which methadone was detected by postmortem drug testing. The autopsy reports for cases occurring in 1991 were also reviewed by three independent forensic pathologists who were asked to determine the role of methadone in the death. In addition, we attempted to document Harris County methadone maintenance treatment program enrollment for each decedent. We identified 91 decedents in whom methadone was detected at the time of death, with the largest number of cases occurring in 1991 (n = 27). Other substances, including alcohol, were detected in 85% of the cases. The Harris County Medical Examiner attributed 11 of the deaths to methadone toxicity. No more than three cases per year from 1987 through 1992 were attributed to methadone toxicity. In contrast, 34 deaths were attributed to polydrug toxicity, the largest number occurring in 1991 (n = 11). There was good agreement between the results of the independent review and the opinions of the Harris County Medical Examiner. Only 20% of the decedents were found to have been enrolled in a Harris County methadone maintenance treatment program at the time of death. Four people died of drug toxicity shortly after enrolling in a methadone maintenance treatment program. We found an increase in the number deaths occurring in Harris County, Texas, in 1991 in which methadone was detected. We also found that methadone blood levels were higher among decedents identified for 1991 and 1992 than among those identified in the previous years studied. However, we did not find evidence that the cause of these deaths could be attributed solely to methadone toxicity. Instead, for all years studied, the use of multiple drugs was the leading cause of death among people in whom methadone was detected. This finding points out the difficulties involved in determining the role of methadone as a cause of death.
JF  - Journal of forensic sciences
AU  - Barrett, D H
AU  - Luk, A J
AU  - Parrish, R G
AU  - Jones, T S
AD  - Department of Health, Education and Welfare, Centers for Disease Control and Prevention (CDC), Atlanta, GA., USA.
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 442
EP  - 448
VL  - 41
IS  - 3
SN  - 0022-1198, 0022-1198
KW  - Methadone
KW  - UC6VBE7V1Z
KW  - Index Medicus
KW  - Forensic Medicine
KW  - Texas -- epidemiology
KW  - Humans
KW  - Adult
KW  - Middle Aged
KW  - Time Factors
KW  - Male
KW  - Female
KW  - Substance Abuse Treatment Centers -- statistics & numerical data
KW  - Methadone -- poisoning
KW  - Methadone -- blood
KW  - Cause of Death
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/78055764?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%3Atoxline&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+forensic+sciences&rft.atitle=An+investigation+of+medical+examiner+cases+in+which+methadone+was+detected%2C+Harris+County%2C+Texas%2C+1987-1992.&rft.au=Barrett%2C+D+H%3BLuk%2C+A+J%3BParrish%2C+R+G%3BJones%2C+T+S&rft.aulast=Barrett&rft.aufirst=D&rft.date=1996-05-01&rft.volume=41&rft.issue=3&rft.spage=442&rft.isbn=&rft.btitle=&rft.title=Journal+of+forensic+sciences&rft.issn=00221198&rft_id=info:doi/
LA  - English
DB  - ProQuest Environmental Science Collection
N1  - Date completed - 1996-07-30
N1  - Date created - 1996-07-30
N1  - Date revised - 2017-01-13
N1  - Last updated - 2017-01-18
ER  - 



TY  - GEN
T1  - State Library Agencies Data, FY 1994. On Disk. [Computer Diskette.]
AN  - 62687325; ED397853
AB  - The annual State Library Agencies (STLA) Survey is a cooperative effort between the Chief Officers of State Library Agencies (COSLA), the U.S. National Commission on Libraries and Information Science (NCLIS), and the National Center for Education Statistics (NCES). The survey provides state and federal policy-makers, researchers, and other interested users with description information about STLAs in the 50 United States and the District of Columbia for fiscal year 1994. STLA survey data, along with the results of other NCES data collections, provides a national profile of libraries and information service. The survey file contains data on 464 items, including governance, public service hours, number and types of service outlets, type and size of collections, library service transactions and development transactions, support of electronic information networks, allied operations, staff, and income and expenditures. Data is also collected on STLA services to public, academic, school, and special libraries, and to library systems. (Author/SWC)
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (Stock No. 065-000-00876-9).
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Information Services
KW  - Library Surveys
KW  - Libraries
KW  - State Agencies
KW  - Statistical Data
KW  - National Surveys
KW  - Tables (Data)
KW  - Library Networks
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62687325?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=State+Library+Agencies+Data%2C+FY+1994.+On+Disk.+%5BComputer+Diskette.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-05-01&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 - One diskette with self-extracting files (a dBASE d
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1994 Geography Report Card: Findings from the National Assessment of Educational Progress.
AN  - 62684777; ED398145
AB  - This book reports on the 1994 National Assessment for Educational Progress (NAEP) assessment in geography for grades 4, 8, and 12. Students performance is summarized on a scale ranging from 0 to 500 with the achievement levels of Basic, Proficient and Advanced for each grade. Major findings for the nation include: (1) The Proficient level was reached by 22 percent of fourth graders, 28 percent of eighth graders, and 27 percent of twelfth graders; (2) At each grade level, roughly 70 percent of students were at or above the Basic level; (3) As students' geography scores increased, the complexity and sophistication of the geographic knowledge and skills they exhibited increased; and (4) Generally, students across grades in the higher percentiles exhibited greater abilities to work with a range of geographic tools, create maps based on tabular or narrative data, grasp processes and relationships, bring outside knowledge to bear on answering questions and analyze data. The book contains five chapters. Chapter 1, "NAEP 1994 Assessment in Geography," presents the overview of the NAEP 1994 geography assessment, including its content framework, design, and administration, along with sample questions and student responses from the assessment. Chapter 2, "Geography Results For the Nation and Regions," provides overall average scale score results for the nation, regions, and subgroups of students. Chapter 3, "Geography Achievement Levels," describes student performance in terms of achievement levels. Chapter 4, "Contexts in Which Students Learn Geography," describes contextual factors related to students' geography achievement. Chapter 5, "What Students Know and Can Do in Geography," describes the specific abilities that students demonstrated on the NAEP 1994 geography assessment and reports student performance in different content areas of geography. Three appendices and extensive tables and figures accompany the text. (EH)
AU  - Persky, Hilary R.
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 132
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160486807
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Program Evaluation
KW  - Student Evaluation
KW  - Educational Assessment
KW  - Geography
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62684777?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  - Proceedings of the Conference on Inclusion Guidelines and Accommodations for Limited English Proficient Students in the National Assessment of Educational Progress (Washington, D.C., December 5-6, 1994).
AN  - 62680252; ED396591
AB  - This report presents the results of a working meeting to provide guidance to staff at the National Center for Education Statistics on: (1) establishing guidelines for inclusion of limited-English-proficient (LEP) students in the National Assessment of Educational Progress (NAEP), field tests, research, and development; (2) modifications in the NAEP and administration procedures to make it more LEP-inclusive; (3) how to report data on LEP students; (4) major technical and implementation issues that might be part of a federal research agenda on inclusion and accommodations; and (5) monitoring and follow-up research to ensure appropriate and consistent inclusion and modification strategies. The NAEP is a congressionally-mandated assessment of what American students know and can do. An introductory section provides background on the NAEP, its purpose and legislative requirements for the data, and special considerations when including LEP children in assessment. Subsequent sections summarizes participants' discussions in each of the five areas outlined above. A conference agenda and participant list are appended. (MSE)
AU  - August, Diane
AU  - McArthur, Edith
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 50
VL  - NCES-96-861
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Testing Programs
KW  - Research Methodology
KW  - Reliability
KW  - Elementary Secondary Education
KW  - Testing
KW  - National Surveys
KW  - Identification
KW  - Federal Legislation
KW  - Federal Regulation
KW  - Sampling
KW  - Limited English Speaking
KW  - Information Needs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62680252?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  - Descriptive Summary of 1989-90 Beginning Postsecondary Students: 5 Years Later, with an Essay on Postsecondary Persistence and Attainment. Statistical Analysis Report.
AN  - 62680225; ED396597
AB  - This report describes the status after 5 years of the diverse groups of students who first entered institutions of postsecondary education during the academic year 1989-90. It describes their economic and demographic characteristics, their educational objectives, the types of institutions they attended, their experiences while enrolled, and their persistence and attainment through the spring of 1994. In addition, this report describes the work experiences of these first-time students, both while enrolled and after they left postsecondary education. The data in this report were drawn from the second followup, of the 1990 Beginning Postsecondary Students Longitudinal Study. The study included students who enrolled immediately after high school and those who delayed their postsecondary studies. This report begins with an essay that describes the persistence and attainment of the 1989-90 beginning students in postsecondary education after 5 years. The essay explores persistence and attainment rates from several different perspectives and examines the factors associated with lower rates of completion among nontraditional students. Following the essay is a compendium of tables which provide more detail about persistence and attainment, student characteristics, educational financing, employment experiences, marriage, family formation,, civic participation and graduate education. Three appendices provide additional information on persistence and attainment variables, technical notes and methodology, and a glossary. (Author/JPB)
AU  - Berkner, Lutz K.
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 302
VL  - NCES-96-155
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Administrators
KW  - Practitioners
KW  - Student Employment
KW  - Educational Experience
KW  - Job Placement
KW  - Statistical Data
KW  - Higher Education
KW  - Academic Persistence
KW  - Student Educational Objectives
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Tables (Data)
KW  - Outcomes of Education
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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  - Types of Contact between Parents and School Personnel. Indicator of the Month.
AN  - 62680148; ED395385
AB  - This brief presents national statistics to determine reasons for school personnel contacting parents of 12th-grade students. Data are from the National Education Longitudinal Study (NELS) of 1988, conducted by the United States Department of Education, National Center for Education Statistics. Parents of 12th-grade students reported they were more likely to be contacted by school personnel regarding the academic performance of their child than about their child's behavior. Private school personnel tended to contact parents of seniors to request volunteer service or to discuss the child's post-high school plans, while public school personnel tended to contact parents of seniors about their child's academic performance. Parents of white seniors were more likely than those of black, Hispanic, or Asian seniors to be asked to volunteer at school. School personnel were more likely to contact black parents than white or Hispanic parents to inform them how to help their child with school work. Parents of seniors in economically disadvantaged schools were more likely than parents of seniors in nondisadvantaged schools to be contacted about academic performance or academic programs. Parents in rural schools were the least likely to be contacted about attendance, and parents in urban schools were the least likely to be contacted by school personnel requesting parent volunteers. Parents who had a bachelor's degree or higher or whose children scored high on achievement tests were more likely to be called by school personnel regarding their child's post-high school plans and to be asked to volunteer than were other parents. (LMI)
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Volunteers
KW  - Parent Teacher Cooperation
KW  - Academic Achievement
KW  - Attendance
KW  - Public Schools
KW  - Minority Groups
KW  - High Schools
KW  - Parent School Relationship
KW  - Parent Teacher Conferences
KW  - Educationally Disadvantaged
KW  - Student Behavior
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  - The Cost of Higher Education. Findings from "The Condition of Education, No. 1.
AN  - 62680011; ED396617
AB  - This booklet summarizes major conclusions and the statistical evidence supporting them concerning how changes in higher education revenue and expenditure are related to institutional enrollments, tuition and fee charges, and student financial aid, as well as the overall value of a higher education degree. Findings are organized into the categories of revenue, student financial aid, institutional expenditures, and labor market outcomes. Each major finding is summarized in text, tables, and graphs. These findings include: (1) tuition and fees have increased at all types of higher education institutions over the last decade; (2) tuition and fee income has increased as a source of revenue in most types of higher education institutions; (3) student financial aid, particularly from federal sources, defrays some of the cost to students of attending college; (4) most institutions have increased the amounts they spend on scholarships and fellowships; (5) expenditures per full-time equivalent (FTE) student increased at most institutions but the percentage they increased varies widely; (6) expenditures per FTE student are related to complex interactions among demographic and economic factors; (7) a higher education degree confers a substantial economic advantage to college graduates; and (8) the earnings advantage of completing college increased between 1970 and 1993 for both male and female graduates. (Contains 13 references.) (DB)
AU  - Alsalam, Nabeel
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 29
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (GPO #065-000-00861-1; $2).
SN  - 016048636X
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Higher Education
KW  - Tuition
KW  - Income
KW  - Student Financial Aid
KW  - Expenditures
KW  - Educational Benefits
KW  - Degrees (Academic)
KW  - Colleges
KW  - Enrollment Trends
KW  - College Graduates
KW  - Labor Market
KW  - Universities
KW  - Trend Analysis
KW  - Educational Status Comparison
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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  - Enrollment in Higher Education: Fall 1986 through Fall 1994. E.D. Tabs.
AN  - 62679229; ED396596
AB  - This report presents findings from the Integrated Postsecondary Education Data System's (IPEDS) Fall Enrollment Survey from 1986 to 1994. IPEDS collects enrollment data from all postsecondary institutions eligible to participate in Title IV financial aid programs although the data in this report pertain only to institutions accredited at the higher education level by an agency recognized by the U.S. Department of Education. Fall enrollment data are reported by level of student (undergraduate, graduate, first-professional), attendance status (full- or part-time), sex, and race/ethnicity. From 1986 to 1990, racial/ethnic enrollment were collected biennially. Since 1990, the race/ethnicity data have been collected annually. In the fall of 1994, enrollment among white undergraduates declined, while enrollment for other racial/ethnic groups increased. Women continued to increase their total share of enrollment. Full-time enrollment stayed about the same, while part-time enrollment dropped slightly. Four-year institutions saw a stable enrollment while the number of students at two-year schools dropped. The third year in a row. (JPB)
AU  - Hollins, Martha L.
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 34
VL  - NCES-96-851
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Administrators
KW  - Practitioners
KW  - Undergraduate Students
KW  - Graduate Students
KW  - Part Time Students
KW  - Surveys
KW  - Higher Education
KW  - Minority Groups
KW  - Ethnic Groups
KW  - Enrollment Trends
KW  - Full Time Students
KW  - Enrollment
KW  - Statistical Data
KW  - Data Collection
KW  - Females
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  - Public School Student, Staff, and Graduate Counts by State, School Year 1994-95. Statistics in Brief.
AN  - 62678866; ED397193
AB  - Information about public school enrollment and the numbers of staff members employed is reported in "State Nonfiscal Survey of Public Elementary and Secondary Education, School Year 1994-95" from which this brief summary is derived. In the school year 1994-95 there were 44.1 million students in public elementary and secondary schools in the 50 states and the District of Columbia. Of these students, 24.7 million were in prekindergarten through grade 6, an additional 18.7 million were in grades 7 through 12, and 0.7 million were in ungraded education. California had the greatest number of students; Vermont, the fewest. About 2.6 million teachers provided instruction, with about 1,419,000 teaching in elementary school and 912,000 identified as secondary school teachers. The ratio for total students to total teachers for the nation was 17.3 students per teacher. In addition, the schools were served by teacher's aides, instructional coordinators, supervisors, administrators, counselors, librarians, and other support staff. Some 2,217,000 students received regular diplomas in 1993-94, and another 206,000 students received alternative certifications or high school equivalency certificates. (Contains one figure and four tables.) (SLD)
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 12
KW  - State Nonfiscal Survey of Public Elem Sec Educ
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Public Schools
KW  - High School Equivalency Programs
KW  - Teacher Student Ratio
KW  - Enrollment Trends
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Public School Teachers
KW  - School Statistics
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1993-94 report, see ED 386 498.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Descriptive Summary Report: With an Essay on Access and Choice in Postsecondary Education. National Education Longitudinal Study 1988-1994. Statistical Analysis Report.
AN  - 62676636; ED396598
AB  - This report describes the 1994 postsecondary education assistance patterns, job experiences, lifestyles, and values of the eighth grade class of 1988. The data from the report are from the 1994 Third Follow-up of the National Education Longitudinal Study of 1988 which collected information on postsecondary education participation, employment, earnings, family formation, and other activities and experiences relevant to individuals as they are about to enter their adult lives. The first section of this report is an essay that examines the postsecondary education access and choice of the 1988 eighth grade cohort. Access to postsecondary education is defined in terms of factors related to enrollment into a postsecondary institution. Access and choice are examined differentially by sex, race, socioeconomic status, and tested achievement; special attention is given to outcomes for students who scored in the highest quartile of the 1992 math and reading test composite. The second part of the report consists of sets of tables which present other information about the education, jobs, and life experiences of the 1988 eighth grade cohort. The tables are organized into four sections which provide data on: postsecondary education expectations and experiences, labor force participation, family and financial circumstances and values, other activities, and civic participation. These data are then reported separately for young people with different types of high school experiences and backgrounds. Findings indicate that nearly 63% of the subjects were attending or had attended some type of postsecondary education by 1994. Almost three-fourths of 1988 eighth graders who enrolled in four-year institutions attended them in their home state, and most were enrolled full-time. More women and Asians than other groups reported they expected to obtain a Bachelor's or higher degree. There were no significant differences by sex or race/ethnicity in the access and choice variables for these subjects who scored in the highest quartile in the 1992 achievement test. Socioeconomic status affected expectations of degree attainment. Two appendices, containing technical notes and a glossary, are included. (JPB)
AU  - Sanderson, Allen
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 137
VL  - NCES-96-175
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Administrators
KW  - Practitioners
KW  - Student Employment
KW  - Access to Education
KW  - Job Placement
KW  - Higher Education
KW  - Enrollment Influences
KW  - Educational Attainment
KW  - College Choice
KW  - Student Placement
KW  - Outcomes of Education
KW  - High Achievement
KW  - Educational Experience
KW  - Academic Aspiration
KW  - Enrollment
KW  - Statistical Data
KW  - Academic Persistence
KW  - Student Educational Objectives
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  - Private School Universe Survey, 1993-94. Statistical Analysis Report.
AN  - 62675361; ED396432
AB  - This report on the private school universe presents data on K-12 schools by school size, school level, religious orientation, geographical region, 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 and grade level. Tables present data by three classification schemes: religious and nonsectarian categories, association membership, and private school typology. The Private School Survey (PSS) is designed to collect data from all private schools in the 50 states and the District of Columbia. The survey, conducted in 1993-94 by the U.S. Bureau of the Census for the National Center for Education Statistics, is the primary data source for this report. A total of 26,093 private schools completed the survey, an overall response rate of 98 percent. Data from the 1989-90 and 1991-92 PSS's are used for comparison. Selected results include: 98 percent of private schools offered at least some elementary grades, 60 percent offered elementary grades, 31 percent offered a combination of elementary and secondary grades, and the remaining 10 percent offered secondary grades only; approximately 4.8 million students were enrolled in the Nation's private schools in the fall of 1993, and were taught by approximately 338 thousand full-time equivalent teachers. Information is also provided on school orientation and affiliation, grade configuration, enrollment, racial/ethnic composition, numbers of teachers, school size, length of school day, religious affiliation, and private school-association membership. Detailed technical notes and 17 tables are included. Appendices contain standard error tables, values and standard errors for comparison data, item response rates, and a copy of the survey. (LMI)
AU  - Broughman, Stephen
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 86
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160486440
KW  - Private School Survey (NCTS)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Parochial Schools
KW  - School Demography
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - School Statistics
KW  - Teacher Employment
KW  - Instructional Program Divisions
KW  - Enrollment Trends
KW  - Racial Composition
KW  - School Organization
KW  - School Size
KW  - Tables (Data)
KW  - Private Schools
KW  - Private Education
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1989-90 and 1991-92 editions, see ED 355 2
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public Elementary and Secondary Education Statistics: School Year 1995-96. Early Estimates.
AN  - 62576861; ED399301
AB  - The estimates in this publication are key statistics reported early in the 1995-96 school year. The early estimates system is designed to allow the National Center for Education Statistics (NCES) to report selected key statistics early in the school year using information collected from public school state education agencies. These estimates include the numbers of students in membership, teachers, and high school graduates for public elementary and secondary schools, as well as total revenues and expenditures for the operation of public elementary and secondary schools. The estimates consist of preliminary actual counts for the individual states, estimates derived by the states for the NCES, and imputed values developed by the NCES using a combination of state-specific and national data. There were approximately 44.7 million students in the nation's public elementary and secondary schools in fall 1995, compared with 44 million in fall 1994. These students were taught by an estimated 2.6 million teachers. These early counts yield a student-to-teacher ratio of 17.3 for the public schools in 1995-96. An estimated 2.3 million students graduated from public high schools in the 1994-95 school year, and an additional 2.3 million are expected to graduate from high school in the 1995-96 school year. Revenues for public elementary and secondary education in fiscal year 1995 are estimated to be $269.5 billion, and they are expected to rise to approximately $283.3 billion in fiscal year 1996. The per-pupil expenditure for public education is anticipated to be $5,738 per student in membership for the 1995-96 school year. (Contains seven tables). (SLD)
AU  - McDowell, Lena M.
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 20
KW  - Early Estimates
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - Expenditures
KW  - High School Graduates
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Educational Finance
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - Teachers
KW  - School Statistics
KW  - Income
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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  - JOUR
T1  - Perceptions of Braille Usage by Legally Blind Adults
AN  - 58340987; 9700428
AB  - The perceptions of legally blind adults about braille are qualitatively investigated in an effort to shed light on the print vs braille debate. In-depth case-study interviews were held with adults (N = 8, aged 21-42) with varying degrees of visual impairment, including advanced readers & nonreaders of braille, most of whom held college degrees. It was revealed that issues of self-esteem, self-identity, & the perceived stigma of being disabled were integrally intertwined with the Ss' feelings about using braille. Evidence of "covering" or "passing" was seen in the behavior of the Ss with some remaining vision, who identified themselves as being sighted persons with visual problems, avoided visual tasks, & reported neutral attitudes toward braille. In contrast, positive perceptions of braille were found to correlate with positive feelings of self-esteem, competence, & independence. Implications for school administrators are discussed, hinging on the paradigm of disability accepted, ie, the medical model that tracks deviation from the norm, or one of disability rights /independent living. 1 Table, 38 References. Adapted from the source document
JF  - Journal of Visual Impairment and Blindness
AU  - Schroeder, Fredric K
AD  - Rehabilitation Services Administration US Dept Education, 600 Independence Ave SW Switzer Bldg Room 3028 Washington DC 20202 fredric_schroeder@ed.gov
Y1  - 1996/05//
PY  - 1996
DA  - May 1996
SP  - 210
EP  - 218
VL  - 90
IS  - 3
SN  - 0145-482X, 0145-482X
KW  - braille attitudes, personal adjustment factors
KW  - interviews
KW  - legally blind adults
KW  - Reading Aids for the Blind (70700)
KW  - Attitudes (05450)
KW  - Self Concept (76500)
KW  - Vision Disorders (94350)
KW  - article
KW  - 4115: applied linguistics; adult language development/literacy studies
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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%3Allba&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.jtitle=Journal+of+Visual+Impairment+and+Blindness&rft.atitle=Perceptions+of+Braille+Usage+by+Legally+Blind+Adults&rft.au=Schroeder%2C+Fredric+K&rft.aulast=Schroeder&rft.aufirst=Fredric&rft.date=1996-05-01&rft.volume=90&rft.issue=3&rft.spage=210&rft.isbn=&rft.btitle=&rft.title=Journal+of+Visual+Impairment+and+Blindness&rft.issn=0145482X&rft_id=info:doi/
LA  - English
DB  - Linguistics and Language Behavior Abstracts (LLBA)
N1  - Date revised - 2003-10-01
N1  - Last updated - 2016-09-27
N1  - CODEN - JVIBDM
N1  - SubjectsTermNotLitGenreText - Vision Disorders (94350); Reading Aids for the Blind (70700); Attitudes (05450); Self Concept (76500)
ER  - 



TY  - RPRT
T1  - What Criteria Are Used in Considering Teacher Applicants? Issue Brief.
AN  - 62686506; ED398201
AB  - The Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics in 1987-88 and again in 1990-91, provided public school districts with a list of eight specific criteria that might be used in considering applicants for teaching positions. This issue brief looks at the criteria school districts reported requiring to screen teacher applicants. The findings showed: When considering applicants, public school districts required certification and educational credentials more frequently than passage of basic skills or subject knowledge tests in the teacher hiring process. Percentages of public school districts requiring passage of state and national subject knowledge of basic skills tests increased from 1987-88 to 1990-91. Public school districts required state tests of basic skills more frequently than other district, state, and national tests. In 1990-91, public school districts in different regions of the country reported different requirements for teacher candidates. These data show that nontest indicators of teacher quality, such as certification, played a more important role in the teacher hiring process in public school districts than did test indicators. However, while the use of nontest indicators remained fairly constant, the use of test indicators increased. (ND)
AU  - Rossi, Robert
AU  - Daugherty, Shannon
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 3
VL  - IB-6-96; NCES-96-844
KW  - Indicators
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Evaluation Criteria
KW  - Elementary Secondary Education
KW  - Teacher Qualifications
KW  - Employment Qualifications
KW  - Teacher Selection
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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  - Can Students Benefit from Process Writing?
AN  - 62681513; ED395320
AB  - This edition of "NAEPfacts" discusses the frequency with which process-oriented activities are taught in United States schools, and the writing performance of students whose teachers emphasize these activities. Data were drawn from the 1992 National Assessment of Educational Progress (NAEP) in Writing, which was administered to a representative national sample of approximately 7,000 fourth-grade students, 11,000 eighth-grade students, and 11,500 twelfth-grade students from about 1,500 public and private schools. Results indicated that: (1) students of teachers who always encouraged particular elements of process writing, such as planning and defining purpose and audience, were generally better writers than students of teachers who reportedly never encouraged these activities; and (2) average writing ability was higher among students whose teachers emphasized more than one process writing strategy. Findings suggest that use of pre-writing activities is associated with the highest average proficiency scores. Contains 3 notes and 3 tables of data. (RS)
AU  - Goldstein, Arnold A.
AU  - Carr, Peggy G.
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 7
VL  - NCES-96-845
KW  - National Assessment of Educational Progress
KW  - Writing Development
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Grade 12
KW  - Process Approach (Writing)
KW  - Instructional Effectiveness
KW  - Teacher Behavior
KW  - Writing Processes
KW  - Elementary Secondary Education
KW  - Writing Improvement
KW  - Writing Strategies
KW  - Grade 8
KW  - Writing Achievement
KW  - Grade 4
KW  - Writing Research
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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  - How Safe Are the Public Schools: What Do Teachers Say? Issue Brief.
AN  - 62678526; ED396430
AB  - In 1987-88, 1990-91, and 1993-94, the National Center for Education Statistics' Schools and Staffing Survey (SASS) presented teachers in public schools throughout the United States with a list of school-related problems and asked for ratings of their severity in their schools. This brief examines two safety-related matters, physical conflicts among students and weapons possession, and presents the percentages of public school teachers who considered these matters as moderate or serious in their schools. The data show that from 1987-88 to 1993-94, increasing percentages of public elementary and secondary school teachers reported physical conflicts among students as moderate or serious problems in their schools. The percentages of public secondary school teachers reporting weapons possession as a moderate or serious problem in their schools nearly doubled from 1990-91 to 1993-94. From 1987-88 to 1993-94, teachers in public schools with more than 750 students consistently reported physical conflicts among students and weapons possession as moderate or serious problems more frequently than did teachers in schools with fewer than 150 students. The data suggest that teachers viewed public schools as less safe in 1993-94 than they did in 1987-88 or in 1990-91. At both the elementary and secondary levels, teachers' reports of physical conflicts among students and weapons possession were at their highest levels in 1993-94. Although more frequently reported at the secondary level over time, these problems were cited more often in large versus small schools at both levels. One table and one figure are included. (Contains eight references.) (LMI)
AU  - Rossi, Robert
AU  - Daugherty, Shannon
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Weapons
KW  - Public Schools
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - School Size
KW  - School Security
KW  - School Safety
KW  - Aggression
KW  - Violence
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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  - Where Do Minority Principals Work? Issue Brief.
AN  - 62677857; ED396433
AB  - In U.S. schools, approximately 30 percent of the enrolled students in 1990-91 were racial-ethnic minorities. Principals must be skilled in incorporating this diversity into supportive climates for learning. Principals who themselves are members of racial-ethnic minority groups may serve as role models for staff and students in schools with high or low proportions of minority pupils. This document reports on the overall numbers of minority principals and the types of schools in which they are working. Data are from the 1990-91 Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES). In 1990-91, there were about 12,600 minority principals in the nearly 105,000 schools in the United States. Findings indicate that proportionally, more minorities worked as principals in public versus private schools. Minority principals in both public and private schools were concentrated in central cities and in schools with high percentages (50 percent or higher) of minority enrollments. Minority public school principals were slightly overrepresented in elementary schools. Four tables are included. (LMI)
AU  - Rossi, Robert
AU  - Daugherty, Shannon
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Minority Groups
KW  - Rural Schools
KW  - Principals
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62677857?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  - Improving Basic Programs Operated by Local Education Agencies. Policy Guidance for Title I, Part A.
AN  - 62587124; ED403340
AB  - Title I of the Elementary and Secondary Education Act (ESEA) of 1965 (with its reauthorizations) is designed to help disadvantaged children meet challenging content and performance standards. Part A of Title I provides financial assistance through State educational agencies to local education agencies (LEAs) to meet the educational needs of children who are failing or are at risk of failing to meet a state's standards in schools, children living in areas with high concentrations of low-income families, and children in local institutions for delinquent and neglected children. This document is a guide to help state and local agencies use Part A funds to support the coordination of Part A with other ESEA programs. The guide includes the following chapters: (1) State Educational Agency Allocation of Title I Funds to Local Educational Agencies for School Year 1996-97; Local Educational Agency Identification and Selection of School Attendance Areas and Allocation of Title I Funds to Those Areas or Schools; (2) Schoolwide Programs; (3) Targeted Assistance Schools; (4) Serving Preschool Children; (5) Parental Involvement; (6) Professional Development; (7) Providing Services to Eligible Private School Children; (8) Uses of Funds; and (9) Fiscal Requirements. Twenty-one examples illustrate the use of funds. (SLD)
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 411
KW  - Elementary Secondary Education Act Title I
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - State Programs
KW  - Financial Support
KW  - Educational Finance
KW  - School Districts
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - Professional Development
KW  - Program Improvement
KW  - Preschool Education
KW  - Parent Participation
KW  - Disadvantaged Youth
KW  - Standards
KW  - Compensatory Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62587124?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 Cognitive Study Based on the National Assessment of Educational Progress (NAEP) Science Assessment.
AN  - 62585148; ED404343
AB  - The cognitive processes students use in doing the 1996 science assessment of the National Assessment of Educational Progress (NAEP) were studied using two booklets from the 1993 NAEP science field test. Blocks of items from these booklets, a hands-on task block and either a conceptual/problem solving block or a theme block, were administered to 16 eighth graders who varied in proficiency in science as measured by the Metropolitan Achievement Tests. Students were interviewed after the test, and they were informed that the purpose of the study was to understand their thought processes as they answered the test items. Participants were offered a gift certificate incentive to complete the test. The combination of think-aloud protocols and concurrent interviews following the assessment was an effective way to explore participants' thought processes. Evidence suggests that the assessment is tapping the constructs it was designed to assess, namely science knowledge structure, reasoning, and hypotheses formulation and testing. In addition to lack of opportunity to learn, other main reasons for item difficulty were lack of factual knowledge, lack of conceptual understanding, and lack of knowledge of principles. The effects of motivation and test anxiety on performance were also apparent. (Contains 2 tables, 11 figures, and 17 references.) (SLD)
AU  - Yepes-Baraya, Mario
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 42
KW  - National Assessment of Educational Progress
KW  - Subject Content Knowledge
KW  - ERIC, Resources in Education (RIE)
KW  - Science Process Skills
KW  - Junior High Schools
KW  - Test Validity
KW  - Test Anxiety
KW  - National Surveys
KW  - Test Items
KW  - Difficulty Level
KW  - Problem Solving
KW  - Grade 8
KW  - Cognitive Processes
KW  - Protocol Analysis
KW  - Construct Validity
KW  - Interviews
KW  - Science Tests
KW  - Student Motivation
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62585148?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 Natio
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Technical Issues in Large-Scale Performance Assessment.
AN  - 62571373; ED399300
AB  - Recently, there has been a significant expansion in the use of performance assessment in large scale testing programs. Although there has been significant support from curriculum and policy stakeholders, the technical feasibility of large scale performance assessments has remained a question. This report is intended to contribute to the debate by reviewing some of the technical issues that must be addressed by any developer of large-scale performance assessments. The report is also intended to surface issues, articulate problems, and where possible, give advice on how to proceed. The report is divided into five chapters, each focusing on a major technical topic. "Validity of Performance Assessments" (Samuel Messick) defines validity as a property of inferences and interpretations made from test scores. In performance assessment, the primary adverse consequence that must be investigated is the potential negative impact on individuals or groups based on sources of invalidity. "Generalizability of Performance Assessments" (Robert L. Brennan) provides an overview of generalizability theory and integrates literature on the reliability of performance assessment with the conceptual framework of generalizability theory. "Comparability" (Edward H. Haertel and Robert L. Linn) stresses that in order to provide indicators of trends in academic achievement, large scale performance assessments must be comparable across administrations. "Setting Performance Standards for Performance Assessments: Some Fundamental Issues, Current Practice, and Technical Dilemmas" (Richard M. Jaeger, Ina V. S. Mullis, Mary Lyn Bourque, and Sharif Shakrani) describes the myriad ways performance standards are used and addresses the need for new methods of establishing such standards for performance assessments of students and teachers. Two new approaches to setting performance standards, iterative judgmental policy capturing and a multistage dominant profile procedure are outlined. References follow each of the chapters. (Contains five tables and eight figures.) (SLD)
AU  - Phillips, Gary W.
Y1  - 1996/04//
PY  - 1996
DA  - April 1996
SP  - 152
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-96-802
KW  - Comparability
KW  - Large Scale Assessment
KW  - Policy Capturing Method
KW  - ERIC, Resources in Education (RIE)
KW  - Performance Based Assessment
KW  - Test Reliability
KW  - Comparative Analysis
KW  - Testing Problems
KW  - Standard Setting
KW  - Generalizability Theory
KW  - Test Validity
KW  - Standards
KW  - Test Construction
KW  - Standard Setting (Scoring)
KW  - Psychometrics
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62571373?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  - Community Service and Volunteerism. Indicator of the Month.
AN  - 62677723; ED391981
AB  - According to data from the 1992 Biennial Gallup Survey on Giving and Volunteering, having some level of postsecondary education is clearly associated with increased levels of volunteering and giving. Sixty-three percent of adults aged 25 years and older with some postsecondary education reported both volunteering their time and making charitable contributions within the last 12 months, whereas only 32% of those with no postsecondary education reported doing so. Among those respondents with some postsecondary education, 22% were identified as generous volunteers (volunteering at least 4 hours each week in the past 12 months). Only 12% of those individuals with no postsecondary education were found to be generous volunteers. Within income levels, adults with some postsecondary education were much more likely to report volunteering than were those adults with no postsecondary education. The difference was especially apparent among adults earning less than $20,000 annually, among whom 54% those with some postsecondary education reported volunteering versus only 27% of those with no postsecondary education. (MN)
Y1  - 1996/03//
PY  - 1996
DA  - March 1996
SP  - 3
KW  - Volunteerism
KW  - ERIC, Resources in Education (RIE)
KW  - Volunteers
KW  - Public Service
KW  - Salary Wage Differentials
KW  - Educational Attainment
KW  - Adults
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62677723?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  - Residence and Migration of First-Time Freshmen Enrolled in Higher Education Institutions: Fall 1994. E.D. TABS.
AN  - 62674601; ED392387
AB  - This report presents 23 tables of data on residence and migration of first-time freshmen based on the 1994 "Fall Enrollment" survey, part of the Integrated Postsecondary Education Data System. The survey counted 2.14 million first-time freshmen. More than 366,000 (17 percent) migrated between states. The percent of freshmen who left their state to attend college ranged from a low of 6.7 percent in Utah to a high of 50.2 percent in Alaska. In-migrants comprised almost 76 percent of the District of Columbia's total freshmen enrollment and over half the freshmen in New Hampshire, Rhode Island, and Vermont. First time freshmen who had graduated in the previous 12 months comprised 69 percent of the total. Twenty-two percent of freshmen were enrolled in private higher education institutions. Over half of the freshmen who migrated between states did so to enroll in private institutions. The percent of freshmen enrolled in private institutions ranged from more than 40 percent in the District of Columbia, Massachusetts, New Hampshire, Pennsylvania, Rhode Island, and Vermont to less than 10 percent in Alaska, Arizona, California, Mississippi, Nevada, New Mexico, Washington, and Wyoming. Also, 84 percent of those migrating out of state did so to attend a 4-year school. The tables report the data by state or territory. Information on the survey methodology is appended. (DB)
AU  - Barbett, Samuel
Y1  - 1996/03//
PY  - 1996
DA  - March 1996
SP  - 43
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - College Freshmen
KW  - Place of Residence
KW  - Student Mobility
KW  - Higher Education
KW  - Data Collection
KW  - National Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62674601?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  - Integrating Research on Faculty: Seeking New Ways to Communicate about the Academic Life of Faculty. Results from the Forum Sponsored by the National Center for Education Statistics, the Association for Institutional Research, and the American Association of State Colleges and Universities. Conference Report (Washington, D.C., January 10-11, 1994).
AN  - 62671763; ED393358
AB  - This publication reports on a 1994 forum on integrating research on college and university faculty and presents the commissioned papers and findings of the forum along with references to relevant research on faculty. A description of the forum notes that it addressed the lack of integration in current policy discussions about college and university faculty and that the forum concluded that there was a need for a thorough set of resources describing current research on faculty as well as some guidelines supporting the choice of data and the application of findings to policy questions about faculty. Key issue areas addressed by the forum were: the essence of being "faculty"; faculty demographics and diversity; faculty vitality; and faculty as institutional asset. The papers are: (1) "Integrating Research on Faculty" (Meredith Ludwig); (2) "Faculty Identity: Essential, Imposed, or Constructed?" (Estela Mara Bensimon); (3) "A Demographic Profile of Today's Faculty" (Helen S. Astin and Octavio Villalpando); (4) "Faculty Vitality in Higher Education" (Martin J. Finkelstein); (5) "The Impact of Higher Education's New Climate on Faculty Perceptions" (Robert Zemsky); (6) "Developing Faculty as an Asset in a Period of Change and Uncertainty" (Daniel T. Layzell and others); (7) "The Application of Data to Policy Questions About Faculty" (Jay L. Chronister and John W. Creswell); and (8) "Prospects for Integrating Research on Higher Education Faculty" (Laura Saunders). Most papers contain extensive references. (JB)
Y1  - 1996/03//
PY  - 1996
DA  - March 1996
SP  - 138
KW  - Identity Formation
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Role
KW  - Teacher Attitudes
KW  - Theory Practice Relationship
KW  - Higher Education
KW  - Job Performance
KW  - College Faculty
KW  - Demography
KW  - Teacher Morale
KW  - Educational Environment
KW  - Research Needs
KW  - Educational Change
KW  - Policy Formation
KW  - Productivity
KW  - Faculty Development
KW  - Faculty College Relationship
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62671763?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  - Projections of Education Statistics to 2006. Twenty-Fifth Edition.
AN  - 62571429; ED399278
AB  - This edition is the 25th report in a series that began in 1964. It revises the previous edition and 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 2006. Projections are also included for elementary and secondary enrollment and high school graduates to the year 2006 for public schools at the state level. Projections in this report reflect the 1990 Census and 1994 estimates and recent assumptions about the fertility rate, net immigration, and mortality rate. A methodology section describes models and assumptions used to develop the national projections, including age-specific models, exponential smoothing models, and econometric models. Most of the projections include three alternatives, based on different assumptions about growth. The first set of alternatives is designed to represent the most likely projections, but the high and low estimates provide a reasonable range of outcomes. Among the notable projections is that total public and private elementary enrollment is projected to increase over the period, with enrollment increases in elementary, secondary, and higher education. Four technical appendixes provide information about projection methodology, supplementary tables, data sources, and a glossary. (Contains 1 chart, 70 figures, 52 tables, 27 tables in Appendix A, and 12 tables in Appendix B.) (Author/SLD)
AU  - Hussar, William J.
AU  - Gerald, Debra E.
Y1  - 1996/03//
PY  - 1996
DA  - March 1996
SP  - 223
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-96-661
KW  - Smoothing Methods
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - High School Graduates
KW  - Mathematical Models
KW  - Research Methodology
KW  - Birth Rate
KW  - Immigrants
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Enrollment Projections
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teachers
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62571429?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Errata sheets for tables 45-48 are appended.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - National Education Longitudinal Study: 1988-94. Data Files and Electronic Codebook System. Base Year through Third Follow-Up ECB/CD-ROM, 1996. [CD-ROM].
AN  - 62535930; ED401332
AB  - The National Education Longitudinal Study of 1988 (NELS:88) is the first nationally representative longitudinal study of eighth grade students in public and private schools. It is 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. In 1988, some 25,000 eighth graders, their parents, teachers, and school principals were surveyed. In 1990, the same students (most of whom were in 10th grade, although some were dropouts) and their teachers and school principals were surveyed. The second followup was conducted in 1992, and the third in 1994. This CD-ROM contains public release data from the NELS:88 base year and followup surveys and an Electronic Codebook System (ECB) in two datasets. The first set and its ECB integrate student, parent, transcript, school administrator, and teacher data from the base year through the second followup. The second data set and its ECB contain base year through third followup (1994) records for the subsample of second followup sample members who responded. The CD-ROM also contains descriptions of the methodology and users' manuals in WordPerfect format. Installation information is included. 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  - 1996/03//
PY  - 1996
DA  - March 1996
PB  - National Center for Education Statistics (ED), 555 New Jersey Ave., N.W., Washington, DC 20208.
KW  - National Education Longitudinal Study 1988
KW  - Transition Management
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 10
KW  - Principals
KW  - Change
KW  - Student Characteristics
KW  - Junior High Schools
KW  - Higher Education
KW  - National Surveys
KW  - Elementary School Teachers
KW  - Educational Attainment
KW  - Longitudinal Studies
KW  - Career Choice
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/62535930?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.+Base+Year+through+Third+Follow-Up+ECB%2FCD-ROM%2C+1996.+%5BCD-ROM%5D.&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1996-03-01&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  - Should SASS Measure Instructional Processes and Teacher Effectiveness? Working Paper Series.
AN  - 62501291; ED418153
AB  - This paper addresses issues related to the possible inclusion of items in the Schools and Staffing Survey (SASS) to measure instructional practices and teaching effectiveness. The SASS is a national survey of schools and teachers conducted by the National Center for Education Statistics. This report explores the purposes that can be served by measuring instructional practices on a national scale, and then examines how teaching effectiveness is conceptualized. Another section describes some strengths and limitations of observational studies of classroom instruction and makes a similar assessment of survey studies. Some attention is given to curricular reforms and how their impact might be assessed. The last sections of the paper suggest specific ways in which instructional practices and curricular content might be measured through the SASS, including the selection of specific school subjects and grade levels for attention. A number of large survey studies have already provided valuable information about curriculum and instruction in U.S. classrooms, and the SASS could join them. There does not appear to be any federal program in which instructional practices and opportunities to learn will be monitored in the future and the SASS, with its large sample of teachers, seems to be an excellent vehicle for the measurement of both curriculum and instructional practices. The SASS also seems ideally suited to monitor the classroom consequences of reforms such as curriculum standards. (Contains 50 references.) (SLD)
AU  - Stodolsky, Susan S.
Y1  - 1996/03//
PY  - 1996
DA  - March 1996
SP  - 35
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
VL  - NCES-WP-96-07
KW  - National Center for Education Statistics
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Instructional Effectiveness
KW  - Curriculum Development
KW  - Research Methodology
KW  - Content Analysis
KW  - Elementary Secondary Education
KW  - Teachers
KW  - National Surveys
KW  - Research Design
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62501291?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  - Eighth-Grade Algebra Course-Taking and Mathematics Proficiency.
AN  - 62678199; ED396915
AB  - This brochure is part of NAEPFACTS, a new series that briefly summarizes findings from the National Assessment of Educational Progress (NAEP). Course-taking is generally a powerful indicator of mathematics achievement. This occurs partially because students who are more proficient tend to take more mathematics classes and, at the eighth grade, the better students are tracked into more advanced classes. The 1992 NAEP results linking proficiency to course work confirm this pattern, with eighth graders enrolled in pre-algebra and algebra courses having higher proficiency scores than students taking eighth-grade mathematics. Contains two tables for 1992: (1) National average proficiency of public and private school eighth-grade students by mathematics course-taking, and by race and gender and (2) Average proficiency of eighth-grade public school students by mathematics course-taking, and by state. (MKR)
AU  - Shakrani, Sharif
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 5
VL  - 1
IS  - 2
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Algebra
KW  - Mathematics Achievement
KW  - Junior High Schools
KW  - National Competency Tests
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62678199?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  - Time to Complete a Doctorate Degree, by Field of Study. Indicator of the Month.
AN  - 62670720; ED393337
AB  - This report provides data on the number of years doctoral students take to complete their degrees. Between 1970 and 1993, total time-to-degree (the number of years between the baccalaureate and doctoral degrees) increased from a median of 7.9 years to 11.2 years. Students who majored in the natural sciences or in computer sciences and engineering took less time on average to complete their doctoral degrees than students who majored in education and other technical/professional fields. Registered time-to-degree (the number of years actually enrolled in graduate study) increased slightly between 1970 and 1993, and showed less variability across fields of study and between males and females that total time-to-degree. Students whose primary source of financial support was personal resources had the longest time between completing their bachelor's and doctoral degrees, whereas students with federal research assistantships had the shortest. (MDM)
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Time to Degree
KW  - Student Financial Aid
KW  - Graduate Study
KW  - Time Factors (Learning)
KW  - Sex Differences
KW  - Educational Trends
KW  - Doctoral Degrees
KW  - Higher Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62670720?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - This indicator is extracted from "The Condition of
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Directory of Postsecondary Institutions, 1995. Volume 1, 4-Year and 2-Year Institutions. Volume 2, Less Than 2-Year Institutions.
AN  - 62595264; ED404915
AB  - This directory lists all postsecondary institutions in the United States and its outlying areas known to exist as of April 1995. Data were obtained from the 1994-95 Integrated Postsecondary Education Data System (IPEDS) "Institutional Characteristics" survey. Volume 1 provides listings for 2,819 4-year and 2,657 2-but-less-than-4-year schools, while Volume 2 provides listings for 4,927 less-than-2-year schools. Introductory tables in each volume provide summary information. Institutions are listed alphabetically by state and include information on address and telephone number, type of control, highest degree offered, enrollment, tuition, room and board, programs, and accreditation. Both volumes contain two appendixes listing institutional changes (including additions, deletions, no longer accredited, and name changes) for 1992-93, 1993-94, and 1994-95 and a listing of accrediting bodies recognized by the Secretary of the U.S. Department of Education. (MDM)
AU  - Broyles, Susan G.
AU  - Fernandez, Rosa M.
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 1003
PB  - U.S. Government Printing Office, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-2250 (Volume 1, Stock No. 065-000-00840-8; Volume 2, Stock No. 065-000-00841-6).
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Proprietary Schools
KW  - Postsecondary Education
KW  - Colleges
KW  - Accreditation (Institutions)
KW  - Enrollment
KW  - Community Colleges
KW  - Accrediting Agencies
KW  - National Surveys
KW  - Universities
KW  - Tuition
KW  - Institutional Characteristics
KW  - Proprietary Schools
KW  - Postsecondary Education
KW  - Colleges
KW  - Accreditation (Institutions)
KW  - Enrollment
KW  - Community Colleges
KW  - Accrediting Agencies
KW  - National Surveys
KW  - Universities
KW  - Tuition
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62595264?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1989-1990 edition, see ED 326 150. Contain
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Technical Specifications. Revision No. 1.
AN  - 62572510; ED404993
AB  - The technical specifications for educational technology in the state of Mississippi which are contained in this publication represent the minimum criteria for utilization of the equipment. Information is provided for PC (personal computer) and Macintosh platforms where applicable on: workstation specifications; multimedia/teacher presentation systems; cross platform workstations; laptop computers; network specifications; file/print or Internet servers; network wiring systems; compatible printers; Internet providers; tape backup units; CD-ROM systems; uninterruptable power supplies; and other external equipment. (AEF)
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 23
KW  - Apple Macintosh
KW  - Connectivity
KW  - Electrical Wiring
KW  - IBM Personal Computer
KW  - Laptop Computers
KW  - Mississippi
KW  - Multimedia Technology
KW  - ERIC, Resources in Education (RIE)
KW  - Computer Networks
KW  - Microcomputers
KW  - Elementary Secondary Education
KW  - Optical Data Disks
KW  - Educational Equipment
KW  - Specifications
KW  - Computer Uses in Education
KW  - Workstations
KW  - Educational Policy
KW  - Equipment Utilization
KW  - Educational Technology
KW  - Computer Printers
KW  - Internet
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62572510?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "Mississippi Master Plan for Educational Techn
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - National Household Education Survey. An Overview.
AN  - 62571656; ED399276
AB  - The National Household Education Survey (NHES) is a data collection system of the National Center for Educational Statistics (NCES) that is designed to address a wide range of education-related issues through telephone surveys. It provides descriptive data on the educational activities of the U.S. population and offers a variety of educational statistics. This brochure describes the studies the NHES has conducted since it began in 1991. NHES:1991 addressed early childhood education and adult education, screening about 60,000 households and interviewing about 14,000 parents. NHES:93 focused on school readiness with interviews with about 11,000 parents and school safety and discipline through interviews with about 12,700 parents. The topical components for NHES:95 were the same as those of 1991, with more than 45,000 households screened. In 1996, the NHES will concentrate on parent and family involvement in education and adult and youth civic involvement. A new design feature for 1996 will be the collection of demographic and educational information on members of all households rather than just those households potentially eligible for a topical component. It is expected that 59,000 or more households will be screened in future NHES studies. (SLD)
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 5
VL  - NCES-96-828
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - School Safety
KW  - National Surveys
KW  - Discipline
KW  - Citizen Participation
KW  - Demography
KW  - Telephone Surveys
KW  - Parent Participation
KW  - Data Collection
KW  - School Readiness
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62571656?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - A six-panel brochure.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey (SASS): 1995. Selected Papers Presented at the Meeting of the American Statistical Association (Orlando, Florida, August 13-17, 1996). Working Paper Series.
AN  - 62506367; ED418148
AB  - The papers were presented at the Social Statistics Section, the Government Statistics Section, and the Section on Survey Research Methods. The following papers are included in the Social Statistics Section and Government Statistics Section, "Overcoming the Bureaucratic Paradigm: Memorial Session in Honor of Roger Herriot": "1995 Roger Herriot Award Presentation" (Daniel Kasprzyk, Fritz Scheuren, and Dan Levine); "Space/Time Variations in Survey Estimates" (Leslie Kish); "Out of the Box: Again and Again, Roger Herriot at the Census Bureau" (William P. Butz). The Section on Survey Research Methods is divided into two parts. The first part, "Design and Estimation Issues for School Based Surveys," includes: "Improving the Coverage of Private Elementary-Secondary Schools" (Betty J. Jackson and Richard J. Frazier); "Improved GLS [Generalized Least Squares] Estimation in NCES Surveys" (Steven Kaufman, Bonnie Li, and Fritz Scheuren); "Optimal Periodicity of a Survey: Alternatives under Cost and Policy Constraints" (Wray Smith, Dhiren Ghosh, and Michael Chang); "Properties of the Schools and Staffing Survey's Bootstrap Variance Estimator" (Steven Kaufman); "Discussion" (Charles H. Alexander). The second part, "Data Quality and Nonresponse in Education Surveys" includes: "Assessing Quality of CCD (Common Core of Data) Data Using a School-Based Sample Survey" (Sameena Salvucci, Sandeep Bhalla, Michael Chang, and John Sietsema); "Documentation of Nonresponse and Consistency of Data Categorization across NCES Surveys" (Steven Fink, Mehrdad Saba, Michael Chang and Sameul Peng); "Multivariate Modeling of Unit Nonresponse for 1990-91 Schools and Staffing Surveys" (Sameena Salvucci, Fan Zhang, David Monaco, Kerry Gruber, and Fritz Scheuren); "Evaluation of Imputation Methods for State Education Finance Data" (David Monaco, Stanley Weng, and Frank Johnson); "Discussion" (David L. Hubble). The Section on Survey Research Methods contains "Variance Estimates Comparison by Statistical Software" (Stanley Weng, Fan Zhang, and Michael P. Cohen). The Social Statistics section contains "Teacher Supply and Demand in the U.S." (Richard M. Ingersoll). Each paper contains references. (Contains 37 tables and 6 figures.) (SLD)
Y1  - 1996/02//
PY  - 1996
DA  - February 1996
SP  - 94
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
KW  - American Statistical Association
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Responses
KW  - Research Methodology
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Least Squares Statistics
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Tables (Data)
KW  - Research Design
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62506367?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related document, see ED 417 222.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Reading Literacy in the United States. Findings from the IEA Reading Literacy Study.
AN  - 62684937; ED396245
AB  - Using data from the 1991 IEA (International Association for the Evaluation of Educational Achievement) Reading Literacy Study, a study compared United States fourth- and ninth-grade students to students in 32 other countries; examined relationships between reading comprehension and aspects of family, schooling, and community; and investigated the nature of reading instruction in American classrooms. National samples of classes at the grade level containing the most 9-year-olds and 14-year-olds were used. A "world average" was constructed of the 18 participating nations that are also members of the Organization for Economic Cooperation and Development (OECD). Results indicated that (1) American fourth graders outperformed students from all other countries except Finland; (2) American ninth graders' performance was closely grouped with that of students from 15 other nations; (3) in the United States, White students read better than Black and Hispanic students; (4) most groups of American students outperformed the OECD average; (5) students whose parents did not finish high school read at about the same level as the OECD average at fourth grade, but fell below the average in the ninth grade; (6) when differences in wealth, race/ethnicity, level of parental education, and other related attributes were taken into account, children from one-parent mother-only families did as well as children from two-parent families; (7) parents' educational attainment influenced reading comprehension over and above other aspects of family background; (8) what teachers said they believed about reading instruction differed markedly from what they actually did and had students do. (Contains 70 references, 43 notes, 4 exhibits, 3 tables, and 29 figures of data.) (RS)
AU  - Binkley, Marilyn
AU  - Williams, Trevor
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 82
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-96-258
KW  - International Assn Evaluation Educ Achievement
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Teacher Behavior
KW  - Family Environment
KW  - Junior High Schools
KW  - Teacher Attitudes
KW  - Reading Comprehension
KW  - Racial Differences
KW  - Reading Research
KW  - Grade 9
KW  - Cross Cultural Studies
KW  - Comparative Analysis
KW  - Reading Achievement
KW  - Grade 4
KW  - Literacy
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62684937?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  - Results from the NAEP 1994 Reading Assessment--at a Glance.
AN  - 62681965; ED396273
AB  - The 1994 NAEP (National Assessment of Educational Progress) Reading Assessment was administered to a national sample of students in grades 4, 8, and 12. National reading proficiency results were reported for students at each grade and within various subgroups of the population. State-level results were reported for individual states or jurisdictions that chose to participate in the 1994 Trial State Assessment. Major findings for the nation, regions, and states include: the average reading proficiency of twelfth-grade students declined significantly from 1992 to 1994; the decline in reading proficiency was concentrated among lower performing students; and the percentage of twelfth-grade students who reached the "proficient" level in reading declined from 1992 to 1994. Major findings for student subgroups include: across the nation, there were declines in average reading proficiency from 1992 to 1994 for Hispanic students in grade 4 as well as for White, Black, and Hispanic students in grade 12; reading proficiency at all 3 grades was higher on average for students whose parents had more education; and students attending nonpublic schools displayed higher average reading proficiencies than their counterparts attending public schools. Contextual factors related to higher average reading proficiency include: having a wide array of literacy materials in their homes; reading for fun on their own time; watching less than 4 hours of television daily; and being asked by their teachers to explain or support their understanding of what they read. (RS)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 5
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Grade 8
KW  - Grade 12
KW  - Reading Achievement
KW  - Family Environment
KW  - Grade 4
KW  - Reading Habits
KW  - Educational Trends
KW  - National Surveys
KW  - Reading Research
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62681965?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 Counselor Training, 1995-96. Participant's Guide.
AN  - 62680793; ED396651
AB  - This package of training materials is intended for high school counselors participating in a 1-day, eight session workshop on student financial aid for postsecondary education. The workshop attempts to: identify basic requirements and responsibilities students need to know about when applying for and accepting federal student aid; provide basic information about requirements of federal student aid programs; and identify federal publications and resources needed when working with students and parents. The individual sessions cover the following topics: (1) introduction to the workshop and training materials; (2) introduction to student financial aid programs; (3) student eligibility requirements for federal financial aid programs; (4) how postsecondary schools package financial aid awards; (5) the 1995-96 Federal Financial Aid Delivery System; (6) completing the 1995-96 Free Application for Federal Student Aid (FAFSA); (7) how to plan and conduct a financial aid awareness program; and (8) workshop wrap-up and evaluation. Appended are complete materials including a sample script and transparency masters for conducting a financial aid awareness program. Also appended are addresses of FAFSA processors. (DB)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 169
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Workshops
KW  - Educational Counseling
KW  - Student Loan Programs
KW  - Federal Aid
KW  - College Bound Students
KW  - Grants
KW  - Higher Education
KW  - Eligibility
KW  - Student Financial Aid
KW  - High Schools
KW  - Public Relations
KW  - Federal Programs
KW  - Publicity
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62680793?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related documents, see HE 029 288-290. Some pa
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Fiscal Operations Report for 1994-95 and Application To Participate for 1996-97 (FISAP) in the Federal Perkins Loan, Federal Supplemental Education Opportunity Grant (FSEOG), and Federal Work-Study (FWS) Programs. Instructions Booklet.
AN  - 62678952; ED396655
AB  - This document contains information for institutions of higher education concerning completion of the required Fiscal Operations Report (FISCOP) and an institutional application for participation in three federal programs providing student financial aid (FISAP). Programs covered include the Federal Perkins Loan Program, the Federal Supplemental Educational Opportunity Grant, and the Federal Work-Study program. Preliminary material covers legal reasons for completing the necessary application and FISCOP, electronic application completion and filing, requirements of new institutional participants, which sections of the FISAP package need to be completed, special situations, due dates, the Department of Education's role, and 24-hour communications. Individual sections then address line-by-line completion of the following: Part 1 of the FISAP (identifying information and certifications; Part 2 (application to participate); Part 3 (the FISCOP); Part 4 (the Federal Supplemental Educational Opportunity Grant Program); Part 5 (the Federal Work Study Program); and Part 6 (program summary). A list of state representatives at the Department of Education completes the guide. (DB)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 36
KW  - Perkins Loan Program
KW  - Supplementary Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Financial Aid
KW  - Postsecondary Education
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Colleges
KW  - Government School Relationship
KW  - Grants
KW  - Educational Finance
KW  - Compliance (Legal)
KW  - Work Study Programs
KW  - Universities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62678952?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  - Index to NCES Issue Briefs. Cumulative through June 1996.
AN  - 62678648; ED396462
AB  - The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. The center's activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data. This document is the first of a series of annual indices to NCES Issue Briefs. Issue Briefs are short-format publications that present information on education topics of current interest. The index includes all Issue Briefs currently available from the first edition in 1992 through June 1996. Subject areas include race/ethnicity; teachers, administrators, and teaching issues; schools and schooling; student characteristics, course taking, and aspirations; educational outcomes; and international assessments. (LMI)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 7
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Teaching (Occupation)
KW  - National Norms
KW  - Student Characteristics
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - School Statistics
KW  - Outcomes of Education
KW  - Public Schools
KW  - Minority Groups
KW  - Ethnic Groups
KW  - Private Schools
KW  - Teaching (Occupation)
KW  - National Norms
KW  - Student Characteristics
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - School Statistics
KW  - Outcomes of Education
KW  - Public Schools
KW  - Minority Groups
KW  - Ethnic Groups
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62678648?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  - Quality Assurance Program. QAP Workbook.
AN  - 62677537; ED396648
AB  - The Quality Assurance Program (QAP) workbook is intended to assist institutions of higher education conduct qualitative and quantitative evaluations of their financial aid operations in relation to requirements of Title IV of the Higher Education Act. The workbook provides a structured approach for incorporating a cyclical Title IV QA system into an institution's financial aid operation. First, an introduction describes the goals and objectives of the QAP, its program structure, and its task cycle. Part 1 focuses on the qualitative review and enhancement process in two chapters. The first is on the Management Assessment Task, a qualitative assessment of the financial aid operations affecting Title IV programs. The second chapter is on the Management Enhancement task, which considers how to use the results from the assessment task to implement enhancements. Part 2 presents three chapters on: the quantitative review and improvement process including the Annual Measurement Task (for quantitative assessment of the administration of Title IV funds); the Quality Improvement Task (uses results of the previous task to identify and implement quality improvements); and reporting requirements to the Department of Education. Appendixes provide a student consumer information checklist, a glossary of terms, a listing of acronyms, guidelines for Department's recognition program, QAP workbook worksheets, and guidelines for the derivation of sample sizes. (DB)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 578
KW  - Higher Education Act Title IV
KW  - Quality Assurance
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Workshops
KW  - Qualitative Research
KW  - Federal Aid
KW  - Government School Relationship
KW  - Higher Education
KW  - College Administration
KW  - Accountability
KW  - Student Financial Aid
KW  - Evaluation Methods
KW  - Program Improvement
KW  - Federal Legislation
KW  - Compliance (Legal)
KW  - Management Development
KW  - Self Evaluation (Groups)
KW  - Quality Control
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62677537?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related documents, see HE 029 289-291.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Precertification Training, 1995-96: General Administration Section [and] Program Delivery Section.
AN  - 62674948; ED396649
AB  - This package of training materials is intended for participants in a workshop for administrators at institutions of higher education involved in administering student financial aid programs under Title IV of the Higher Education Act. The workshop agenda is divided into two segments of 28 sessions over 5 days. Segment 1 consists of 11 sessions concerned with general administration. Sessions cover: an introduction, overview of Title IV programs, student eligibility, institutional and program eligibility/participation, satisfactory academic progress, refunds and repayments, chief executive officer/president responsibilities, fiscal officer responsibilities, financial aid administrator responsibilities, evaluation, and segment wrap-up and evaluation. Segment 2 focuses on program delivery in 17 sessions on: the Free Application for Federal Student Aid; applying for Title IV aid; federal need analysis; federal output documents; verification, updating, and corrections; performing verification, updating, and corrections; calculating cost of attendance; the campus-based programs; processing campus-based awards, packaging, adjustments and professional judgment; calculating Federal Pell Grant cost of attendance; the payment voucher, institutional payment summary, and related reports; the Federal Family Education Loan Program and the William D. Ford Federal Direct Loan Program; certifying and delivering Federal Family Education loans; overpayments and overawards; Title IV reporting requirements; and segment wrap-up/evaluation. Appendices include a list of acronyms, a glossary, information resources, sources and citations, a financial aid calendar, and crosswords and word-searches. (Contains regulatory and other references for each section.) (DB)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 483
KW  - Higher Education Act Title IV
KW  - Pell Grant Program
KW  - Perkins Loan Program
KW  - Supplemental Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Workshops
KW  - Program Administration
KW  - Need Analysis (Student Financial Aid)
KW  - Student Loan Programs
KW  - Government School Relationship
KW  - Grants
KW  - Higher Education
KW  - Work Study Programs
KW  - College Administration
KW  - Eligibility
KW  - Student Financial Aid
KW  - Federal Legislation
KW  - Federal Programs
KW  - Compliance (Legal)
KW  - Management Development
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62674948?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related documents, see HE 029 288-291. Some pa
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Labor Market Outcomes of Literacy and Education. Indicator of the Month.
AN  - 62672828; ED391972
AB  - Labor market outcomes of 25- to 64-year-olds were examined as a function of sex, prose proficiency level, and highest educational level attained. The data for 1992 confirmed that educational attainment and literacy level are both positively associated with higher annual earnings and lower unemployment rates and that literacy is positively associated with earning higher wages and a reduced likelihood of being unemployed within different levels of educational attainment. Of males whose highest education level in 1992 was a high school diploma, those with a prose proficiency level of 4 earned 29% more annually than did those with a prose literacy proficiency level of 2. No statistically significant difference between the annual earnings of females with prose proficiency levels of 2 and 4 were found; however, of females whose highest education level was a high school diploma, those with a prose proficiency level of 4 had an unemployment rate of 5% whereas those with a prose proficiency level of 2 had an unemployment rate of 12%. Among females holding a bachelor's degree, unemployment rates were similar for those groups with prose literacy proficiencies of 2, 3, and 4. (MN)
Y1  - 1996/01//
PY  - 1996
DA  - January 1996
SP  - 3
KW  - National Adult Literacy Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - High School Graduates
KW  - Employment Level
KW  - Unemployment
KW  - Wages
KW  - Salary Wage Differentials
KW  - Higher Education
KW  - Educational Attainment
KW  - Literacy Education
KW  - Secondary Education
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62672828?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  - Manual on School Uniforms.
AN  - 62667606; ED387947
AB  - In response to growing levels of violence in American schools, many communities are deciding to adopt school-uniform policies as part of an overall program to improve school safety and discipline. This document provides the following guidelines for parents, teachers, and school leaders who may consider adopting a school-uniform policy: (1) Get parents involved from the beginning; (2) protect students' religious expression; (3) protect students' other rights of expression; (4) determine whether to implement a voluntary or mandatory policy; (5) consider whether to have an opt-out provision in the case of a mandatory policy; (6) do not require students to wear a message; (7) assist families that need financial help; and (8) treat school uniforms as part of an overall safety program. Proponents assert that school uniforms may decrease violence and theft among students over clothing; prevent the wearing of gang colors and insignia; instill student discipline; help students and parents resist peer pressure; help students focus on school work; and help school officials identify intruders. The document also highlights policy models implemented in schools in the following communities: Long Beach, California; Seattle, Washington; Richmond, Virginia; Kansas City, Missouri; Memphis, Tennessee; Baltimore, Maryland; Norfolk, Virginia; and Phoenix, Arizona. (LMI)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 9
PB  - U, S Department of Education World Wide
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Parents
KW  - School Uniforms
KW  - Student Rights
KW  - Elementary Secondary Education
KW  - School Security
KW  - School Safety
KW  - Discipline
KW  - Violence
KW  - Social Control
KW  - Dress Codes
KW  - Student School Relationship
KW  - Discipline Policy
KW  - Student Behavior
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62667606?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  - Manual To Combat Truancy.
AN  - 62666669; ED397526
AB  - Truancy is the first sign that a youngster is giving up and losing his or her way. Research shows that students who become truant and eventually drop out of school put themselves at a long-term disadvantage in becoming productive citizens. Dropouts are more likely to be on welfare or unemployed than high school graduates. High truancy rates are also linked to high daytime burglary rates, vandalism, and juvenile gang activity. In some cities, unexcused absences can number in the thousands daily. Combating truancy is a way for communities to reach out quickly to disaffected young people and help families struggling with rebellious teenagers. This guide offers parents, school officials, law enforcement agencies, and communities a set of principles for designing their own strategies. Schools and communities are advised to involve parents in all truancy-prevention activities, adopt a zero-tolerance stance against truancy, create meaningful incentives for parental responsibility, establish ongoing truancy-prevention programs in school, and involve local law enforcement in truancy-reduction efforts. The guide also discusses model community truancy-prevention programs in Wisconsin, California, Connecticut, New Jersey, Oklahoma, Virginia, Ohio, and Arizona and lists federal government resources. (MLH)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 14
PB  - http://www, edgov/ for full text version
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Law Enforcement
KW  - Community Programs
KW  - Delinquency
KW  - Elementary Secondary Education
KW  - Truancy
KW  - Attendance
KW  - Dropouts
KW  - Prevention
KW  - School Responsibility
KW  - Parent Participation
KW  - Youth Problems
KW  - Police
KW  - Productivity
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62666669?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, 1996.
AN  - 62591529; ED402679
AB  - This 1996 edition of the "Digest of Education Statistics" is the 32nd in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The digest includes data from many government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). The publication contains information on a variety of topics, including the number of schools and colleges, teachers, enrollments, graduates, educational attainment, finances, federal funds for education, employment and income of graduates, libraries, and international-education. Supplemental information is provided on population trends, attitudes on education comparisons, education characteristics of the labor force, government finances, and economic trends. The digest is divided into seven chapters: "All Levels of Education,""Elementary and Secondary Education,""Postsecondary Education,""Federal Programs for Education and Related Activities,""Outcomes of Education,""International Comparisons of Education," and "Learning Resources and Technology." The introduction includes a brief overview of current trends in American education. The data show that the American people hold education in high regard. Assessment data indicate that there have been improvements in mathematics and science performance between 1982 and 1992. A higher proportion of high school graduates are going on to college. However, wide variations in student proficiency from state to state and mediocre scores of American students in international assessments pose challenges. The appendix contains a guide to tabular presentation; a guide to sources; definitions; 20 tables; and an index. Thirty-two figures and 418 tables comprise the bulk of the publication. (LMI)
AU  - Snyder, Thomas D.
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 610
PB  - Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (GPO #65-000-00904-8; $44).
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Income
KW  - Student Financial Aid
KW  - Expenditures
KW  - Demography
KW  - Degrees (Academic)
KW  - Foreign Countries
KW  - Federal Programs
KW  - Enrollment
KW  - School Personnel
KW  - Tables (Data)
KW  - Education Work Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62591529?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1995 report, see ED 387 885.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Reporting Minority Students' Test Scores: How Well Can the NAEP Account for Differences in Social Context?
AN  - 62585087; ED404366
AB  - This paper investigates the adequacy of the National Assessment of Educational Progress (NAEP) for taking into account dissimilarities in students' family, school, and community contexts when reporting test score differences among population groups (i.e., racial and ethnic minorities). This question was addressed by comparing the NAEP to other representative data for grades 8 and 12 from the National Education Longitudinal Survey (NELS) and High School and Beyond (HSB), studies that contain richer social context measures. These analyses show that the NAEP lacks a number of important social context measures and that the equality of some (but by no means all) of NAEP's measures is low because of reliance on student self-reports and other unreliable data sources. These weaknesses of the NAEP have important practical implications. Compared to HSB and NELS, the NAEP usually overestimates the achievement differences between students who come from different population groups but similar social contexts. However, at the secondary school level at which these analyses were conducted, these overestimates reflect primarily the NAEP's lack of important measures rather than its reliance on student self-reports. (Contains 12 figures, 2 tables, and 53 references.) (Author/SLD)
AU  - Berends, Mark
AU  - Koretz, Daniel
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 62
KW  - High School and Beyond (NCES)
KW  - National Assessment of Educational Progress
KW  - National Education Longitudinal Study 1988
KW  - Self Report Measures
KW  - ERIC, Resources in Education (RIE)
KW  - Social Influences
KW  - Context Effect
KW  - Student Characteristics
KW  - Scores
KW  - Academic Achievement
KW  - Racial Differences
KW  - National Surveys
KW  - Test Use
KW  - Secondary Education
KW  - Minority Groups
KW  - Ethnic Groups
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62585087?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 Data in the U.S. Department of Education, 1996. Third Biennial Report to Congress.
AN  - 62584865; ED399450
AB  - Four agencies are involved in the U.S. Department of Education's vocational education data collection and reporting activities, as mandated by the 1990 Perkins Act: National Center for Education Statistics (NCES); Office of Vocational and Adult Education (OVAE); National Institute of Postsecondary Education and Lifelong Learning (NIPELL); and Office of the Under Secretary (OUS). NCES, NIPELL, and OUS primarily provide data for use in formulating policy, whereas OVAE primarily collects and reports data for use in program administration. In its capacity as the Department of Education's statistical agency, NCES collects and reports general-purpose education statistics that are often relevant to vocational education (for example, information on issues such as whether enrollment is declining and whether students with disabilities take the same amount of advanced vocational courses as students without disabilities do). Both NIPELL and OUS staff conduct major studies of federal education programs, whereas OVAE monitors vocational programs by collecting data through its performance and financial status reports. In compliance with its mandate under the 1990 Perkins Act, the Department of Education has prepared a biennial report detailing its strategies and activities to improve the data collection and reporting activities of NCES, OVAE, NIPELL, and OUS. (MN)
AU  - Houser, James
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 18
KW  - Department of Education
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Public Agencies
KW  - Program Improvement
KW  - Information Sources
KW  - Information Dissemination
KW  - Agency Role
KW  - Data Collection
KW  - Vocational Education
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62584865?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared by the Data Development and Longitudinal
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Counselor's Handbook for High Schools, 1997-98.
AN  - 62584126; ED408555
AB  - Many high school students are not aware that they may be eligible for college financial aid. The primary purpose of this book is to help high school guidance counselors advise students about financial aid for postsecondary education. The text is divided into three parts. Part 1 offers general information about postsecondary opportunities and explores sources of aid, general eligibility requirements for student aid, ways to demonstrate need, and tips on choosing a school carefully. Part 2 covers the application process for financial aid in detail. It addresses such concerns as the federal role in application processing, applying for aid, submitting an initial application, processing the application, reviewing the aid report, making changes to the aid application, and filing an application, and 1997-98 application deadlines. Part 3 gives step-by-step instructions for filling out the application for federal student aid. It offers insights on each section of the form, explaining such topics as education background, future plans, student status, household information, asset information, and releases and signatures. Special sections on getting disadvantaged students into college, sources of additional information, and a directory of state agencies responsible for administering student grants are provided at the back. (RJM)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 102
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Financial Support
KW  - Student Loan Programs
KW  - College Bound Students
KW  - School Counselors
KW  - Grants
KW  - Higher Education
KW  - Pupil Personnel Services
KW  - Student Financial Aid
KW  - Paying for College
KW  - High Schools
KW  - School Counseling
KW  - High School Students
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62584126?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1996-97 version, see ED 401 518.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - SASS by State. 1993-94 Schools and Staffing Survey: Selected State Results.
AN  - 62566294; ED403330
AB  - The Schools and Staffing Survey (SASS) is conducted through questionnaires mailed to teachers, principals, and district administrators in a sample of the nation's public and private schools. First conducted in 1987-88, the SASS is now planned for every 5 years, with a teacher followup 1 year after each SASS. The SASS provides data on the country's elementary and secondary teaching force, teacher supply and demand, teacher workplace conditions, school administrators, and school policies and practices. A major purpose of the survey is to provide reliable and comparable state-level statistics on school and educator characteristics. The 1993-94 SASS drew a stratified probability sample of approximately 13,000 schools (9,330 public and 3,500 private), 65,600 teachers (52,000 public and 13,000 private), and 5,600 public school districts. This report focuses on public schools, highlighting some state-by-state data to inform state and local educators of policy and program issues they face. Five appendixes provide state estimates from SASS, standard errors for tables, background information, data collection information, and definitions of terms used in the report. (Contains 73 tables and 92 figures.) (SLD)
AU  - Bandeira de Mello, Victor
AU  - Broughman, Stephen P.
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 312
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Institutional Characteristics
KW  - Questionnaires
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Principals
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - Longitudinal Studies
KW  - School Statistics
KW  - State Departments of Education
KW  - Public Schools
KW  - Followup Studies
KW  - Policy Formation
KW  - Teachers
KW  - School Personnel
KW  - Tables (Data)
KW  - Private Schools
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62566294?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  - Celebrating the Smithsonian's Birthday. 150 Years.
AN  - 62565898; ED406261
AB  - The objects collected and displayed by museums may be connected with famous people, made by exceptional artists, natural specimens, or simple ordinary things that show what everyday life was like for most people. All these objects offer unique ways to learn about life in the United States and the world. In 1996 the Smithsonian Institution (Washington, D.C.), the world's largest museum complex and research center, celebrated its 150th birthday. This teaching unit encourages students to develop observational and reasoning skills by taking a close look at objects, such as those found in the Smithsonian. By thinking about what they themselves collect, students may understand the unique storytelling power of objects. A Take-Home Student Page, presented in English and Spanish, reproducible activity pages, and a list of resources are included. (MM)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 18
PB  - Smithsonian, Office of Elementary and Secondary Education, A &I 1163, MRC 402, Washington, DC 20560.
KW  - Museum Collections
KW  - Smithsonian Institution
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Teachers
KW  - Social Influences
KW  - Instructional Materials
KW  - Cultural Influences
KW  - History
KW  - Critical Viewing
KW  - Social Studies
KW  - Museums
KW  - Material Culture
KW  - Elementary Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62565898?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Photographs may not reproduce well. Resources sect
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Contrasts in Blue: Life on the Caribbean Coral Reef and the Rocky Coast of Maine.
AN  - 62559938; ED409253
AB  - Ecosystem contrasts between the Caribbean Coral Reef and the Rocky coast of Maine are the focus of this instructional resource. The publication, issued four times a year, explores single topics through an interdisciplinary, multicultural approach. The activities presented in this issue encourage students to consider the role of temperature, sunlight, waves, and tides in the creation of unique marine environments. Following background information concerning the theme, a 3-step, integrated science and social studies lesson plan is given. Objectives, materials, and procedures are indicated. Three reproducible student activity pages, including one given in both English and Spanish, are included. A glossary, answer keys, and list of resources conclude the issue. (MM)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 17
PB  - Smithsonian Office of Elementary and Secondary Education, "Art to Zoo," Arts and Industries Building 1163/MRC 402, Washington, DC 20560.
KW  - Coastal Zones
KW  - Coral Reefs
KW  - Maine
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Teachers
KW  - Ecology
KW  - Instructional Materials
KW  - Elementary Education
KW  - Social Studies
KW  - Science Activities
KW  - Marine Biology
KW  - Marine Education
KW  - Interdisciplinary Approach
KW  - Integrated Activities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62559938?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  - Third International Mathematics and Science Study (TIMSS).
AN  - 62551446; ED401127
AB  - The Third International Mathematics and Science Study (TIMSS), the largest international comparative study of educational achievement to date, is a study of classrooms across the country and around the world. This brief information booklet describes the design and development of TIMSS, its coordination and schedule, and its components including student assessments, performance assessments, questionnaires, curriculum analysis, videotape observations, and case studies. Also highlighted are the research questions that guided TIMSS. (JRH)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 5
VL  - NCES-97-582
KW  - ERIC, Resources in Education (RIE)
KW  - Evaluation
KW  - Comparative Analysis
KW  - Questionnaires
KW  - Curriculum
KW  - Case Studies
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Observation
KW  - Student Evaluation
KW  - Global Approach
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62551446?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a report on TIMSS, see SE 059 190. Funding for
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Annual Report to the President and to the Congress on Federal Activities Related to the Rehabilitation Act of 1973, as Amended. Fiscal Year 1995.
AN  - 62451652; ED421813
AB  - This report documents activities and accomplishments of the Rehabilitation Services Administration and the National Institute on Disability and Rehabilitation Research during fiscal year 1995 as mandated under the Rehabilitation Act of 1973. An executive summary briefly describes the programs authorized under the Act and highlights major activities. Following the executive summary, the report is organized according to the Act's titles and sections. Individual sections address the following topics: general provisions (such as the Office of the Commissioner and the Clearinghouse on Disability Information); Title I (e.g., the State Vocational Rehabilitation Services Program); Title II (the National Institute on Disability and Rehabilitation Research); Title III (rehabilitation training, special projects providing supported employment services to individuals with severe disabilities, and vocational rehabilitation service projects for migratory agricultural workers and seasonal farmworkers with disabilities); Title IV (the National Council on Disability); Title V (employment of people with disabilities in the federal government, architectural and transportation barriers, and electronic and information technology accessibility); Title VI (projects with industry and the State Supported Employment Services Program); Title VII (independent living services and centers); and Title VIII (demonstration activities and rehabilitation training). (DB)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 308
KW  - National Institute on Disability Rehab Research
KW  - Rehabilitation Act 1973
KW  - Rehabilitation Services Administration
KW  - ERIC, Resources in Education (RIE)
KW  - Rehabilitation
KW  - Government Role
KW  - Vocational Rehabilitation
KW  - Research Projects
KW  - Independent Living
KW  - State Agencies
KW  - Research and Development
KW  - Employment
KW  - Supported Employment
KW  - Public Agencies
KW  - Federal Legislation
KW  - Federal Programs
KW  - Disabilities
KW  - Advocacy
KW  - Agency Cooperation
KW  - Compliance (Legal)
KW  - Federal State Relationship
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62451652?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  - Manual para combatir el absentismo escolar (Manual To Combat Truancy).
AN  - 62241453; ED460216
AB  - Truancy is the first sign that a youngster is in trouble and that he or she may need the help of parents, teachers, and community members to get back on track. Research shows that students who become truant and eventually drop out of school put themselves at a long-term disadvantage in becoming productive citizens. Dropouts are more likely to be on welfare or unemployed than high school graduates. High truancy rates are also linked to high daytime burglary rates, vandalism, and juvenile gang activity. In some cities, unexcused absences can number in the thousands daily. Combating truancy is a way for communities to reach out quickly to disaffected young people and help families struggling with rebellious teenagers. This guide offers parents, school officials, law enforcement agencies, and communities a set of principles for designing their own strategies. Schools and communities are advised to involve parents in all truancy-prevention activities, adopt a zero-tolerance stance against truancy, create meaningful incentives for parental responsibility, establish ongoing truancy-prevention programs in school, and involve local law enforcement in truancy-reduction efforts. The guide also discusses model community truancy-prevention programs in Wisconsin, California, Connecticut, New Jersey, Oklahoma, Virginia, Ohio, and Arizona and lists federal government resources. (SM)
Y1  - 1996
PY  - 1996
DA  - 1996
SP  - 18
PB  - ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398.
KW  - ERIC, Resources in Education (RIE)
KW  - Community
KW  - Parents
KW  - Practitioners
KW  - Program Descriptions
KW  - Law Enforcement
KW  - Community Programs
KW  - Delinquency
KW  - Elementary Secondary Education
KW  - Truancy
KW  - Attendance
KW  - Dropouts
KW  - Prevention
KW  - School Responsibility
KW  - Spanish Speaking
KW  - Parent Participation
KW  - Youth Problems
KW  - Police
KW  - Productivity
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62241453?accountid=14244
LA  - Spanish
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the English-language version, see ED 397 526.
N1  - Last updated - 2014-03-21
ER  - 



TY  - JOUR
T1  - New Connections for Sociology and Education: Contributing to School Reform
AN  - 61456657; 9614663
AB  - Explores some of the barriers to the establishment of working relationships between sociologists & educators; the ways in which sociologists of education can help link research, policy, & practice; & changes that are needed to increase sociologists' participation in education reform. Three requirements for productive connections are discussed: multilingualism; mutual respect; & professional preparation & support, including university programs to prepare sociologists of education to understand & work with schools. These components should strengthen the discipline & help improve schools & promote student success. 1 Table, 34 References. Adapted from the source document.
JF  - Sociology of Education
AU  - Epstein, Joyce L
AD  - Center Families/Communities/Schools/Children's Learning Johns Hopkins U, Baltimore MD 21218 jepstein@inet.ed.gov
Y1  - 1996///0,
PY  - 1996
DA  - 0, 1996
SP  - 6
EP  - 23
VL  - 69
SN  - 0038-0407, 0038-0407
KW  - sociologist-educator working relationship barriers, research/policy/practice linkage, reform participation
KW  - Sociologists
KW  - Sociology of Education
KW  - Educational Reform
KW  - Teachers
KW  - article
KW  - 1432: sociology of education; sociology of education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/61456657?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=New+Connections+for+Sociology+and+Education%3A+Contributing+to+School+Reform&rft.au=Epstein%2C+Joyce+L&rft.aulast=Epstein&rft.aufirst=Joyce&rft.date=1996-01-01&rft.volume=69&rft.issue=&rft.spage=6&rft.isbn=&rft.btitle=&rft.title=Sociology+of+Education&rft.issn=00380407&rft_id=info:doi/
LA  - English
DB  - Sociological Abstracts
N1  - Date revised - 2007-04-01
N1  - Last updated - 2016-09-28
N1  - CODEN - SCYEB7
N1  - SubjectsTermNotLitGenreText - Sociology of Education; Educational Reform; Sociologists; Teachers
ER  - 



TY  - GEN
T1  - Student Use of Computers. Indicator of the Month.
AN  - 62674178; ED391524
AB  - Exposure to computers in school may help young people gain the computer literacy they will need to function effectively in society. The amount of access to computers at home is often directly related to socioeconomic factors. Examining the extent to which students have access to computers either at school or at home may help predict how prepared they will be to enter an automated work force. The demographics of student computer use are outlined: (1) more than two-thirds of all students in grades 1-12 used a computer at home or at school in 1993, with 59% using a computer at school; (2) percentages of students using a computer at school and at home have more than doubled from 1984 to 1993. School use increased from 29% to 59%, while home use went up from 12% to 28%; (3) Whites were more likely than Blacks or Hispanics to use a computer at home or at school. Approximately 40% of blacks and Hispanics did not use computers at all in 1993, compared to 20% of their white counterparts; (4) between 1984 and 1993 the proportions of students in grades 7-12 who used a computer at home or at school increased at similar levels across family income. Two tables are provided, both entitled "Percentage of students who used a computer at school or at home, by selected characteristics: October 1984, 1989, and 1993." Each table groups students by ethnicity and family income level and presents separate data for grades 1-6 and 7-12. The first table offers numerical percentages, while the second illustrates the data with bar graphs. (BEW)
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 4
KW  - Home Computers
KW  - ERIC, Resources in Education (RIE)
KW  - Readiness
KW  - Ethnicity
KW  - Socioeconomic Status
KW  - Elementary Secondary Education
KW  - Technological Literacy
KW  - School Statistics
KW  - Computer Literacy
KW  - Demography
KW  - Computer Use
KW  - Comparative Analysis
KW  - Public Schools
KW  - Access to Computers
KW  - Data Analysis
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Student Surveys
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62674178?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, 1995."
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - NAEP Assessment in Geography, 1994.
AN  - 62665960; ED391776
AB  - This publication briefly describes the 1994 National Assessment of Educational Progress (NAEP) assessment in geography. In early 1994, about 19,000 students in grades 4, 8, and 12 across the nation participated. This was the first comprehensive geography assessment by NAEP and will provide baseline data to measure future progress. Sample questions from the 1994 assessment are included. NAEP geography scores are reported on a scale that ranges from 0-500. Results are reported according to geography achievement levels--basic, proficient, and advanced. The NAEP assessment includes: (1) a mixture of 228 multiple-choice items; 80 short constructed response items; and 30 extended constructed-response tasks across grades 4, 8, and 12; (2) performance tasks that require students to demonstrate geographic skills; (3) analytical tasks in which students are asked to construct geographic representations such as maps, charts, and diagrams; and (4) balanced and comprehensive coverage of topics that are engaging and relevant to students' experiences and world concerns. Charts and figures accompany the text. (EH)
AU  - White, Sheida
AU  - O'Sullivan, Christine
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 9
PB  - National Center for Education Statistics, Education Assessment Division, 555 New Jersey Avenue, N.W., Washington, DC 20208-5653.
VL  - NCES-96-810
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Competence
KW  - Social Studies
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Testing
KW  - Educational Improvement
KW  - Grade 8
KW  - Grade 4
KW  - Educational Change
KW  - Geography Instruction
KW  - Student Evaluation
KW  - Geography
KW  - Achievement Tests
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62665960?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 1994 Reading State Report for New York. Trial State Assessment.
AN  - 62453560; ED425448
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In New York, 2,495 students in 96 public schools were assessed. This report describes the reading proficiency of New York fourth-graders 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). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of public school students in New York on the NAEP reading scale was 212 compared to 212 nationwide. (NKA)
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 209
PB  - Web site: http://nces, edgov/nationsreportcard/y25tsa/overallshtml
KW  - National Assessment of Educational Progress
KW  - New York
KW  - State Reading Assessments
KW  - Trial State Assessment (NAEP)
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/62453560?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the entire report covering the nation and the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1994 Reading State Report for Tennessee. Trial State Assessment.
AN  - 62444300; ED425454
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In Tennessee, 1,998 students in 76 public schools were assessed. This report describes the reading proficiency of Tennessee fourth-graders and compares their overall performance to students in the Southeast region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of public school students in Tennessee on the NAEP reading scale was 213 compared to 212 nationwide. (CR)
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 209
PB  - Web site: http://nces, edgov/nationsreportcard/y25tsa/overallshtml
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Tennessee
KW  - Trial State Assessment (NAEP)
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/62444300?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the entire report covering the nation and the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1994 Reading State Report for Montana. Trial State Assessment.
AN  - 62437475; ED425443
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. In Montana, 2,501 students in 111 public schools were assessed. This report describes the reading proficiency of Montana fourth-graders 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). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating public school students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of fourth-grade public school students in Montana on the NAEP reading scale was 222 compared to 212 nationwide. (SR)
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 198
PB  - Web site: http://nces, edgov/nationsreportcard/y25tsa/overallshtml
KW  - Montana
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Trial State Assessment (NAEP)
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/62437475?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the entire report covering the nation and the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP 1994 Reading State Report for Idaho. Trial State Assessment.
AN  - 62432854; ED425432
AB  - In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in NAEP's history, voluntary state-by-state assessments were made. In 1994, TSA was expanded to include non-public school students. The 1994 reading assessment considered students' proficiency in situations that involved reading different kinds of materials for different purposes. The fourth-grade assessment measured two global purposes for reading--reading for literary experience and reading to gain information. The state of Idaho did not meet minimum school participation guidelines for public schools; therefore only results for Idaho's nonpublic schools are reported. This report describes the reading proficiency of Idaho fourth-graders in nonpublic schools and compares their overall performance to students in nonpublic schools of the West region of the United States and the nation (using data from the NAEP national assessments). The distribution of reading results and reading achievement level results are provided for subpopulations of students (race/ethnicity, type of location, parents, educational level, and gender). Reading proficiency and achievement of non-public school students are separately reported and compared to public school students. To provide a context for the assessment data, participating students, their reading teachers, and principals completed questionnaires which focused on: policies and practices related to reading (time for instructional activities and instructional resources for reading); delivery of reading instruction (instructional materials and activities, workbooks/ worksheets/writing, discussion and group activities, time to read, reading and use of libraries, assessing progress in reading); reading instructors (preparation, experience and professional development); students' home support for literacy (reading outside of school and in the home and hours of television watched per day). The average reading proficiency of nonpublic school fourth-grade students in Idaho on the NAEP reading scale was 218 compared to a score of 231 for nonpublic school students nationwide. (SR)
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 38
PB  - Web site: http://nces, edgov/nationsreportcard/y25tsa/overallshtml
KW  - Idaho
KW  - National Assessment of Educational Progress
KW  - State Reading Assessments
KW  - Trial State Assessment (NAEP)
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/62432854?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the entire report covering the nation and the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Educational Progress of Women. Findings from "The Condition of Education 1995."
AN  - 62242658; ED457039
AB  - This fifth publication in the series "Findings from 'The Condition of Education'" summarizes educational differences between females and males that research has shown to be related to labor market outcomes. Differences in academic achievement, progression rates, types of courses taken, level of effort, and field of study may all affect the labor market opportunities of women relative to men. Over the past two decades, women have made substantial educational progress. Educational level gaps between women and men prevalent in the early 1970s have essentially disappeared for the younger generation. Although they still lag behind males in mathematics and science achievement, high school females on average outperform males in reading and writing and take more credits in academic subjects. In addition, females are more likely than males to attend college after high school and are as likely to graduate with a postsecondary degree. It remains to be seen, however, how these gains in educational attainment will be rewarded in the marketplace. In 1993, the average earnings of female high school graduates aged 25-34 were more than one-third lower than those of male high school graduates of the same age. Female college graduates earn, on average, salaries that are 80 percent of what their male counterparts receive. Furthermore, these large differences in earnings persist after accounting for educational attainment and prose, document, and quantitative literacy skills. (EH)
AU  - Smith, Thomas M.
Y1  - 1995/12//
PY  - 1995
DA  - December 1995
SP  - 27
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/pubs/96768.pdf.
KW  - ERIC, Resources in Education (RIE)
KW  - Womens Education
KW  - Educational Discrimination
KW  - Elementary Secondary Education
KW  - Social Discrimination
KW  - Higher Education
KW  - Equal Education
KW  - Educational Attainment
KW  - Educational Improvement
KW  - Sex Bias
KW  - Educational Opportunities
KW  - Females
KW  - Educational Background
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62242658?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "The Condition of Education, 1995," see ED 383
N1  - Last updated - 2014-03-21
ER  - 



TY  - NEWS
T1  - GOP BUDGET CUTS VICTIMIZE CHILDREN
AN  - 291089175
AB  - President Clinton recently declared "Children's Day," focusing on the needs of children in the United States and throughout the world. Unfortunately, this came in the wake of a series of drastic budget measures that will substantially impact our children's education, health and safety. These measures will hit Illinois children particularly hard.  
For example, under budgets proposed by the Republican Congress, Goals 2000--the comprehensive reform measure that will enable Illinois to set world-class standards and gives schools, teachers, principals and parents flexibility to decide how to meet these standards--would be eliminated. The result would be to deny improved teaching and learning for up to 226,200 Illinois schoolchildren in 1996. Under the Republican budget, by the year 2002, 543,000 children in Illinois would be denied improved education, compared with the president's balanced budget.
JF  - Chicago Tribune (pre-1997 Fulltext)
AU  - Stephanie J. Jones, Secretary's regional representative, U.S. Department of Education.
Y1  - 1995/11/09/
PY  - 1995
DA  - 1995 Nov 09
SP  - 30
CY  - Chicago, Ill.
SN  - 10856706
KW  - General Interest Periodicals--United States
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/291089175?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%3Achicagotribune&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=unknown&rft.jtitle=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.atitle=GOP+BUDGET+CUTS+VICTIMIZE+CHILDREN%3A+%5BNORTH+SPORTS+FINAL+EDITION%5D&rft.au=Stephanie+J.+Jones%2C+Secretary%27s+regional+representative%2C+U.S.+Department+of+Education.&rft.aulast=Stephanie+J.+Jones&rft.aufirst=Secretary%27s+regional&rft.date=1995-11-09&rft.volume=&rft.issue=&rft.spage=30&rft.isbn=&rft.btitle=&rft.title=Chicago+Tribune+%28pre-1997+Fulltext%29&rft.issn=10856706&rft_id=info:doi/
LA  - English
DB  - ProQuest Central
N1  - Copyright - Copyright Chicago Tribune Co. Nov 9, 1995
N1  - Last updated - 2011-11-16
ER  - 



TY  - GEN
T1  - National Postsecondary Student Aid Study: 1992-93. Public Use Data File [CD ROM.]
AN  - 62677219; ED391456
AB  - This CD-ROM presents data from the National Postsecondary Student Aid Studies (NPSAS) conducted in 1992-93, 1989-90, and 1986-87. Students who began their postsecondary education in 1989-90 were also surveyed in 1992 as part of the Beginning Postsecondary Students Longitudinal Study First Followup. The NPSAS is a comprehensive study that is examining how students and their families pay for postsecondary education. It includes nationally representative samples of undergraduates, graduates, and first-professional students, students attending less-than-two-year, two-year, four-year, and doctoral granting institutions. As a part of the 1993 NPSAS, information on more than 78,000 undergraduate and graduate students enrolled at any time during the 1992-93 school year was collected at about 1,100 postsecondary institutions. The sample represents students enrolled at any time between July 1, 1992--June 30, 1993. Major educational policy issues to be addressed by information collected during the study include: (1) how and why students continue their enrollment in postsecondary education; (2) how postsecondary education is financed; (3) what courses are taken and what grades and credits are earned; (4) fields of study pursued; (5) patterns of student transfers between colleges; (6) extent and timing of program completion; (7) attainment of degrees, licenses, or certificates; and (8) impact of postsecondary education on subsequent life experiences. An introductory file explains how to install the CD-ROM, limitations of the study, cautions about comparing data from the different years of the study, and additional information and restrictions on using and analyzing the data. A sampling of the variables included are: parents' contribution; parents' assets; parents' income; student's income; student's assets student's marital status; place of residence; grade point average; Social Security Benefits; medical and dental expenses; existing student loans; room and board; transportation; citizenship; degree expectations; expected date of degree; student attitude toward institution; student employment plans. FREQUENCY: Biennial. TYPE OF SURVEY: Longitudinal. POPULATION: College Students. SAMPLE: 70,000 students from 1100 postsecondary institutions. YEAR OF LATEST DATA: 1993. YEAR OF EARLIEST DATA: 1986. (DB)
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - Beginning Postsecondary Students Long Study
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Student Loan Programs
KW  - Student Characteristics
KW  - Grants
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Student Financial Aid
KW  - Employment Potential
KW  - Proprietary Schools
KW  - Student Attitudes
KW  - Paying for College
KW  - Professional Education
KW  - College Students
KW  - Tables (Data)
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62677219?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+Postsecondary+Student+Aid+Study%3A+1992-93.+Public+Use+Data+File+%5BCD+ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1995-11-01&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 a related document, see ED 384 292.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey: 1993-94. Electronic Codebook and Public Use Data [CD-ROM.]
AN  - 62670563; ED393197
AB  - The Schools and Staffing Survey (SASS) is an integrated set of surveys concerning elementary and secondary schools and school personnel in the United States. These surveys are designed to collect data on, among other issues, the demographics of the student population, the varying demand for teachers in all regions of the nation, the educational qualifications of school teachers and principals, and the working conditions of teachers. The survey was developed in the late 1980s by the Department of Education's National Center for Education Statistics (NCES)--a component of the Office of Educational Research and Improvement. This CD-ROM contains the results of the third data collection of the SASS, during the 1993-94 school year. Previous SASS data collections occurred in school years 1987-88 and 1990-91. The SASS consists of four separate surveys administered simultaneously to linked samples of respondents. The surveys are: the Teacher Demand and Shortage Survey (school district data), the School Principal Survey, the School Survey, and the Teacher Survey. The accompanying booklet describes how to install the CD-ROM for the first time, hardware requirements, compact disk structure, and instructions for using the CD-ROM. The records counts per questionnaire are also enumerated. (LMI)
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
PB  - National Data Resource Center, c/o Pinkerton Computer Consultants, , 1900 N. Beauregard Street, Suite 200, Alexandria, VA 22311-1722 (free).
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Employment
KW  - Teacher Certification
KW  - Public Schools
KW  - School Demography
KW  - Principals
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Teaching Conditions
KW  - School Statistics
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62670563?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=Schools+and+Staffing+Survey%3A+1993-94.+Electronic+Codebook+and+Public+Use+Data+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1995-11-01&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  - Literacy of Teachers. Indicator of the Month.
AN  - 62669163; ED392774
AB  - An important issue in the education reform debate is the effect of comparatively low salaries on teacher quality. Prose literacy scores are one of the best available measures of verbal ability, a factor identified by research as being associated with teacher quality. If teachers have lower prose literacy scores relative to college graduates in other occupations, this could indicate that relatively low salaries may not be attracting (or keeping) the most skilled college graduates to (in) the teaching profession. If, however, the literacy levels of teachers are no lower than those of their counterparts in other occupations, then other benefits (job security, a shorter work year, the opportunity to work with children, good retirement benefits, etc.) may be more important for attracting quality teachers than salary alone. Prose literacy scores, labor market outcomes, and other characteristics of full-time employed bachelor's degree recipients, by occupation in 1992 are presented. Analysis shows that in 1992 teachers had literacy skills similar to private-sector executives and managers, engineers, physicians, writers and artists, social workers, sales representatives, education administrators, and registered nurses. Teachers also tended to work fewer weeks per year than other college graduates, but at lower pay. (NAV)
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
SP  - 4
KW  - Prose Literacy Scores
KW  - ERIC, Resources in Education (RIE)
KW  - Job Satisfaction
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Elementary School Teachers
KW  - Teacher Salaries
KW  - Secondary School Teachers
KW  - Work Attitudes
KW  - Teacher Motivation
KW  - Occupational Aspiration
KW  - Verbal Ability
KW  - Quality of Working Life
KW  - Teaching Conditions
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62669163?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, 1995,"
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Support for Education. Fiscal Years 1980 to 1995.
AN  - 62665229; ED392853
AB  - This report attempts to provide a comprehensive picture of total federal financial support for education since fiscal year 1980. To the extent possible, outlays, or actual dollars spent, were used rather than obligations (spending commitments), with the exception of funds for academic research at institutions of higher education. Federal education funding is grouped into three categories: (1) on-budget support; (2) off-budget support; and (3) nonfederal funds generated by federal programs. Federal support for education, excluding estimated federal tax expenditures, was an estimated $100.1 billion in fiscal year (FY) 1995, an increase of $37.3 billion (in current dollars), or 59%, since FY 90. After adjustment for inflation, federal support for education increased 36.5% between FY 90 and FY 95. On-budget funds for 1995 were estimated to be $73.8 billion (in constant dollars). Off-budget funds and nonfederal funds generated by federal legislation were estimated at $26.2 billion, a rise of 135% in current dollars between FY 90 and FY 95. Between FY 80 and FY 95 federal on-budget funds for elementary and secondary education increased 18%, and postsecondary funds declined 14%. Other education funds increased 75%, and funds for research at institutions of higher education increased 48%. Six appendixes present detailed tables. (Contains 3 figures, 18 text tables, and 6 appendix tables.) (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
SP  - 51
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160484375
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - School Support
KW  - Government Role
KW  - Research Projects
KW  - Educational Finance
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - School Funds
KW  - Higher Education
KW  - Federal Government
KW  - Expenditures
KW  - Costs
KW  - Budgets
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62665229?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For report for fiscal years 1980 to 1994, see ED 3
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Basic Student Charges at Postsecondary Institutions: Academic Year 1994-95. Tuition and Required Fees and Room and Board Charges at 4-Year, 2-Year, and Public Less-Than-2-Year Institutions. Statistical Analysis Report.
AN  - 62655986; ED389239
AB  - This document lists the typical tuition and required fees and room and board charges assessed to college students in 1994-95 based on a national "Institutional Characteristics" survey which is part of the Integrated Postsecondary Education Data System. The data were collected from over 5,000 of the 5,775 4-year, 2-year, and public less-then-2-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. These charges are not weighted by enrollment. Included are several tables with national statistics on tuition and required fees at postsecondary institutions for academic year 1994-95 followed by tables showing charges at individual institutions and tuition and required fees for first-professional programs. A summary of the publication's statistics notes that the median charge at public 4-year institutions for tuition and fees was $2,445 for undergraduate, in-state students; that at public 2-year institutions tuition and required fees averaged $1,461 for in-state students; and that undergraduate tuition and fees at private, non-profit 4-year institutions averaged $8,967 for in-state undergraduate students. (JB)
AU  - Barbett, Samuel F.
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
SP  - 168
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016048409X
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - In State Students
KW  - Graduate Students
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Tuition
KW  - Fees
KW  - College Students
KW  - Out of State Students
KW  - Tables (Data)
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62655986?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1993-94 report, see ED 380 000.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - An Agenda for Research on Teachers and Schools: Revisiting NCES' Schools and Staffing Survey. Working Paper Series.
AN  - 62510767; ED415209
AB  - This paper outlines an agenda of research on teachers and schooling utilizing the National Center for Education Statistics Schools and Staffing Survey (SASS). SASS focuses on teachers and schools, and consists of linked surveys of schools, districts, principals, and teachers. The primary purpose of this paper is to revisit the genesis of SASS in order to provide an agenda and outline of research issues for which SASS data could be used. Section 1 explains the rationale for SASS, which grew out of the national school reform movement of the 1980s and the need for information and data on U.S. schools and teachers. Section 2 examines the design of SASS (teacher and school samples, multiple respondents, state data, triennial cycle, and supplements). Section 3 describes research using SASS, noting the research agenda and specific research topics: teacher shortages, teacher demand and recruitment, teacher turnover and attrition, problems and prospects of beginning teachers, sources and qualifications of new teacher hires, teacher compensation, teaching as a profession, teacher evaluation, school size, international comparisons of teachers, school administration, public versus private schools, control and influence in schools, school community, at-risk and problem schools, merit pay programs, and school librarians and libraries. Section 4 describes how the report provides a basis for an agenda and outline of important research issues that SASS could be used to address in the future. (Contains 77 references.) (SM)
AU  - Ingersoll, Richard M.
Y1  - 1995/11//
PY  - 1995
DA  - November 1995
SP  - 39
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W.; Room 400, Washington, DC 20208-5652.
VL  - WP-95-18
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teaching (Occupation)
KW  - Schools
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - Research Design
KW  - Educational Research
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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  - Student Exposure to Faculty at Institutions of Higher Education. Indicator of the Month.
AN  - 62674791; ED391457
AB  - This bulletin presents national data on college student exposure to senior faculty at institutions of higher education measured as the percentage of a student's classroom time spent with full or associate professors. Highlights of the data are: (1) at research, doctoral, and comprehensive institutions in both 1987 and 1992, the majority of upper division and graduate students' classroom exposure to faculty was with senior faculty (full or associate professors); (2) at comprehensive institutions in 1992, undergraduate students in lower division courses had less classroom exposure to senior faculty than did students in upper division courses; and (3) students in undergraduate courses at research institutions had about the same classroom exposure to senior-level faculty as did students in undergraduate courses at comprehensive and liberal arts institutions. The bulletin includes a table and a graph showing the percentage of classroom hours during which 4-year college and university students are exposed to faculty of different ranks, by type of institution, level of class, and course division in the fall of 1987 and 1992. (JB)
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 4
KW  - Comprehensive Universities
KW  - Contact Hours
KW  - Liberal Arts Colleges
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Teacher Student Relationship
KW  - Graduate Study
KW  - Research Universities
KW  - Undergraduate Study
KW  - Educational Trends
KW  - Higher Education
KW  - College Faculty
KW  - Comparative Analysis
KW  - Instructional Program Divisions
KW  - College Students
KW  - College Instruction
KW  - Universities
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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  - Federal Perkins Loan and National Direct Student Loan Programs: Directory of Designated Low-Income Schools for Teacher Cancellation Benefits for the 1995-96 School Year.
AN  - 62673684; ED391448
AB  - This directory contains a list of public and other nonprofit private elementary and secondary schools designated as having a high concentration of students from low-income families and thus qualifying as teaching sites for teachers with Federal Perkins Loans and National Direct Student Loans who may be eligible to have their payments canceled or postponed while they teach in such schools. These are schools in which more than 30 percent of students qualify as low-income under Title I of the Elementary and Secondary Education Act funding formula. The Directory lists those schools in which a borrower may have a portion of his or her loan payments postponed and canceled if the borrower teaches full-time for a complete academic year in a selected elementary or secondary school during the 1995-96 school year. The Directory opens with a list of 1995-96 state designees with their addresses and telephone numbers. The bulk of the document is made up of lists of eligible schools and their grade levels organized alphabetically by state. (JB)
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 1299
KW  - Direct Lending
KW  - Elementary Secondary Education Act Title I
KW  - Loan Forbearance
KW  - Loan Forgiveness
KW  - Perkins Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Loan Programs
KW  - Low Income
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Middle Schools
KW  - Student Financial Aid
KW  - Public Schools
KW  - High Schools
KW  - Federal Programs
KW  - Disadvantaged Youth
KW  - Private Schools
KW  - Disadvantaged Schools
KW  - Elementary Schools
KW  - Student Loan Programs
KW  - Low Income
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Middle Schools
KW  - Student Financial Aid
KW  - Public Schools
KW  - High Schools
KW  - Federal Programs
KW  - Disadvantaged Youth
KW  - Private Schools
KW  - Disadvantaged Schools
KW  - Elementary Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62673684?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - 1,299p.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - NAEP Assessment in U.S. History, 1994.
AN  - 62671542; ED389664
AB  - This newsletter introduces the 1994 NAEP U.S. history assessment, which tested a representative sample of 22,000 4th-, 8th-, and 12th-grade students across the United States. This issue presents a context for understanding the U.S. history assessment. The newsletter is divided into the following sections: (1) "The NAEP U.S. History Framework"; (2) "Key Features"; (3) "Dimensions"; (4) "Historical Themes"; (5) "Major Periods"; and (6) "Ways of Knowing and Thinking." Sample questions for each grade level are provided. (EH)
AU  - White, Sheida
AU  - Akhtar, Sahar
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 7
VL  - 1
IS  - 3
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Researchers
KW  - Grade 12
KW  - National Norms
KW  - Test Norms
KW  - Comparative Testing
KW  - Social Studies
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Grade 8
KW  - Public Schools
KW  - Grade 4
KW  - History Instruction
KW  - Student Evaluation
KW  - Educational Assessment
KW  - United States History
KW  - Private Schools
KW  - Test Results
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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  - Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 1992-93. Statistical Analysis Report.
AN  - 62668266; ED392850
AB  - This publication provides basic descriptive information about the 100 largest school districts in the United States and its outlying areas. The information was provided by state education agencies about student membership, revenues, and expenditures. The 100 largest districts, representing fewer than 1% of the nation's school districts, serve about 23% of public school students and employ about 23% of public school teachers. Almost all of these districts encompass large cities, but only about half are confined to city limits. One-third of these districts are found in Florida, Texas, and California; and more than half of these large districts have minority enrollment of over 50%. In addition, schools in the 100 largest districts tend to be about 38% larger than the average American school. Information on school and student characteristics and school finances is presented in 10 basic tables. Three text tables establish a meaningful context for the information on the 100 school districts. Appendixes list the 500 largest school districts, and an alphabetical list of the 500 districts. (SLD)
AU  - Sietsema, John
AU  - Bose, Jonaki
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 57
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160484081
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - School Demography
KW  - Student Characteristics
KW  - Geographic Distribution
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Urban Schools
KW  - School District Size
KW  - State Departments of Education
KW  - Public Schools
KW  - Enrollment
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1991-92 report, see ED 372 111.
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, 1988-1991. Statistical Analysis Report.
AN  - 62665533; ED392851
AB  - Data from this report on sources of new teachers in the United States are from the 1987-88 and 1990-91 Schools and Staffing Survey (SASS) of the National Center for Education Statistics, a multilevel linked survey of public and private schools, school districts, principals, and teachers. As fewer college graduates enter teaching, concerns have risen about possible teacher shortages. The SASS provides information to help in educational planning. In 1990-91, 177,000 teachers were newly hired in the nation's schools, an increase of 33% over 1988. These new hires accounted for 6% of the public teacher workforce and 13% of the private teacher workforce. Between 1988 and 1991 the sources of newly hired teachers shifted as both public and private schools hired relatively fewer reentrants, teachers returning after a break in service, and relatively more first-time teachers. First-time teachers represented about 53% of all public school new hires in 1991, with about 34% being newly prepared teachers and 19% being delayed entrants to teaching. Transfers from other teaching jobs supplied 16% of public and 22% of private new hires. (Contains 3 figures, 18 tables, and 22 references.) (SLD)
AU  - Rollefson, Mary R.
AU  - Broughman, Stephen P.
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 50
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160483867
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teaching (Occupation)
KW  - Teacher Education
KW  - Labor Force
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Beginning Teachers
KW  - Public Schools
KW  - Educational Planning
KW  - Teacher Recruitment
KW  - Employment Patterns
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  - SuppNotes - For an earlier statistical analysis report on the
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Digest of Education Statistics, 1995.
AN  - 62657894; ED387885
AB  - This edition is the 31st in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The "Digest" includes a selection of data from many sources, and draws especially on the results of surveys and activities of the National Center for Education Statistics (NCES). The publication contains information on a variety of subjects, including: (1) numbers of schools and colleges; (2) numbers of teachers; (3) enrollments; (4) graduates; (5) educational attainment; (6) finances; (7) Federal funds for education; (8) employment and income of graduates; (9) libraries; and (10) international comparisons of education. Supplemental information is provided on population trends, attitudes toward education, educational characteristics of the labor force, government finances, and economic trends. New information is provided on trends in elementary-secondary school expenditures, race/ethnicity of college faculty, productivity measures of college faculty, revenues of colleges and universities by classification of institution, the percentage of population enrolled in college for Organisation for Economic Cooperation and Development (OECD) countries, and the use of telecommunications technologies in public schools. Data are presented in 32 figures and 415 tables, with an additional 20 tables in an appendix. Contains a guide to tabular presentation, guide to sources, and definitions. (LMI)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 604
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160483794
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Federal Aid
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Income
KW  - Comparative Analysis
KW  - Libraries
KW  - Public Education
KW  - Enrollment
KW  - College Graduates
KW  - Statistical Data
KW  - Employment Patterns
KW  - Population Trends
KW  - Trend Analysis
KW  - Institutional Characteristics
KW  - Labor Force
KW  - Telecommunications
KW  - College Faculty
KW  - Economic Factors
KW  - International Studies
KW  - Tables (Data)
KW  - Private Education
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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  - Community Service Performed by High School Seniors. Education Policy Issues: Statistical Perspectives.
AN  - 62655480; ED388769
AB  - According to data collected in Spring 1992 as part of the National Education Longitudinal Study of 1988, 44% of high school seniors in 1993 had performed some type of unpaid community service in the past 2 years, and approximately 15% of all high school seniors performed some required service during the same period. Half of the seniors performing required community service reported that the requirement was connected to a class. The percentage of seniors reporting service that was entirely voluntary was nearly twice as high (29%) as the proportion reporting at least some required service. Females were more likely to perform community service than males, and whites and Asians were more likely to perform community service than were members of other racial/ethnic groups. Students' likelihood of performing community service also increased with their family socioeconomic status, reading proficiency, participation in college preparatory programs, and attendance at Catholic or other private schools. Church-related groups were the most frequently mentioned type of organization through which students performed their community service. Nearly half the seniors performing community service reported service involving one type of organization, and approximately one-fifth reported involvement with three or more types of organizations. (MN)
AU  - Frase, Mary
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 3
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - Volunteers
KW  - High Schools
KW  - Community Programs
KW  - Student Characteristics
KW  - Public Service
KW  - Student Participation
KW  - Career Education
KW  - National Surveys
KW  - High School Seniors
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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  - Child Care and Early Education Program Participation of Infants, Toddlers, and Preschoolers. Statistics in Brief.
AN  - 62655120; ED388438
AB  - This report contains the first release of information from the 1995 National Household Education Survey (NHES) on the care and educational experiences of young children who have not yet entered kindergarten. Describing infants', toddlers', and preschoolers' participation in a variety of early care and education settings, the document includes both home- and center-based arrangements. The survey found that of children under age 6, 31 percent participated in center-based programs, 21 percent participated in home-based relative care, and that 18 percent participated in home-based nonrelative care. Survey results also indicate that children's participation in center-based programs increased with household income and mother's education, and that more children received nonparental care and education on a regular basis as they grew older. Children who are very young, who are members of racial or ethnic minority groups, who are in lower income households, or who have mothers who did not graduate from college were more likely to be cared for by relatives, while their counterparts were more likely to be cared for by nonrelatives. A discussion of survey methodology is included. (MDM)
AU  - West, Jerry
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 14
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Socioeconomic Influences
KW  - Young Children
KW  - Research Methodology
KW  - Racial Differences
KW  - National Surveys
KW  - Educational Attainment
KW  - Family Day Care
KW  - Day Care Centers
KW  - Preschool Education
KW  - Enrollment Trends
KW  - Day Care
KW  - Enrollment
KW  - Family Income
KW  - Age Differences
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DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - School District Technology Planning Handbook. Mississippi Department of Education.
AN  - 62561375; ED404994
AB  - The purpose of this document is to give local school districts in Mississippi the information needed to complete the local technology planning process, beginning with the technology committee selection and ending with the State Board of Education's approval and the Technology Enhancement Funds disbursement. The document is divided into five sections: (1) an introduction, focusing on levels of planning and coordination of district planning with state planning; (2) the local planning guidelines on district leadership, stakeholder involvement, curriculum-based technology initiatives, professional development, and identification of funding resources; (3) the educational technology planning model and suggestions for managing the six stages of the planning process (organization of the process, preparation, assessment of current status, goal definition, development of the implementation plan, and monitoring and evaluation); (4) the planning checklist; and (5) the document checklist, or what the text of the plan should include. Appendices contain: sample tables of contents for local technology plans; sample technology planning matrix; goals; budget; frequently asked questions; statement of assurances; and approval process flow chart. (AEF)
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 42
KW  - Mississippi
KW  - ERIC, Resources in Education (RIE)
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Professional Development
KW  - Technology Planning
KW  - Evaluation
KW  - Local Issues
KW  - Educational Development
KW  - Technology Integration
KW  - Program Implementation
KW  - Check Lists
KW  - Educational Technology
KW  - Strategic Planning
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For "Mississippi Master Plan for Educational Techn
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Tomorrow's Forecast: Oceans and Weather.
AN  - 62433118; ED422210
AB  - This issue of "Art to Zoo" focuses on weather and climate and is tied to the traveling exhibition Ocean Planet from the Smithsonian's National Museum of Natural History. The lessons encourage students to think about the profound influence the oceans have on planetary climate and life on earth. Sections of the lesson plan include: (1) "Ocean Currents - Going with the Flow"; (2) "Coastal Climates, Inland Climates"; (3) "Getting There - Ocean Currents and Navigation"; and (4) "El Nino - An Ocean Child." Worksheets, and a resources list conclude the unit. Lessons are designed for grades 4-8 and address science, geography, and social studies. (EH)
AU  - Smigielski, Alan
Y1  - 1995/10//
PY  - 1995
DA  - October 1995
SP  - 17
PB  - Smithsonian Office of Education, Arts and Industries Building 1163, MRC 402, Washington, DC 20560; telephone: 202-357-2425 (free).
KW  - Smithsonian Institution
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Teachers
KW  - Prediction
KW  - Weather
KW  - Physical Geography
KW  - Climate
KW  - Social Studies
KW  - Museums
KW  - Multicultural Education
KW  - Elementary Secondary Education
KW  - Oceanography
KW  - Instructional Materials
KW  - Environmental Influences
KW  - Climate Change
KW  - Interdisciplinary Approach
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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 Libraries in the United States: 1993. E.D. TABS.
AN  - 62669334; ED387148
AB  - The tables in this report summarize information about public libraries in fiscal year 1993. These data were collected through the sixth Public Libraries Survey. Respondents for this census were the 8,929 public libraries identified in the 50 states and District of Columbia, by state library agencies. Over 71% of the population of legally served areas in the United States were served by fewer than 11% of public libraries; 1,454 public libraries (over 16%) reported one or more branch library outlets, with a total of 7,017; total operating expenditures for public libraries were over $4.7 billion in 1993; libraries reported a total of nearly 111,945 paid full-time equivalent (FTE) staff; and total nationwide circulation of library materials was nearly 1.6 billion, or 6.5 per capita. The report begins by presenting highlights of the findings. The introduction then describes the terminology used in the document; the universe represented by the data; data collection and use of the technology; and quality review of the data. Also included are caveats for using the data; information on ordering machine readable data and publications; and a source for further information on public library statistics. The data are presented in 19 sets of tables, which make up the major part of this report. Data is provided on staffing; operating income and expenditures; type of governance; type of administrative structure; size of collection; and service measures such as reference transactions; public service hours; interlibrary loan; circulation; and library visits. Appendices include background of the Federal-State Cooperative System (FSCS), a glossary, and a list of states with overlapping population of legal service area. (MAS)
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 161
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160483085
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Collections
KW  - Public Libraries
KW  - National Surveys
KW  - Library Services
KW  - Library Circulation
KW  - Library Expenditures
KW  - State Libraries
KW  - Library Surveys
KW  - Library Funding
KW  - Reference Services
KW  - Branch Libraries
KW  - Interlibrary Loans
KW  - Nonprint Media
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1992 report, see ED 374 810. Prepared for
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Educational Progress of Hispanic Students. Findings from "The Condition of Education 1995," No. 4.
AN  - 62669248; ED387307
AB  - Both Hispanics and Whites have made important educational gains over the past two decades. However, Hispanics trail their White peers with respect to educational access, achievement, and attainment, although some differences have narrowed over time. This booklet summarizes data from "The Condition of Education, 1995," on overall educational trends for the U.S. Hispanic population, with breakouts for Hispanic subpopulations (Mexican Americans, Puerto Ricans, Cuban Americans, and recent immigrants from Central and South America) where data permit. In summary, Hispanic children are less likely to be enrolled in preprimary education. Gaps in overall reading, mathematics, and science achievement appear at age 9 and persist through age 17, although some gaps have narrowed over time. Hispanic students are no less likely than White students to have their parents involved in their schooling, but Hispanic students are more likely to face a disorderly school environment. Both Hispanic and White high school graduates followed a more rigorous curriculum than a decade ago, but Hispanic graduates were less likely to have taken advanced science and mathematics courses. Even though they tend to have lower educational aspirations than Whites, Hispanic students are as likely to make the immediate transition from high school to college. However, average educational attainment levels are lower among Hispanic than White young adults. Employment rate and earnings are positively associated with educational attainment but are lower for Hispanics than for Whites with the same amount of education. Among adults, Hispanics have lower average literacy levels than Whites, both in general and at similar levels of educational attainment. Contains 19 figures and data tables and 24 references. (Author/SV)
AU  - Smith, Thomas M.
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 30
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - High School Graduates
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - Dropouts
KW  - Degrees (Academic)
KW  - White Students
KW  - Student Attitudes
KW  - Hispanic Americans
KW  - Preschool Education
KW  - Parent Participation
KW  - College Graduates
KW  - College Students
KW  - Hispanic American Students
KW  - Academic Persistence
KW  - High School Students
KW  - Educational Status Comparison
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Figures may not reproduce adequately.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - A Pilot Standard National Course Classification System for Secondary Education, 1995. [Diskette.]
AN  - 62668653; ED392854
AB  - Presents an "infobase" version of "A Pilot Standard National Course Classification System for Secondary Education" to allow users to browse, search, annotate, print, and export information electronically. This publication is the culmination of a major effort to help establish common terminology, descriptions, and a coding structure for course information at the secondary level. It provides a framework for the standardization of information that reflects current practice. The proposed classification system is an outcome of the commitment of NCES to facilitate the collection, reporting, and use of high quality education information. Instructions for installation and use, including system requirements, are presented. (SLD)
AU  - Malitz, Gerald
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - Standardization
KW  - ERIC, Resources in Education (RIE)
KW  - Course Evaluation
KW  - Databases
KW  - Coding
KW  - Classification
KW  - Definitions
KW  - Pilot Projects
KW  - Data Collection
KW  - Courses
KW  - Educational Research
KW  - Secondary Education
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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=A+Pilot+Standard+National+Course+Classification+System+for+Secondary+Education%2C+1995.+%5BDiskette.%5D&rft.au=Malitz%2C+Gerald&rft.aulast=Malitz&rft.aufirst=Gerald&rft.date=1995-09-01&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 - Three diskettes in Folio VIP version for Windows 3
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public School District Funding Differences. Indicator of the Month.
AN  - 62664321; ED387934
AB  - Differences in the revenue that public school districts receive have led to legal challenges of the equity of school finance in many states. Achieving equity in the allocation of resources for education requires consideration of factors such as the cost of living and the educational needs of children in addition to the wealth of the school district. This document addresses the effect of differences in public school-district funding on measures of resource inequality. Data from the National Center for Education Statistics show that the wealthiest districts in terms of household income have more revenue per student than the poorest districts. The disparity is reduced from about 36 percent to about 16 percent when cost of living is adjusted. School districts with fewer than 5 percent of children living in poverty have more revenue per student than those with more than 25 percent. Cost-of-living adjustments reduce the difference from 27 percent to 20 percent. Low-poverty districts receive much less of their revenue from state and federal sources than do high-poverty districts (35 versus 73 percent). Finally, districts with fewer than 3 percent of students receiving special-education services received 7 percent less revenue per student before adjusting for cost of living, but 4 percent more after adjusting, than districts with 10 percent or more special-education students. One table and one figure are included. (LMI)
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Special Needs Students
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Fiscal Capacity
KW  - Income
KW  - School District Wealth
KW  - Poverty
KW  - Economically Disadvantaged
KW  - Public Education
KW  - Limited English Speaking
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62664321?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, 1995."
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Pocket Condition of Education, 1995.
AN  - 62663020; ED386820
AB  - 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. This pamphlet provides 14 charts that represent a small sample of the 60 indicators contained in the "Condition of Education, 1995" report. The charts present information on the following topics: (1) participation in center-based early childhood programs before kindergarten; (2) immediate transition from high school to college; (3) trends in reading proficiency of 9-, 13-, and 17-year-olds by race/ethnicity; (4) high school mathematics and science course-taking patterns; (5) transition from high school to work by race/ethnicity; (6) activities of 1990 2-year college students; (7) international comparisons of educational attainment; (8) welfare recipiency by educational attainment; (9) elementary and secondary school enrollment; (10) student mobility; (11) crime in schools; (12) national index of public effort to fund education; (13) teacher salaries; and (14) teacher literacy. (LMI)
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 21
KW  - ERIC, Resources in Education (RIE)
KW  - Enrollment Trends
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Graphs
KW  - School Statistics
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 - For the complete 1995 report, see ED 383 119.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Overview of Public Elementary and Secondary Schools and Districts: School Year 1993-94. Statistics in Brief.
AN  - 62661147; ED386821
AB  - This document presents data for 1993-94 from two state-level surveys that are part of the Common Core of Data (CCD) collection of the National Center for Education Statistics (NCES)--the Public Elementary/Secondary School Universe Survey and Public Education Agency Survey. The data are also based on information reported by state education agencies. The document presents information in brief on types of public schools; schools and community size; primary, middle, and high school enrollment; school-district grade spans; school district size; and student characteristics. Some of the findings include: (1) 98.3 percent of public-school students were enrolled in regular schools; (2) almost three-fifths of public-school students attended schools within, or on the fringes of, large and midsize cities; and (3) almost one-half of the school districts had fewer than 1,000 students and almost one-half of the public-school students attended schools in districts of 10,000 students or more. Six tables, a list of key terms, and technical notes are included. (LMI)
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 12
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Public Schools
KW  - Enrollment Trends
KW  - Racial Composition
KW  - School Districts
KW  - Statistical Data
KW  - Elementary Secondary Education
KW  - School District Size
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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  - Integrated Postsecondary Education Data System. Glossary.
AN  - 62657826; ED388157
AB  - This glossary includes terms used in the Integrated Postsecondary Education Data System (IPEDS). IPEDS is the core postsecondary education data collection program of the United States Department of Education's National Center for Education Statistics. The IPEDS system is built around a series of interrelated surveys that collect institution-level data in such areas as enrollment, program completions, faculty, staff, finance, and libraries. The IPEDS program currently collects information from more than 11,000 postsecondary institutions using 1 or more of 9 survey instruments. A table provides a key to the various IPEDS survey forms that institutions are asked to complete. The glossary also contains a description and explanation of all the IPEDS survey components, a summary of who is and is not included in IPEDS, description of how the data are used, and explanation of such components of the statutory requirements for reporting IPEDS data as the general mandate, vocational education data, data on race/ethnicity and gender of students, fall staff data, library data, and mandatory reporting for institutions with program participation agreements. Definitions for IPEDS universe institutions are presented in a chart. The glossary contains 306 items. (JB)
AU  - Broyles, Susan G.
Y1  - 1995/09//
PY  - 1995
DA  - September 1995
SP  - 50
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Educational Finance
KW  - Academic Achievement
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - College Faculty
KW  - Public Schools
KW  - Colleges
KW  - Enrollment
KW  - Definitions
KW  - Data Collection
KW  - School Surveys
KW  - Universities
KW  - Statistical Surveys
KW  - Private Schools
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Educational Finance
KW  - Academic Achievement
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - College Faculty
KW  - Public Schools
KW  - Colleges
KW  - Enrollment
KW  - Definitions
KW  - Data Collection
KW  - School Surveys
KW  - Universities
KW  - Statistical Surveys
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  - Individuals with Disabilities Education Act Amendments of 1995: Reauthorization of the Individuals with Disabilities Education Act (IDEA).
AN  - 62546960; ED399739
AB  - This prospectus describes the U.S. Department of Education's legislative proposal for the reauthorization of the Individuals with Disabilities Education Act (IDEA), as reflected in two bills: H.R. 1986 and S. 1075. The report outlines the purposes of IDEA and its positive impact. The report then presents six principles of the Department's vision for IDEA: (1) align IDEA with state and local education improvement efforts, (2) improve results for students with disabilities through higher expectations and access to the general curriculum, (3) address individual needs in the least restrictive environment for the student, (4) provide families and teachers with necessary knowledge and training to effectively support students' learning, (5) focus on teaching and learning, and (6) strengthen early intervention to help ensure that every child starts school ready to learn. Specific proposals address the issues of assessment, individualized education programs, state performance goals, student evaluations, eligibility, federal and state funding formulas, record-keeping and paperwork, services for minority students, comprehensive support programs, the connection between families and schools, and safe and disciplined classrooms. Appendices include information on parents' rights and due process. (Contains 68 references.) (CR)
Y1  - 1995/08/29/
PY  - 1995
DA  - 1995 Aug 29
SP  - 79
KW  - Amendments
KW  - Department of Education
KW  - Individuals with Disabilities Education Act
KW  - Proposed Legislation
KW  - Reauthorization Legislation
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Parent Education
KW  - Inclusive Schools
KW  - Educational Legislation
KW  - Access to Education
KW  - Teacher Education
KW  - Elementary Secondary Education
KW  - Early Childhood Education
KW  - Educational Improvement
KW  - Laws
KW  - Federal Legislation
KW  - Disabilities
KW  - Policy Formation
KW  - Educational Policy
KW  - Early Intervention
KW  - Federal State Relationship
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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  - Staffing Data in the Public Library Statistics Program: Definitions, Internal Consistency, and Comparisons to Secondary Sources. Technical Report.
AN  - 62669208; ED391820
AB  - This is the fourth in a series of reports evaluating the Public Library Statistics (PLS) program, an annual census of public libraries in the United States. The census includes, in addition to a full count of public libraries and their outlets, a variety of statistics about the services provided by and, the financial condition and the staffing levels of public libraries. This report contains the results of an evaluation of the definitions and internal consistency of the staffing variables and a comparison of the statistics collected for these variables to selected statistics from independent sources. This evaluation was conducted to raise specific issues for discussion among members of the Federal State Cooperative System for Public Library Data. Chapter 1 evaluates the definitions used for the staff variables, while Chapter 2 considers the internal consistency of staff measures. Chapter 3 compares statistics from the public library census to those from other reference sources for public library staffing information. Four appendixes list the variables, libraries without paid staff, and library reports and directories, and present comparisons of dataset and other figures. (Contains 70 references and 14 tables.) (SLD)
Y1  - 1995/08//
PY  - 1995
DA  - August 1995
SP  - 70
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-186
KW  - Internal Consistency
KW  - Public Library Statistics Program
KW  - Staffing Patterns
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Library Statistics
KW  - Reliability
KW  - Library Personnel
KW  - Public Libraries
KW  - Library Policy
KW  - Library Services
KW  - Census Figures
KW  - Evaluation Methods
KW  - Databases
KW  - Comparative Analysis
KW  - Definitions
KW  - Data Collection
KW  - Resources
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Carroll Kindel, NCES Project Officer.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Listening to Children Read Aloud: Oral Fluency.
AN  - 62656861; ED385823
AB  - This edition of "NAEPFacts" highlights findings from the first attempt by the National Assessment of Educational Progress (NAEP) to measure elementary students' oral reading on a large scale. This article presents data on 1,136 fourth graders' oral fluency and its relationship to 3 other aspects of reading ability: comprehension, accuracy, and rate. Results presented in the article indicate that 55% of fourth graders read at the higher fluency ratings of levels 3 and 4; and 13% met the criteria for the highest rating in their oral reading. The more fluent fourth-grade readers tended to read with greater understanding, accuracy and rate. Contains five references. (RS)
AU  - White, Sheida
Y1  - 1995/08//
PY  - 1995
DA  - August 1995
SP  - 5
VL  - 1
IS  - 1
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Intermediate Grades
KW  - Reading Achievement
KW  - Reading Rate
KW  - Grade 4
KW  - Reading Fluency
KW  - Reading Comprehension
KW  - National Surveys
KW  - Reading Research
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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  - Which Types of Schools Have the Highest Teacher Turnover? Issue Brief.
AN  - 62655066; ED388663
AB  - This analysis examined the percentage of teachers, both full-time and part-time, who left teaching positions, either to teach in other schools or to pursue other occupations. The study used data from the 1990-91 Schools and Staffing Survey, a national survey conducted by the National Center for Education Statistics. Findings included the following: (1) private schools experienced higher teacher turnover rates than did public schools; (2) public and private schools with the lowest enrollments (under 300 students) experienced the highest turnover rates; and (3) turnover rates were higher in public schools where half or more of the students enrolled received free or reduced-price lunches. Lower salaries and fewer benefits in small public and private schools may have contributed to higher turnover rates in those schools. For example, in small private schools the maximum salary for teachers averaged $22,509 compared to $32,727 in large private schools. In small public schools the average maximum salary was $35,317 compared to $42,421 in large public schools. Finally, in a 1991-92 follow-up study which included a sample of respondents to the 1990-91 survey who were no longer teaching, about 17 percent of former private school teachers reported dissatisfaction with teaching as a career due to poor salary. This compared to less than 1 percent of former public school teachers claiming poor salary who were also dissatisfied with teaching as an occupation. (JB)
AU  - Ingersoll, Richard
AU  - Rossi, Robert
Y1  - 1995/08//
PY  - 1995
DA  - August 1995
SP  - 4
VL  - IB-5-95; NCES-95-778
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Low Income Groups
KW  - Institutional Characteristics
KW  - Teaching (Occupation)
KW  - Job Satisfaction
KW  - Small Schools
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Public School Teachers
KW  - National Surveys
KW  - Teacher Salaries
KW  - Faculty Mobility
KW  - Public Schools
KW  - Teacher Persistence
KW  - School Size
KW  - Private Schools
KW  - Fringe Benefits
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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  - Who Influences Decisionmaking about School Curriculum: What Do Principals Say? Issue Brief.
AN  - 62766329; ED384989
AB  - In the debate over school-management reforms, some policymakers have argued for greater accountability and centralized control, whereas others have supported greater decentralization through school-based-management approaches of various types. The 1990-91 Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), provides data on educational decision making from the principal's perspective. This document describes some of the SASS findings. According to principals, public and private schools distinctly differed in who influenced decisions concerned with establishing school curriculum. Influence over curriculum appeared to be more evenly distributed in public schools than in private schools. Principals reported that teachers, principals, school boards, and state departments each had"a great deal" of influence on curriculum decision making. In contrast, a majority of private school principals perceived themselves as more strongly influential than other groups; they also regarded teachers to be key decision makers. Public-school principals in schools with fewer than 150 students were more likely to report principals and teachers as strong influences and less likely to report state departments of education and school boards as strong influences than were their counterparts in larger schools. In general, the results related to school size for private schools are less conclusive than for public schools. One table and one figure are included. (LMI)
AU  - Ingersoll, Richard
AU  - Rossi, Robert
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 4
VL  - IB-4-95; NCES-780
KW  - ERIC, Resources in Education (RIE)
KW  - Participative Decision Making
KW  - Teacher Influence
KW  - Public Schools
KW  - Curriculum Development
KW  - Principals
KW  - Elementary Secondary Education
KW  - Decision Making
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62766329?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 Library Data, FY 1993 on Disk [machine-readable data file.]
AN  - 62765324; ED385278
AB  - The Public Libraries Survey (PLS) is conducted annually by the National Center for Education Statistics (NCES) through the Federal-State Cooperative System for Public Library Data (FSCS). The 1993 fiscal year survey file includes 8,929 public libraries in the 50 states and the District of Columbia identified by state library agencies. A total of 44 data items were collected for each library--33 basic data items and 11 identification items. (The basic data items for multiple-outlet libraries are provided to NCES as aggregated data.) Included are the library's name, address, number of service outlets, number of full-time equivalent paid staff, operating income and expenditures, capital outlay, and total library materials by collection type. Also included are total annual public service hours, library visits, reference transactions, circulation transactions, interlibrary loans, circulation of children's materials, and children's program attendance. The survey also collected 12 data items on each public library outlet and state library agency outlet; 11 identifying items on state library agencies, federations, systems, and cooperatives; and four data items on characteristics of the state data submission. (Author)
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
EP  - 0
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - Public Libraries Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Floppy Disks
KW  - State Libraries
KW  - Library Surveys
KW  - Statistical Data
KW  - Public Libraries
KW  - National Surveys
KW  - Tables (Data)
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LA  - English
DB  - ERIC
N1  - Availability - Level 3 - Indexed only
N1  - SuppNotes - System requirements: PC/MS DOS-based system and a
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Libraries/Media Centers in Schools: Are There Sufficient Resources? Issue Brief.
AN  - 62765297; ED385293
AB  - The 1990-91 Schools and Staffing Survey (SASS), conducted by the National Center for Education Statistics (NCES), provided estimates of library/media center resources and helps to put into perspective the question of the role of libraries/media centers in school reform. Education reform has prompted increased attention to the role school libraries/media centers might play in applying new technology and developing new teaching methods. Data from the 1990-91 SASS show that libraries/media centers are in most public and private schools in the nation, but are understaffed in many cases, particularly in small schools. When library/media center facilities and staff are available, between one-quarter and one-third of teachers strongly agree that they work with library/media center staff in planning instruction. Additional examination is needed of the characteristics of schools that effectively use their library resources and of the types of barriers that prevent the greater availability of these resources. Four tables provide statistics for public and private schools. (Author/AEF)
AU  - O'Brien, Eileen
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 4
VL  - IB-3-95; NCES-95-779
KW  - ERIC, Resources in Education (RIE)
KW  - Information Sources
KW  - Library Personnel
KW  - Librarian Teacher Cooperation
KW  - Library Materials
KW  - Learning Resources Centers
KW  - Library Role
KW  - School Libraries
KW  - Information Technology
KW  - Public Schools
KW  - Library Facilities
KW  - Educational Change
KW  - School Surveys
KW  - Tables (Data)
KW  - Private Schools
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62765297?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Based on "1990-91 Schools and Staffing Survey," se
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Blue Book: Accounting, Recordkeeping, and Reporting by Postsecondary Educational Institutions for Federally Funded Student Financial Aid Programs.
AN  - 62669006; ED392373
AB  - This volume provides general information on programs, policies, procedures, and fiscal record keeping and reporting for federally funded student financial aid programs under the Higher Education Act of 1965, Title IV. Chapter 1 provides an overview of Title IV programs. Chapter 2 discusses general institutional responsibilities related to managing Title IV programs. Chapter 3 addresses key fiscal procedures unique to managing Title IV campus-based programs. Chapter 4 provides a comprehensive discussion of obtaining, managing, and returning Title IV funds. Chapter 5 describes specific accounting procedures used to manage Title IV program funds. Chapter 6 addresses Title IV reporting requirements. Appendixes supplementing the main chapters include: a comprehensive glossary of terms related to Title IV accounting, record keeping, and reporting requirements; a list of commonly used acronyms; a list of published information sources that supplement and support the book's information; information for fiscal officers on who to contact for technical assistance; detailed descriptions of each Title IV program; and a primer on accounting for non-Title IV specialists, designed to help novice fiscal officers understand how basic accounting principles apply in managing Title IV program funds. (JB)
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 402
KW  - Accounting Systems
KW  - Higher Education Act Title IV
KW  - ERIC, Resources in Education (RIE)
KW  - Practitioners
KW  - Administrators
KW  - Program Descriptions
KW  - Postsecondary Education
KW  - Program Administration
KW  - Government School Relationship
KW  - Educational Finance
KW  - Higher Education
KW  - Legal Responsibility
KW  - Accounting
KW  - Student Financial Aid
KW  - Proprietary Schools
KW  - School Responsibility
KW  - Colleges
KW  - Federal Programs
KW  - Community Colleges
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Recordkeeping
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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  - Gangs and Victimization at School. Education Policy Issues: Statistical Perspectives.
AN  - 62665370; ED386623
AB  - This issue brief looks at the relationship between gang presence in schools and students' reports of victimization and fear. There is limited data about the causes of either juvenile street violence or school-related crime. Data collected in 1989 and 1993 reveal: (1) minority students living in urban areas are not the only ones who attend schools with gang members--similar numbers of white students and minority students report gangs in their schools; (2) gang presence in schools is strongly associated with increased student reports of victimization and fear; and (3) when gang presence is taken into account, differences in victimization and fear levels decrease between students living in rural, suburban, and urban areas. Three tables present student-reported data on gang presence and experiences of victimization and fear. (JBJ)
AU  - Ralph, John H.
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 3
KW  - Gangs
KW  - ERIC, Resources in Education (RIE)
KW  - Suburban Problems
KW  - Fear
KW  - Urban Problems
KW  - Racial Composition
KW  - Victims of Crime
KW  - Elementary Secondary Education
KW  - School Security
KW  - Violence
KW  - Criminals
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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  - Current Funds Revenues and Expenditures of Institutions of Higher Education, Fiscal Years 1985 through 1993. E.D. TABS.
AN  - 62664854; ED386116
AB  - This report presents 27 tables of revenue and expenditure data on the nation's accredited institutions of higher education. Data are from the Integrated Postsecondary Education Data System (IPEDS) "Finance" surveys from FY 1987 through 1992 and the Higher Education General Information Survey (HEGIS) from fiscal year (FY) 1985 through 1986. These surveys collected information on revenues and expenditures, expenditures on scholarships and fellowships, and other financial data. Tables cover: sources of revenues and purposes for expenditures for all institutions, public institutions, and private institutions for FY 1985 through 1993; revenues and expenditures of four-year and two-year institutions for FY 1993; revenues and expenditures at all institutions, four-year, and two-year institutions by selected categories and states for FY 1993; comparison of FY 1992 and 1993 revenue and expenditures for all institutions, public institutions, and private institutions by state; revenues and expenditures of private nonprofit institutions for FY 1993; revenues and expenditures by control of institution and source or purpose for FY 1985 through 1993 in constant 1993 dollars; and consumer price index (CPI) factors for FY 1985 through 1993. The report includes a glossary and a description of the survey methodology. Two appended tables provide FY 1993 survey response rates for higher education institutions by sector and by state. (MDM)
AU  - Barbett, Samuel
AU  - Korb, Roslyn A.
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 53
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160481457
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Educational Finance
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Income
KW  - Expenditures
KW  - Comparative Analysis
KW  - Tables (Data)
KW  - Nonprofit Organizations
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62664854?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For FY 1984-92 report, see ED 374 726.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing in the United States: Selected Data for Public and Private Schools, 1993-94. Schools and Staffing Survey. E.D. TABS.
AN  - 62660877; ED387534
AB  - This report on the Schools and Staffing Survey (SASS) of the National Center for Education Statistics presents survey estimates for data on public and private schools, school principals, and teachers. Data reported for schools include particular programs or services offered, number of schools with students receiving Chapter 1 services or free or reduced-price lunch, and graduation and college application rates. Data reported for principals include educational level, experience, and salary. Similar data are reported for teachers, along with data on the number and percentage of continuing and newly hired full-time equivalent teachers. The approximately 81,000 public schools and 26,000 private schools in the survey account for about 76% and 24% respectively of the almost 107,000 schools in the United States in 1993-94. About 41.6 million children, about 89%, were enrolled in the public schools, and about 5 million were in private schools. Ten sections of Technical Notes present information about survey methodology. Twenty-six tables in the text and 26 standard error tables in Appendix A present survey findings. (SLD)
AU  - Bobbitt, Sharon A.
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 95
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160481562
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - College Bound Students
KW  - Research Methodology
KW  - Principals
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - Public Schools
KW  - Academic Aspiration
KW  - Enrollment
KW  - Compensatory Education
KW  - Educational Background
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62660877?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 Capacity of the National Education Data System To Address Equity Issues: An Addendum to "A Guide to Improving the National Education Data System."
AN  - 62656179; ED388708
AB  - "A Guide to Improving the National Education Data System" (1990) makes 36 recommendations for improving data collection in the areas of student/background characteristics, education resources, school processes, and student outcomes. This paper uses the framework of the "Guide" to review issues raised in "Education Counts," a recent examination of the nation's capacity to measure and monitor educational change, focusing specifically on data needed to address issues of educational equity with respect to student populations. The first section discusses current equity and at-risk policy issues and the data needed to address them. The second section looks more closely at the data currently available to address these items. The third section examines limitations in current data collections for addressing equity issues, and a fourth section provides specific recommendations for ways to improve the national data system to address equity issues. Recommendations center on the creation of student-based record systems, the linkage of elementary and secondary systems, the development of new measures and indicators, and the reporting of data according to student characteristics. (Contains 10 figures, 2 appendixes, and 60 references.) (SLD)
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 46
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-781
KW  - Monitoring
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Access to Education
KW  - Student Characteristics
KW  - Educational Change
KW  - Elementary Secondary Education
KW  - Data Collection
KW  - Equal Education
KW  - Data Analysis
KW  - Educational Research
KW  - Outcomes of Education
KW  - Measurement Techniques
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62656179?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - "Based on a commissioned paper by Dr. Nancy Karwei
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Who Can Play? An Examination of NCAA's Proposition 16. Statistics in Brief.
AN  - 62655308; ED386082
AB  - This study looked at 1992 high school seniors to see how many of them would have met the new National Collegiate Athletic Association's (NCAA) Proposition 16 eligibility requirements for freshman participation in Division I college varsity sports. The new, stricter requirements are based on a combination of the high school grade point average in 13 core courses and specified Scholastic Assessment Test or American College Testing Program scores. These requirements were applied to the transcripts of a National Education Longitudinal Study of 1988 sample of 1992 college-bound high school seniors. Findings revealed that: (1) 83.2 percent met earlier NCAA standards while only 64.7 percent met the Proposition 16 requirements; (2) only 46.4 percent of black and 54.1 percent of Hispanic students in the sample met the stricter requirements as compared to 67 percent of white and Asian seniors; (3) college-bound high school seniors from the lowest of the socioeconomic status levels were the least likely to meet the requirements with only 42 percent qualifying to participate; and (4) college-bound high school athletes met the requirements at the same rate as non-athletes. Contains two tables and five figures. (Author/JB)
AU  - Owings, Jeffrey
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 14
VL  - NCES-95-763
KW  - ACT Assessment
KW  - National Collegiate Athletic Association
KW  - National Education Longitudinal Study 1988
KW  - Scholastic Assessment Tests
KW  - ERIC, Resources in Education (RIE)
KW  - College Entrance Examinations
KW  - College Bound Students
KW  - Blacks
KW  - Academic Achievement
KW  - Higher Education
KW  - Eligibility
KW  - High School Seniors
KW  - College Athletics
KW  - Whites
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Grade Point Average
KW  - Asian Americans
KW  - College Admission
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62655308?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  - Welfare Recipiency, by Educational Attainment. Indicator of the Month.
AN  - 62652408; ED385750
AB  - One possible benefit of the availability of free or low cost education is reduced reliance on welfare and public assistance among those who attain higher levels of education. The extent to which people with more education rely less on welfare and public assistance is an indication of this benefit. In 1992, high school dropouts were three times more likely to receive income from Aid to Families with Dependent Children (AFDC) or public assistance than high school graduates who did not go on to college (17 percent versus 6 percent). Between 1972 and 1992, both high school dropouts and graduates who did not go on to college became more likely to receive AFDC or public assistance income. The increase in the likelihood of receiving welfare income was greater for high school dropouts than for graduates who did not go on to college. The difference between the two groups in the percentage receiving such income rose from 7 to 12 percent. However, not all people who attain higher levels of education do so because of the availability of low cost education. Therefore, the indicator may overstate this benefit from public investment in education. (A chart shows percentage of persons aged 25-34 who received income from AFDC or public assistance, by years of schooling completed: 1972-92. Two graphs identify percentage of persons 25-34 who received income from AFDC or public assistance, by years of schooling completed: 1972-92. The first includes all persons; the second shows percentages by race/ethnicity.) (YLB)
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 3
KW  - Aid to Families with Dependent Children
KW  - ERIC, Resources in Education (RIE)
KW  - Low Income Groups
KW  - Welfare Recipients
KW  - Educational Finance
KW  - Economically Disadvantaged
KW  - Welfare Services
KW  - Student Educational Objectives
KW  - Educational Attainment
KW  - Adults
KW  - Educational Status Comparison
KW  - Dropouts
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62652408?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, 1995."
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - West Virginia Early Childhood Transition Initiative: Operation Tadpole. 1995 Report.
AN  - 62560817; ED407057
AB  - The West Virginia Early Childhood Transition Initiative is an interagency systems change effort started in 1993 to develop a seamless system of service for children, ages birth to 5 years. The initiative's training and technical assistance component is known as Operation Tadpole. A state level steering committee coordinates the initiative on an interagency basis. The intended impact of the initiative is to have maximum positive child outcomes through effective early childhood programs that are compatible as the child moves from one to another; positive ongoing relationships among families and professionals; and an effective transition process for children, families, and involved agencies. Interactive training was held in 1994 and 1995 for county and community teams to help them identify strategies that would work in their communities. The process, outcomes, and impact of the transition initiative is being monitored through a multi-year evaluation plan based on the Concerns-Based Adoption Model. Operation Tadpole has had the following outcomes thus far: (1) development of interagency agreements reflecting awareness of need for collaboration; (2) increased use of transition activities; (3) increased compliance with federal and state transition regulations; (4) collaborative training of agency personnel and families; (5) increased interagency childfind activities; (6) pooled resources for childfind and interagency activities; (7) re-evaluation of priority entry criteria to meet identified service gaps; and (8) increased family involvement in transition. (KDFB)
Y1  - 1995/07//
PY  - 1995
DA  - July 1995
SP  - 17
KW  - Concerns Based Adoption Model
KW  - West Virginia
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Integrated Services
KW  - Developmental Continuity
KW  - Preschool Education
KW  - Transitional Programs
KW  - Early Intervention
KW  - Program Evaluation
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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 Condition of Education, 1995.
AN  - 62733430; ED383119
AB  - The current status of education for 1994 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size, growth, and output of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Information on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. An overview synthesizes evidence from both the 60 indicators and other sources on 4 important education issues: access to preschool education; trends in the achievement and attainment of Hispanic students relative to whites; progress in the achievement and attainment of women; and the cost of higher education. Appendices contain 212 supplemental tables and notes, a list of data sources, a glossary, an index, and a list of National Center for Education publications. (LMI)
AU  - Smith, Thomas M.
Y1  - 1995/06//
PY  - 1995
DA  - June 1995
SP  - 547
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160481813
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - School Demography
KW  - Access to Education
KW  - Educational Indicators
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Enrollment
KW  - Educational Resources
KW  - Government Publications
KW  - Educational Assessment
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62733430?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1994 report, see ED 371 491.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Use of School Choice Educational Policy Issues. Statistical Perspectives. [Revised.]
AN  - 62652739; ED387859
AB  - Since the late 1980s, school choice has become a popular education reform strategy. The National Household Education Survey 1993 (NHES:93), a survey of the National Center for Education Statistics (NCES), provides national data on school choice. The survey asked parents of children in grades 3-12 whether their child attended a private school or a public school that was their "regularly assigned" school or a "chosen" school. Findings indicate that in 1993, one-fifth of children attended schools other than their assigned public school. Black students were more likely than white students to attend a school selected by their families (23 percent compared to 19 percent). The primary reason cited by parents for selecting the school attended by their child (public or private) was academic. Among those who chose a public school, the most important reasons were special academic courses and convenience; among those who selected a private school, it was religious/moral reasons. Overall, over 80 percent of parents had positive perceptions of the schools their children attended. Among those parents whose children attended private schools, over 90 percent had positive perceptions. Children living in urban areas were twice as likely as children outside urban areas to be enrolled in a school chosen by their parents. Finally, parents with higher levels of education and income were more likely than other parents to place their children in private schools. Two tables are included. Contains two references. (LMI)
AU  - McArthur, Edith
Y1  - 1995/06//
PY  - 1995
DA  - June 1995
SP  - 5
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Satisfaction
KW  - Parent Influence
KW  - Parent Role
KW  - School Choice
KW  - Parent Attitudes
KW  - Elementary Secondary Education
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62652739?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Replaces ED 384 096.
N1  - Last updated - 2014-03-21
ER  - 



TY  - BOOK
T1  - State Comparisons of Education Statistics: 1969-70 to 1993-94.
AN  - 62650467; ED388707
AB  - This report contains information on elementary and secondary schools and institutions of higher education aggregated at a state level. A wide array of statistical data is presented, ranging from enrollments and enrollment ratios to teacher salaries and institutional finances. The report is designed to meet the needs of state and local education officials and analysts who need convenient access to state level statistics, without consulting numerous volumes and conflicting sources. Examples of new materials for this volume include: expenditures per student in elementary and secondary schools, by function; percent of students participating in federal special education programs, public school districts' sizes; distribution of college graduates by major; average public college tuition compared to per capita income; and educational and general expenditure per full time equivalent student by type and control of institution. The report reflects an extension of the prior two editions and also presents detailed analytical tables that highlight more recent data as well as annual time-series data from 1969-70 to 1992-93 or 1993-94. An attachment, "Guide to Sources," presents technical information about the sources of published information, and a glossary section of definitions is included. (Contains 26 figures and 87 tables.) (SLD)
AU  - Snyder, Thomas D.
AU  - Hoffman, Charlene M.
Y1  - 1995/06//
PY  - 1995
DA  - June 1995
SP  - 246
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160481287
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Attainment
KW  - Income
KW  - Comparative Analysis
KW  - Poverty
KW  - State Surveys
KW  - Enrollment
KW  - Limited English Speaking
KW  - State Norms
KW  - Population Trends
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62650467?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  - Net Cost of Attending Postsecondary Education. Indicator of the Month.
AN  - 62639779; ED387026
AB  - This sheet offers statistics and analysis of national data from the National Postsecondary Student Aid Study (1993) on the net costs of attending institutions of postsecondary education including tuition, fees, and living expenses minus grants, loans and work study compensation. One table shows costs of college attendance and student financial aid for dependent, full-time undergraduate students, by family income and type and control of institutions for the academic year 1992-93. This table also shows ratios of grants to tuition and fees and of net cost to total cost. These figures are provided for public four-year institutions, private four-year institutions, and public two-year colleges. A second table shows costs and student financial aid for dependent, full-time undergraduates, by type and control of institutions and family income for academic year 1992-93. Brief discussion of the statistics points out that: (1) among all dependent, full-time undergraduate students attending public four-year institution, average grant aid received was 29 percent of the average tuition and fees charged and that this ratio varied from 80 percent for students from low income families to 10 percent for those from high income families; and (2) the average net cost was 80 percent of the average total cost for dependent, full-time undergraduates attending public, four-year colleges. (JB)
Y1  - 1995/06//
PY  - 1995
DA  - June 1995
SP  - 4
KW  - National Postsecondary Student Aid Study
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Student Loan Programs
KW  - Family Financial Resources
KW  - Undergraduate Study
KW  - Grants
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Work Study Programs
KW  - National Surveys
KW  - Tuition
KW  - Fees
KW  - Paying for College
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62639779?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, 1995."
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Packaging of Undergraduate Student Financial Aid: 1989-90. Postsecondary Education Descriptive Analysis Reports. Statistical Analysis Report.
AN  - 62635493; ED386083
AB  - This analysis studied combinations of different types and sources of undergraduate financial aid, called packages, and showed the percentage of undergraduates receiving these packages and the average amount awarded in each types of package. The 1989-90 National Postsecondary Student Aid Study (NPSAS:90) provided the data used for the study. Significant findings include: (1) 43 percent of all undergraduates received student aid in 1989-90; (2) 56 percent of full-time/full-year undergraduates and 32 percent of part-time/part-year undergraduates received aid; (3) the average amount of aid received by all aided undergraduates was $3,606; (4) the most commonly awarded package was "grant only" with 35 percent receiving this type of package; (5) the second most frequently awarded aid package was a "grant and loan" type with 12 percent receiving this type; (6) the largest average award, defined by type of aid, was $8,745; (7) for those who received aid, more than one-third of the independent full-time/full-year undergraduates and 18 percent of the dependent full-time/full-year undergraduates received only federal aid; and (8) seven percent of the full-time/full-year undergraduate Pell Grant recipients got the "Pell only" package while 93 percent received both a Pell Grant and other aid. (JB)
AU  - Lee, John B.
AU  - Clery, Suanne B.
Y1  - 1995/06//
PY  - 1995
DA  - June 1995
SP  - 123
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-313
KW  - National Postsecondary Student Aid Study
KW  - Pell Grant Program
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Grants
KW  - Part Time Students
KW  - Full Time Students
KW  - College Students
KW  - Higher Education
KW  - Work Study Programs
KW  - National Surveys
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62635493?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared by JBL Associates, Inc.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - The Educational Progress of Black Students. Findings from "The Condition of Education, 1994." No. 2.
AN  - 62745813; ED385619
AB  - Although both blacks and whites have made important gains in education over the past two decades, it is apparent that blacks continue to trail whites in many areas. These findings outline some of the educational differences between blacks and whites. Black children still start school with less preschool experience than white children. Gaps in the academic performance of blacks and whites appear as early as age 9 and persist through age 17. Despite substantial gains made recently by blacks, their scores on the Scholastic Aptitude Test still lag behind those of whites. Black students are still more likely to drop out than whites, although the gap is closing. Black students are also more likely than their white peers to face a disorderly learning environment, even though black and white students have similar attitudes about the teaching quality in their schools. Both black and white high school graduates are following a more rigorous curriculum than a decade ago, but black high school graduates are still less likely to take advanced science and mathematics courses. The educational aspirations of black and white students are similar, but blacks are less likely to make an immediate transition to college and are less likely to have completed college by ages 25 to 29 years. Blacks have lower literacy levels than whites as adults. Eleven graphs and 8 tables illustrate these findings. (Contains 11 references.) (SLD)
AU  - Smith, Thomas M.
Y1  - 1995/05//
PY  - 1995
DA  - May 1995
SP  - 28
VL  - NCES-95-765
KW  - ERIC, Resources in Education (RIE)
KW  - College Entrance Examinations
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational Attainment
KW  - Dropouts
KW  - Whites
KW  - Comparative Analysis
KW  - Preschool Education
KW  - Educational Experience
KW  - Academic Aspiration
KW  - Enrollment
KW  - Black Students
KW  - Literacy
KW  - Test Results
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62745813?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Data extracted from "The Condition of Education, 1
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - High School Students Ten Years after "A Nation at Risk": Findings from "The Condition of Education 1994." [No. 1.]
AN  - 62745275; ED384433
AB  - The first in a series, this study uses newly available data to describe the measurable changes in coursetaking, academic achievement, educational aspirations, and college enrollment rates of American high school students in the decade since the 1983 publication of "A Nation At Risk." The study's principal findings are: (1) high school students are taking more courses, particularly in academic areas; (2) students are taking more difficult courses as well as a greater number of courses; (3) according to the National Assessment of Educational Progress, students appear to be learning more in mathematics and science; (4) the increase in academic course-taking does not appear to have adversely affected the achievement of advanced students; (5) for the most part, students with lower abilities do not appear to have suffered as a result of curricular reforms instituted since the publication of "A Nation At Risk"; (6) fewer students are dropping out of high school between 10th and 12th grade than were dropping out a decade ago; (7) students' educational aspirations are increasing; (8) the percentage of graduates going immediately on to college continues to rise; (9) enrollment in college over the past decade has increased despite dramatic increases in college costs between 1982 and 1992; (10) it is difficult to assess how increases in the academic proficiency of 17-year-olds and the percentage of high school graduates going to college affect the academic preparedness of college freshmen--that is, whereas SAT and ACT math scores increased and verbal scores decreased, the percentage of colleges and universities offering remedial instruction or tutoring increased. (Contains 12 references.) (TM)
Y1  - 1995/05//
PY  - 1995
DA  - May 1995
SP  - 20
VL  - NCES-95-764
KW  - Nation at Risk (A)
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Followup Studies
KW  - High Schools
KW  - Dropout Rate
KW  - College Attendance
KW  - Course Selection (Students)
KW  - Academic Achievement
KW  - Educational Trends
KW  - Student Educational Objectives
KW  - 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  - Alabama High-Risk Youth Resource Directory. Tools for Prevention: Building Healthy Youths.
AN  - 62644535; ED391991
AB  - Like many other southern states, Alabama faces serious social and economic challenges. The 1993 Youth Risk Behavior Survey, undertaken to assess the prevalence of health-risk behaviors among students grades 9 through 12 across the United States, found that of all Alabama students: 18.2% reported that someone had offered, sold or given them illegal drugs on school property in the past year; 76% reported having had a drink of alcohol; 10% had used marijuana one or more times in the past 30 days; and 13.6% had used illegal drugs at least once in their life. A drug incidence survey commissioned by the Alabama State Department of Education also found high usage and early onset of drugs and alcohol. This directory of services includes the names, addresses, and telephone numbers of numerous different types of educational and mental health services which can be used by other professionals working with high-risk youths and their families when services need to be accessed. The list includes the following groups of Alabama professionals: school counselors; school nurses; school psychologists; drug-free schools coordinators; Alabama Department of Mental Health substance abuse treatment programs and drug and alcohol prevention programs; mental health centers; and the Governor's Office of Drug Abuse Drug and Alcohol Prevention Program. (JBJ)
Y1  - 1995/05//
PY  - 1995
DA  - May 1995
SP  - 73
KW  - Alabama
KW  - ERIC, Resources in Education (RIE)
KW  - Drinking
KW  - At Risk Persons
KW  - High Risk Students
KW  - Substance Abuse
KW  - Health Materials
KW  - School Psychologists
KW  - School Counselors
KW  - Elementary Secondary Education
KW  - Prevention
KW  - Alcohol Abuse
KW  - Resource Materials
KW  - School Nurses
KW  - Drug Use
KW  - Physical Health
KW  - Drug Abuse
KW  - Drinking
KW  - At Risk Persons
KW  - High Risk Students
KW  - Substance Abuse
KW  - Health Materials
KW  - School Psychologists
KW  - School Counselors
KW  - Elementary Secondary Education
KW  - Prevention
KW  - Alcohol Abuse
KW  - Resource Materials
KW  - School Nurses
KW  - Drug Use
KW  - Physical Health
KW  - Drug Abuse
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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  - Public School Student, Staff, and Graduate Counts by State, School Year 1993-94. Statistics in Brief.
AN  - 62620931; ED386498
AB  - Information on student enrollment, staff, and graduates in the public schools is summarized, drawing on information from the State Nonfiscal Survey of Public Elementary and Secondary Education, School Year 1993-94. In the 1993-94 school year, there were 43.4 million students enrolled in public elementary and secondary schools in the 50 states and the District of Columbia. Of these, 24.3 million were in prekindergarten through grade 6, with an additional 18.2 million in grades 7 through 12, and 0.8 million in ungraded classes. California had the largest student enrollment, and the District of Columbia the smallest. About 2.5 million teachers provide instruction for these students. The ratio of total teachers to total students for the nation was 17.4 students per teacher, but this should not be interpreted as average class size since not all teachers are assigned to a class. School staffs included about 451,000 teachers' aides, 33,000 instructional coordinators, 83,000 guidance counselors, and 51,000 school librarians. Some 2,233,000 students received regular high school diplomas during the 1992-93 school year, and an additional 53,000 received other types of diplomas. One figure and four tables present the data. (SLD)
Y1  - 1995/05//
PY  - 1995
DA  - May 1995
SP  - 10
VL  - NCES-95-213
KW  - State Nonfiscal Survey of Public Elem Sec Educ
KW  - ERIC, Resources in Education (RIE)
KW  - State Departments of Education
KW  - High School Graduates
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - Elementary Secondary Education
KW  - School Personnel
KW  - National Surveys
KW  - Class Size
KW  - Outcomes of Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62620931?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For same statistics for 1992-93, see ED 373 090.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Estimates of Expenditures for Private K-12 Schools. Working Paper Series.
AN  - 62490014; ED416583
AB  - In recent years, educational policy makers have expressed increased interest in information about private elementary and secondary school expenditures. However, there is currently no national data collection of the finances of this school sector. A study was initiated for three main purposes: to determine the extent to which expenditure data are routinely collected by private school associations, to draw on the data available from private school associations so as to develop preliminary national estimates of such expenditures, and to determine whether the associations' surveys provide an accurate assessment of national estimates of expenditures or whether additional sources of data are required for this purpose. Data from three associations were acquired and analyzed (National Catholic Education Association, Lutheran Church--Missouri Synod, and the National Association of Independent Schools). Estimates of private school expenditure are broken down by total expenditures, estimated expenditures by sector, and estimated capital expenditures. It was estimated that the total operating expenditures for the roughly 26,000 private schools in the United States were between $16.4 and $17.7 billion in 1991-1992. It was concluded that precise estimates of private school expenditures cannot be obtained by relying solely on data provided by private school associations because most associations do not collect data on school finance. Seven appendices detail the private school associations contacted, sample estimate of average per-pupil expenditures, and other information. (RJM)
AU  - Garet, Michael
AU  - Chan, Tsze H.
AU  - Sherman, Joel D.
Y1  - 1995/05//
PY  - 1995
DA  - May 1995
SP  - 116
VL  - NCES-WP-95-17
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Equity (Finance)
KW  - Parochial Schools
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - School Funds
KW  - National Surveys
KW  - Expenditures
KW  - Comparative Analysis
KW  - Budgeting
KW  - Private Schools
KW  - Private Education
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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  - Questions and Answers on Disciplining Students with Disabilities. OSEP Memorandum.
AN  - 62752559; ED385055
AB  - This document, presented in question and answer format, provides guidance about legal requirements of the Individuals with Disabilities Education Act (IDEA) concerning the misconduct of students with disabilities and corrects the misunderstanding that students with disabilities are exempt from discipline under current law. It discusses recent amendments made to IDEA by the Improving America's Schools Act and the Gun-Free Schools Act as they apply to students with disabilities who bring guns to school. The 16 questions and answers address the following topics: appropriate steps when misconduct first appears; additional measures allowed; short-term suspensions; obtaining a court order for school expulsion or change of placement; group determination of the misconduct's basis; continuing obligations of the school district to the suspended or expelled student; options when the misconduct is a manifestation of the disability; special provisions concerning firearms; placement in an interim alternative setting; application of the Gun-Free Schools Act; authority of the school district's chief administering officer; and immediate steps to take when a student with a disability brings a firearm to school. Two flowcharts illustrate the appropriate process in the cases of a student with disabilities who engaged in behavior subject to discipline but does not bring a firearm to school and of a student with disabilities who brings a firearm to school. (DB)
AU  - Heumann, Judith E.
AU  - Hehir, Thomas
Y1  - 1995/04/26/
PY  - 1995
DA  - 1995 Apr 26
SP  - 20
KW  - Gun Free Schools Act 1994
KW  - Improving Americas Schools Act 1994
KW  - Individuals with Disabilities Education Act
KW  - ERIC, Resources in Education (RIE)
KW  - Suspension
KW  - Educational Legislation
KW  - School Districts
KW  - Elementary Secondary Education
KW  - School Safety
KW  - Discipline
KW  - Decision Making
KW  - Legal Responsibility
KW  - Behavior Problems
KW  - Student Placement
KW  - Expulsion
KW  - Due Process
KW  - Federal Legislation
KW  - Guns
KW  - Discipline Policy
KW  - Disabilities
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Aggression
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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  - Finance Data in the Public Library Statistics Program: Definitions, Internal Consistency, and Comparisons to Secondary Sources. Technical Report.
AN  - 62749851; ED382215
AB  - This report, the third in a series, contains the results of an evaluation of the definitions and internal consistency of the finance variables used in the Federal State Cooperative System Public Library Statistics (FSCS/PLS) program, and a comparison of the statistics collected for these variables to selected statistics from independent sources. Chapter 1 contains an evaluation of the definitions used for the operating income and expenditure variables and recommendations for enhancing the definitions. Chapter 2 is a comparison of the finance statistics in the FSCS/PLS to census bureau statistics on governments, state directories, a Public Library Association dataset, and federal library grant data. Chapter 3 provides an evaluation of the internal consistency of the following: definitions, financial statistics, operating income and operating expenditure variables, staffing and finance variables, finance variables alone, capital and operating expenditure, and collection expenditure and collection counts. Principal findings include the following: the reporting instruments used by the states to collect public library statistics show a remarkably high degree of conformity to the definitions for finance variables called for by the FSCS/PLS program; the FSCS/PLS finance variables are very consistent; the FSCS should clarify the objectives for reporting capital outlay; and FSCS/PLS program data on the finances of public libraries compare favorably to the statistics available from the limited number of other sources. Appendices provide a comparison of FSCS definitions of financial variables from 1990 through 1992, a description of methodology, a comparison of total operating income for public libraries, and a comparison of statistics on income from the Federal Government in 1991. Finance data is provided is 18 tables. (Contains 68 references.) (AEF)
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 72
VL  - NCES-95-209
KW  - ERIC, Resources in Education (RIE)
KW  - Operations Research
KW  - Library Statistics
KW  - Research Methodology
KW  - Government Libraries
KW  - Public Libraries
KW  - Operating Expenses
KW  - Library Funding
KW  - Evaluation Criteria
KW  - Statistical Analysis
KW  - Definitions
KW  - Program Evaluation
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62749851?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  - Making the Cut: Who Meets Highly Selective College Entrance Criteria? Statistics in Brief.
AN  - 62749034; ED382121
AB  - This study used national data to categorize college-bound high school seniors on each of five criteria identified as representative of those required for admission to highly selective colleges. Data came from the National Education Longitudinal Study of 1988 (NELS: 88). Selected criteria included grade point average (GPA), the Scholastic Aptitude Test (SAT) scores, courses taken, teachers' perceptions, and participation in extracurricular activities. Demographic and social characteristics of the college-bound seniors who met the highly selective criteria were examined and less restrictive criteria were considered as well. Findings included: (1) more females than males excelled in grades; (2) the percentage of college-bound seniors who achieved GPAs of 3.5 or more and SAT scores of 1100 or more was higher for Asian and White students than for Hispanic, Black, or American Indian students; (3) seniors from high socio-economic backgrounds were more likely than their contemporaries at other status levels to meet any of the selective criteria; and (4) about one-half of college-bound seniors attending schools identified as "all other private schools" scored 1100 or higher on the SAT while about 20 percent of their peers at public and Catholic schools achieved this level. Attached are four tables and information on the study methodology. (JB)
AU  - Owings, Jeffrey
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 13
KW  - National Education Longitudinal Study 1988
KW  - Scholastic Aptitude Test
KW  - ERIC, Resources in Education (RIE)
KW  - Catholic Schools
KW  - College Entrance Examinations
KW  - College Bound Students
KW  - Student Characteristics
KW  - Admission Criteria
KW  - Academic Achievement
KW  - Higher Education
KW  - Longitudinal Studies
KW  - High School Seniors
KW  - Demography
KW  - High Achievement
KW  - Academically Gifted
KW  - Selective Admission
KW  - Public Schools
KW  - Minority Groups
KW  - High Schools
KW  - Sex Differences
KW  - Grade Point Average
KW  - College Admission
KW  - Private Schools
KW  - Extracurricular Activities
KW  - Credit Courses
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62749034?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  - Enrollment in Higher Education: Fall 1984 through Fall 1993. E.D. TABS.
AN  - 62744901; ED381110
AB  - This publication presents detailed data on student enrollment at institutions of higher education from Fall 1984 to Fall 1993 in 24 tables (though most tables include data from 1991 through 1993 only). The data are from the Higher Education General Information Survey (HEGIS) and the Integrated Postsecondary Education Data System (IPEDS). The data reported here pertain only to accredited institutions. Highlights of the data include: (1) in 1993 1.2 percent fewer students enrolled than in 1992, the first decline in total enrollment since 1984 and due entirely to a 3 percent decrease in the number of white, non-Hispanic undergraduate students; (2) the decrease in white student enrollment was offset by increases in enrollments among all other racial/ethnic groups as well as by non-resident aliens; (3) numbers of minority students enrolled increased in public institutions by 2.6 percent; (4) the enrollment of both men and women declined with the number of men decreasing at a slightly higher rate than that of women; (5) full-time enrollment decreased by less than one-half of 1 percent while part-time enrollment decreased by more than 2.3 percent; and (6) most of the enrollment declines were in 2-year institutions which is reasonable since the number of part-time students declined and 57 percent of all part-time students attend 2-year schools. The tables present the data broken down by various combinations of the following factors: control of institution, level of institution, race/ethnicity, sex, and full-time vs. part-time enrollment. (JB)
AU  - Barbett, Samuel F.
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 32
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Student Characteristics
KW  - Part Time Students
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Whites
KW  - Minority Groups
KW  - Enrollment Trends
KW  - Sex Differences
KW  - Full Time Students
KW  - Enrollment
KW  - Community Colleges
KW  - College Students
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  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Characteristics of American Indian and Alaska Native Education: Results from the 1990-91 Schools and Staffing Survey.
AN  - 62742523; ED381338
AB  - This report summarizes findings of the 1990-91 Schools and Staffing Survey (SASS) with regard to schools that serve American Indian and Alaska Native students. The Bureau of Indian Affairs (BIA) and federally recognized tribal organizations under BIA grants and contracts operate 149 elementary and secondary schools. In addition, 1,260 public schools are considered to have high Indian student enrollment (over 25 percent). These two types of schools are located mainly in rural areas and small towns. However, of the 445,425 American Indian and Alaska Native students enrolled in grades K-12, 56 percent attend public schools with low Indian enrollment. Chapters contain many data tables and figures and provide information for the three school types on the following: (1) school and student profiles (school size, rurality, region, student sex and race/ethnicity, bilingual education and remedial programs, free or reduced-price lunch, and college preparation); (2) demographic characteristics and qualifications of principals and teachers (percentage that are American Indian/Alaska Native, degrees earned, and administrative or teaching experience), schools with formal evaluation and mentoring programs for teachers, and percentage of full-time noninstructional staff; (3) principal and teacher salaries and benefits; (4) principal ratings of educational objectives, principal and teacher ratings of school problems, teacher and student absenteeism rates, principal beliefs about influence of various stakeholders on school practices, and principal career plans; and (5) teacher supply and demand, certification, and shortages, as well as teacher recruitment strategies. Appendices contain technical notes on the SASS and tables of variance estimates. Contains an index and a list of additional resources on the SASS. (SV)
AU  - Pavel, Michael D.
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 289
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-735
KW  - Bureau of Indian Affairs Schools
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Teacher Characteristics
KW  - Principals
KW  - Student Characteristics
KW  - Administrator Qualifications
KW  - Elementary Secondary Education
KW  - Administrator Characteristics
KW  - Teacher Shortage
KW  - Tribally Controlled Education
KW  - Public Schools
KW  - School Personnel
KW  - American Indian Education
KW  - Administrator Attitudes
KW  - School Surveys
KW  - Teacher Qualifications
KW  - Tables (Data)
KW  - Alaska Natives
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62742523?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  - Annual Earnings of Young Adults. Indicator of the Month.
AN  - 62741142; ED381685
AB  - Wages and salaries are influenced by many factors, including the employer's perception of the productivity and the availability of workers with different levels of education. They are also affected by economic conditions in the industries that typically employ workers with different levels of education. The ratio of annual earnings of high school dropouts or college graduates to those of high school graduates is affected by all of these factors. Some highlights of the education/earning statistics from the Current Population Survey include the following: (1) in 1992, the median annual earnings of whites who had not completed high school were about 75 percent of the earnings of whites who had completed high school, and the earnings ratio between black graduates and dropouts was about 67 percent; (2) since 1970, the earnings advantage of college graduates was generally greater for females than for males--that is, the percentage of difference between earnings of college graduates and high school graduates was greater for females than for males; (3) the earnings advantage of completing college increased between 1974 and 1992 for males and females, both white and black; (4) the earnings advantage of having a bachelor's degree was more than double the earnings advantage of having attended only some college in 1992; and (5) the earnings of white male college graduates were approximately 150 percent that of white high male high school graduates in 1992, whereas the earnings of black male college graduates were about 180 percent that of black male high school graduates in 1992. (KC)
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Salaries
KW  - Blacks
KW  - Males
KW  - Employees
KW  - Young Adults
KW  - Higher Education
KW  - Income
KW  - Dropouts
KW  - Whites
KW  - High Schools
KW  - College Graduates
KW  - Wages
KW  - Employed Women
KW  - Females
KW  - Education Work Relationship
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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  - Campus-Based Programs. Report No. 96-1.
AN  - 62645258; ED396654
AB  - This document presents tables of data on the approval of awards to institutions of postsecondary education participating in the Federal Work Study (FWS), the Federal Supplemental Educational Opportunity Grant (FSEOG), and the Federal Perkins Loan programs for the period, July 1, 1995 through June 30, 1996. The tables provide data on: (1) the name and address of the institution; (2) the amount of the awards for the federal Perkins Loan federal share, the FSEOG federal share, and the FWS federal share; (3) the estimated number of student borrowers in the Perkins program, the estimated number of student awards for the FSEOG program, the estimated number of students to be employed under the FWS program for this award period; and (4) the authorized Federal Perkins loan level of expenditures. For the FWS program, federal funds provide 75 percent of student payrolls. This schedule contains approval of $612,443,242 for 3,398 institutional recipients to benefit 708,857 students. Under the FSEOG, federal funds provide 75 percent of the grants ranging up to a maximum of $4,000 for each academic year of undergraduate study. This schedule contains approval of $578,863,263 for 3,947 institutional recipients to benefit 984,460 students. Under the Perkins program, institutions make low interest loans to needy students. Federal funds provide 75 percent. This schedule contains approval of $157,380,036 for 2,279 loan authorizations to benefit 716,471 students. (CK)
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 761
KW  - Perkins Loan Program
KW  - Supplementary Educational Opportunity Grants
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Student Financial Aid
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Grants
KW  - Educational Finance
KW  - Student Needs
KW  - College Students
KW  - Higher Education
KW  - Work Study Programs
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  - Public Elementary and Secondary Education Statistics: School Year 1994-95. Early Estimates.
AN  - 62641255; ED387532
AB  - The estimates in this publication are key statistics reported early in the 1994-95 school year. They include the numbers of students, teachers and high school graduates for public elementary and secondary schools, and total revenues and expenditures for the operation of public elementary and secondary schools. The public school estimates consist of preliminary actual counts, estimates derived by the states for the National Center for Education Statistics (NCES), and imputed values developed by NCES using a combination of state-specific and national data. There were approximately 44.0 million students in public elementary and secondary schools, and they were taught by an estimated 2.5 million teachers in 1994-95. Student membership and teacher data yielded pupil-to-teacher ratios of 17.1 for public schools for the 1994-95 school year. An estimated 2.2 million public school students graduated from high school in the year in question. Revenues for public elementary and secondary education in fiscal 1994 are estimated to be $257.5 billion, with the per-pupil expenditure anticipated to be $5,623 in 1994-95. Seven tables present data about students, teachers, and finance. (SLD)
AU  - Johnson, Frank H.
Y1  - 1995/04//
PY  - 1995
DA  - April 1995
SP  - 20
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Teacher Characteristics
KW  - Student Characteristics
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Income
KW  - Expenditures
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - 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  - RPRT
T1  - State Dropout Data Collection Practices: 1991-92 School Year. Methodology Report.
AN  - 62745310; ED383735
AB  - The school year 1991-92 was the first in which states reported school district level data on the numbers and types of dropouts in the Common Core of Data (CCD) Agency Universe Survey. Information included numbers of male and female dropouts in 5 racial/ethnic categories for grades 7 through 12. The CCD defined a dropout as a student who had been enrolled at any time during the previous school year and was not enrolled on October 1 of the current school year. Because it was the introductory year of such reporting, the National Center for Education Statistics (NCES) asked the states how successful they had been in meeting the requirements. Across the 50 states and the District of Columbia, 43 states (including the District of Columbia) reported dropout counts by school district, with the number expected to rise in 1993-94. Of the 43 reporting states, 14 followed CCD standards so well that NCES can publish their 1991-92 data. This study identified ways in which the state reports differed from CCD standards. Issues of reporting comprehensiveness are explored. Nineteen tables (including six in an appendix) and one figure present survey findings. Three appendixes contain Dropout Task Force report, dropout reporting interview questions, and technical notes. (SLD)
AU  - Hoffman, Lee McGraw
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 82
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washingtion, DC 20402-9328.
VL  - NCES-95-690
KW  - Common Core of Data Program
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Research Methodology
KW  - Males
KW  - Dropout Rate
KW  - School Districts
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Dropouts
KW  - Sex Differences
KW  - Enrollment
KW  - Definitions
KW  - Data Collection
KW  - Females
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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  - Degrees and Other Awards Conferred by Institutions of Higher Education: 1992-93. E.D. TABS.
AN  - 62742178; ED381079
AB  - This report presents data in 20 tables on degrees conferred during the 1992-93 academic year by the nation's accredited institutions of higher education using data from the Integrated Postsecondary Education Data System (IPEDS). Included are tables that show: numbers of degrees conferred by institutional type (public or private), by level of degree, and by sex for all 50 states and the District of Columbia; numbers of degrees conferred by race/ethnicity; numbers of degrees conferred by level of degree; and numbers of awarded certificates, associate's degrees, bachelor's degrees, master's degrees, doctoral degrees, and first-professional degrees under different configurations of variables. Highlighted findings include: (1) institutions conferred 2.2 million degrees in academic years 1992-93, a 3 percent increase over 1991-92; (2) 24 percent of awarded degrees were associate degrees, 54 percent were bachelor's degrees, 17 percent were master's degrees, 2 percent were doctorates, and 3 percent were first-professional degrees; (3) public institutions awarded almost 69 percent of all degrees; (4) women received the majority of degrees (55 percent) as well as the majority of associate, bachelor's and master's degrees; (5) White, non-Hispanics received 77 percent of the degrees awarded, while minorities received 15 percent; (6) Non-resident aliens, who received 5 percent of all degrees received 12 percent of all master's degrees and 27 percent of all doctoral degrees. (JB)
AU  - Morgan, Frank B.
AU  - Broyles, Susan G.
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 85
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160455553
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Masters Degrees
KW  - Ethnicity
KW  - Student Characteristics
KW  - Race
KW  - Higher Education
KW  - Geographic Regions
KW  - National Surveys
KW  - Associate Degrees
KW  - Degrees (Academic)
KW  - Bachelors Degrees
KW  - Professional Education
KW  - Statistical Data
KW  - Doctoral Degrees
KW  - Tables (Data)
KW  - Sex
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62742178?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 1992-93. Statistics in Brief.
AN  - 62741216; ED381896
AB  - Every year local, state, and federal governments provide the resources that support public education for students in prekindergarten through grade 12. What were the sources of these revenues in the 1992-93 school year? How were these dollars expended across instruction, student support, and other services? This document provides answers to these questions, drawing from the National Center for Education Statistics'"National Public Education Financial Survey--Fiscal Year 1993," one of the components of the Common Core Data surveys. Statistics show that more than $248 billion were collected for public elementary-secondary education in 1992-93 in the 50 states and the District of Columbia. The greatest part of education revenues came from local and state governments, which together provided about 91 percent of all revenues. The federal government was the source of some $17 billion of revenues. Expenditures for public education in 1992-93 totalled over $221 billion, which represents a 5 percent increase over expenditures in the previous fiscal year. Of this total, about $135 billion were for instruction, $76 billion were for support services, and approximately $10 billion were for noninstructional services. The states spent an average of $5,170 per pupil. Of this amount, an average of about $3,155 was spent for instructional services, $1,781 for support services, and $235 for noninstructional purposes. Technical notes, definitions, four tables, and one figure are included. (LMI)
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 8
KW  - ERIC, Resources in Education (RIE)
KW  - Expenditures
KW  - Federal Aid
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Resource Allocation
KW  - Public Education
KW  - Elementary Secondary Education
KW  - School Funds
KW  - State Aid
KW  - Income
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62741216?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  - Florida Postsecondary Education Security Information Act. Annual Report of Campus Crime Statistics 1991-93 and Annual Assessment of Physical Plant Safety 1994.
AN  - 62737682; ED381038
AB  - This state-mandated report presents crime statistics at higher education institutions in Florida and an assessment of physical plant security. The crime data list numbers of homicides, forcible sex offenses, robberies, aggravated assaults, burglaries/breaking and entering, larcenies and thefts, and motor vehicle thefts for each state university, community college, and independent college/university for 1991, 1992, and 1993. Totals for all crimes by type of institution are included. The assessment of plant safety lists each institution and notes whether safety reports had been received from each. The summary of findings notes the following: (1) for state universities, homicides, forcible sex offenses, aggravated assaults, and burglary all declined from 1992 to 1993 while robberies, larceny, and motor vehicle theft increased; (2) for community colleges, aggravated assault and burglary decreased while all other categories increased; (3) for independent colleges and universities, there were decreases in robberies and aggravated assaults though sex offenses, burglary, larceny, and motor vehicle theft increased. Appendixes detail the statutory reporting provisions, offer guidelines for completing reports, and define offenses. (JB)
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 34
PB  - Office of Postsecondary Education Coordination, 1101 Florida Education Center, Florida Department of Education, Tallahassee, FL 32399.
KW  - Florida
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Community
KW  - Rape
KW  - Educational Facilities
KW  - Crime
KW  - Stealing
KW  - Private Colleges
KW  - Higher Education
KW  - School Security
KW  - Violence
KW  - State Universities
KW  - Homicide
KW  - Community Colleges
KW  - Campuses
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62737682?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  - Dropouts and Late Completers.
AN  - 62733487; ED382756
AB  - Information about school dropouts and those who complete their high school educations late is summarized in a table and two graphs using information from the High School and Beyond Survey and the National Education Longitudinal Study of 1988. In 1990, 7 percent of the eighth-grade class of 1988 were dropouts; they were not enrolled in school and had not finished high school. In 1992, 12 percent were dropouts. Eighty-four percent of the sophomore class of 1980 completed high school on time (by 1982), and about two-thirds of the remaining 16 percent (10 percent) completed high school over the next 10 years, the vast majority within the first 4 years. The final completion rate as of 1992 was 93.7 percent. Among the sophomores of 1980, Whites and Asian Americans were more likely to complete high school on time than were Blacks, Hispanic Americans, or American Indians. In 1992, American Indians, the group with the highest dropout rate, dropped out at a rate of over 25 percent. In 1992, the urban dropout rate was 13.7 percent, the rural dropout rate was 12.5 percent, and the suburban dropout rate was 9.6 percent. The dropout rate was highest in the South and lowest in the Northeast. (SLD)
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 4
KW  - High School and Beyond (NCES)
KW  - National Education Longitudinal Study 1988
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Educational Trends
KW  - Urban Schools
KW  - Out of School Youth
KW  - American Indians
KW  - Secondary Education
KW  - Dropouts
KW  - Grade 8
KW  - White Students
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Ethnic Groups
KW  - Black Students
KW  - Asian Americans
KW  - Academic Persistence
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Information extracted from "The Condition of Educa
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Survey of Recent College Graduates, 1991. CD ROM Public Release File. [CD-ROM.]
AN  - 62659802; ED397063
AB  - This CD-ROM disc contains data from the Survey of 1989-90 Recent College Graduates (RCG:91), a national survey conducted by the National Center for Education Statistics (NCES). The data available are the public release files in contrast to the restricted use files which are available only under license from NCES. In addition to survey data collection, the RCG:91 study involved a collection of transcripts from sampled bachelor degree recipients. Some of the variables were modified for the public use file: (1) Race/ethnicity (recoded as non-Hispanic Whites and others); (2) Age (24 years and younger or 25 years and older); (3) Grade point average (3 categories); (4) Year subjects started work on their bachelor degree (before 1983 or after 1984); and (5) Major field of study (11 categories). TYPE OF SURVEY: National Survey; Sample Survey. RESPONDENTS: College Graduates. YEAR OF LATEST DATA: 1991. (SLD)
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
PB  - U.S. Government Printing Office, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (Stock No. 065-000-00752-5, $14; make check payable to Superintendent of Documents).
KW  - Recent College Graduates Study 1991 (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Student Characteristics
KW  - College Graduates
KW  - Higher Education
KW  - Data Collection
KW  - Sampling
KW  - National Surveys
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62659802?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=Survey+of+Recent+College+Graduates%2C+1991.+CD+ROM+Public+Release+File.+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1995-03-01&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  - Assessing Students with Disabilities and Limited English Proficiency. Working Paper Series. Working Paper No. 95-13.
AN  - 62637271; ED388727
AB  - In recent assessments, the National Center for Education Statistics (NCES) has permitted schools to exclude some students with disabilities or limited English proficiency because it believed that its assessments would not accurately measure the ability and achievement levels of these students. The exclusion of a portion of students from assessments by the NCES has raised doubts about the validity of its data. This report discusses the data validity concerns related to the current policy and explains how the NCES assesses and surveys students with disabilities and limited English proficiency. Approximately 7% of students with disabilities attend special schools and thus are not assessed by the NCES. However, about 50% of students with disabilities are currently assessed. Alternative ways to collect outcome data on students with disabilities who are currently excluded include making accommodations to the NCES assessment procedure by, for example, providing additional time to complete the test or providing a separate room in which to take the test; conducting portfolio assessments; and collecting background data from the schools about students' achievement and abilities. The 1995 field test of the National Assessment of Educational Progress will examine new procedures for assessing students with disabilities or with limited English proficiency. (Contains 12 references.) (SLD)
AU  - Houser, James
Y1  - 1995/03//
PY  - 1995
DA  - March 1995
SP  - 26
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Research Methodology
KW  - Validity
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Field Tests
KW  - Measurement Techniques
KW  - Portfolios (Background Materials)
KW  - Disabilities
KW  - Statistical Analysis
KW  - Data Collection
KW  - Limited English Speaking
KW  - Educational Assessment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62637271?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 of Students with Disabilities. Indicator of the Month.
AN  - 62747697; ED379854
AB  - This data sheet presents statistics relating to education of students with disabilities. Statistical highlights indicate that the number of students participating in federal programs for children with disabilities increased each year between 1977 and 1992, despite a decrease in elementary and secondary enrollment during the late 1970s and mid-1980s. Trends in disability classification and student placement are noted. A table presents the percentage distribution, and the percentage of total enrollment, of children (ages 0-21) served by federally supported programs for students with learning disabilities, speech impairments, mental retardation, serious emotional disturbance, and preschool disabilities, for the school years ending 1977 to 1992. Two graphs show trends in these data for selected school years from 1977 to 1992. (JDD)
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Disabilities
KW  - Incidence
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Disability Identification
KW  - Student Placement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62747697?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, 1994."
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Fall Staff in Postsecondary Institutions, 1991. E.D. TABS.
AN  - 62747423; ED380015
AB  - This report presents 28 tables of data about staff employed by postsecondary institutions in the fall of 1991, using data from the Integrated Postsecondary Education Data System (IPEDS). The data indicate the number of staff employed by postsecondary institutions by staff categories such as faculty, managers, and research assistants and by personal characteristics such as full-time/part-time employment status and sex. Data are presented by level and control of institution and by the institution status as a higher education institution. Highlights of the data include the following: (1) almost two-thirds (64%) of all employees in postsecondary institutions were professional and over half (33.6%) of the professional staff were faculty; (2) colleges differ widely by institutional level in their practices of employing full-time staff, as 75 percent of the employees at four-year colleges were employed on a full-time basis compared with 54 percent in two-year and over 65 percent in less-than-two-year institutions; (3) men were employed in greater numbers than women in each type of professional category except in the professional non-faculty category where women comprised 61 percent of the staff; and (4) between 1989 and 1991 the number of faculty employed by four-year and two-year institutions increased by 2 and 6 percent respectively. A glossary and survey methodology discussion conclude the report. (JB)
AU  - Fernandez, Rosa
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 54
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-317
KW  - Full Time Employment
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Institutional Characteristics
KW  - Professional Personnel
KW  - Postsecondary Education
KW  - Full Time Faculty
KW  - Teacher Characteristics
KW  - Part Time Faculty
KW  - Employment Statistics
KW  - Educational Trends
KW  - Higher Education
KW  - College Administration
KW  - Administrator Characteristics
KW  - Part Time Employment
KW  - College Faculty
KW  - Colleges
KW  - Sex Differences
KW  - Community Colleges
KW  - School Personnel
KW  - Employment Patterns
KW  - Universities
KW  - Tables (Data)
KW  - Research Assistants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62747423?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 2005. Pocket Projections.
AN  - 62745101; ED385541
AB  - Every year the National Center for Education Statistics publishes this pocket summary of projections of education statistics. These brief tables give a sampling of what is expected over the next decade, summarizing the complete book, "Projections of Education Statistics to 2005." It is expected that the population of persons aged 5 to 13 years will increase by 2005 by about 11%. The total enrollment in elementary and secondary education is expected to grow by about 14% from the 1993-94 figure of 48,824,000, with the greatest increases coming during the high school years. The projected high school enrollment by the year 2005, 15,985,000, is about 21% above that of 1993-94. High school graduates are expected to rise proportionately, as are the numbers of teachers. Expenditures for elementary and secondary education are expected to increase at an even greater rate, with the projected figure for 2005 anticipated to be 33% above that of 1993-94. Enrollment in higher education is expected to increase by 8% by 2005. While a slight increase is anticipated in the numbers of women receiving advanced degrees, the absolute numbers of men earning master's and doctor's degrees are expected to decline. Technical notes explain the projection methodology. (SLD)
AU  - Hussar, William J.
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 13
KW  - ERIC, Resources in Education (RIE)
KW  - Prediction
KW  - Elementary Education
KW  - High School Graduates
KW  - Population Growth
KW  - Research Methodology
KW  - Masters Degrees
KW  - Educational Trends
KW  - Higher Education
KW  - Sex Differences
KW  - Enrollment
KW  - College Graduates
KW  - Doctoral Degrees
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62745101?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For full report from which these data have been ex
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Understanding Racial-Ethnic Differences in Secondary School Science and Mathematics Achievement. Research and Development Report.
AN  - 62742745; ED381342
AB  - This study was designed to address two related issues: (1) Why are Blacks, Hispanics, and American Indians underrepresented in science and mathematics-related fields, and (2) Why do students of these minority groups have lower achievement test scores in science and mathematics than other students? Data on a number of home, school, and student variables were collected from the 1988 eighth-grade cohort of the National Education Longitudinal Study. Major findings include: (1) At early ages, all students have equally positive attitudes toward science and mathematics learning in school and have similar aspirations for science and mathematics-related careers, but as they get older, more minority students become unprepared to enter these fields as they fall behind in mathematics and science learning; (2) a larger percentage of minority students come from families in poverty which have fewer learning materials at home such as books and computers, and their parents are more likely than others to have low educational levels and to be unemployed and are less likely to provide adequate mentoring or role models for mathematics and science learning; and (3) these minority students are more likely to attend disadvantaged schools where the overall academic and supporting environments are less conducive to learning, suffer from the lack of persistent effort and active involvement in school, and are in low-track achievement groups. Appendices include data tables; National Center for Education Statistics (NCES) Databases for Studies of Science and Mathematics in Education; Specification of Variables Used in the Study; and a table of Correlation Coefficients for Contextual and Process Variables. (Contains 44 references.) (MKR)
AU  - Peng, Samuel S.
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 107
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-710
KW  - Mathematics Education Research
KW  - National Education Longitudinal Study 1988
KW  - Science Education Research
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Mathematics Achievement
KW  - Racial Differences
KW  - Mathematics Education
KW  - Secondary Education
KW  - Grade 8
KW  - Student Attitudes
KW  - Science Careers
KW  - Disadvantaged Youth
KW  - Ethnomathematics
KW  - Cultural Differences
KW  - Science Achievement
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62742745?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), (NCES CCD92 DISC), Includes data from 1987/88-1992/93. Installation Guide. [CD-ROM.]
AN  - 62661543; ED397062
AB  - The Common Core of Data (CCD) is the primary database of the National Center for Education Statistics 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, the District of Columbia, and the outlying U.S. territories are included. This file contains 6 years of CCD data, from 1987-88 through 1992-93. There are approximately 500,000 school records, 100,000 agency records, and 330 state records. Agency level finance data have been merged with nonfiscal records. Data were provided by the Bureau of the Census. Type of survey: Census, Longitudinal Survey. Population: Schools (500,000), agencies (100,000). Frequency: Annual. Year of earliest data: 1987. Year of latest data: 1993. (SLD)
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
PB  - Government Printing Office, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954 (Stock no. 065-000-00745-2, $14; make check payable to Superintendent of Documents).
KW  - Common Core of Data Program
KW  - Data Files
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Databases
KW  - Comparative Analysis
KW  - Public Schools
KW  - Educational Finance
KW  - School Districts
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - School Statistics
KW  - Census Figures
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62661543?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%2C+%28NCES+CCD92+DISC%29%2C+Includes+data+from+1987%2F88-1992%2F93.+Installation+Guide.+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1995-02-01&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  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Results of the 1993 Teacher List Validation Study (TLVS). Working Paper Series.
AN  - 62486533; ED418113
AB  - The Teacher List Validation Study was conducted to evaluate the quality of the Teacher Listing Record (TLR), a form used during the Schools and Staffing Survey (SASS) to obtain a list of teachers in each school. The SASS is a set of four inter-related surveys of public and private elementary and secondary schools, districts, teachers, and administrators conducted by the National Center for Education Statistics (NCES). For the first component of the study, 100 private and 100 public schools were selected for reinterview to determine whether the TLRs had been completed accurately. In the second component of the study, an additional 100 schools and 100 districts were reinterviewed to determine whether the TLR or the school questionnaire provided a more accurate account of teachers. Data suggest that public schools were more accurate listing teachers than were school districts. The types of errors usually made were characterized. Private schools incorrectly included nonteachers and incorrectly excluded teachers, although the instances were few in each teacher/nonteacher group. Both public and private schools were more accurate in listing teachers using the TLR than the SASS school questionnaire. Part-time teachers were most often omitted, and the types of nonteachers most often included erroneously were librarians and prekindergarten teachers. Two attachments describe the study sample and teacher/nonteacher categories for the report. (Contains 6 graphs and 14 tables.) (SLD)
AU  - Royce, Daniel
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 35
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue N.W., Room 400, Washington, DC 20208-5652.
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Responses
KW  - Validity
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Public Schools
KW  - Teachers
KW  - School Personnel
KW  - Interviews
KW  - Tables (Data)
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62486533?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 Results of the 1991-92 Teacher Follow-up Survey (TFS) Reinterview and Extensive Reconciliation. Working Paper Series.
AN  - 62485459; ED418114
AB  - The two papers in this volume are two parts of a report on the results of the 1991-92 Teacher Follow-up Survey Reinterview and Extensive Reconciliation, a follow-up to the Schools and Staffing Survey. Part 1 (three-fourths of the report), "The Results of the 1992 Teacher Follow-up Survey Reinterview and Extensive Reconciliation," discusses the differences between the original Teacher Follow-up Survey and the reinterview and reconciliation designed to measure response variance estimates. In general, the reinterview and reconciliation did not explain differences between the original and the reinterview responses. Why this occurred, and how to remedy it for future surveys are discussed. Part II, by the same authors, "An Evaluation of the Methodology Utilized for the 1991-92 Teacher Follow-up Survey (TFS) Reinterview and Extensive Reconciliation: Part Two of a Two-Part Report," focuses on the reinterview and the extensive reconciliation methodology, and offers suggestions to improve the methodology, complementing the first part, which concentrated on improvement of the questionnaire. (Contains 61 tables in all and 15 references for each paper.) (SLD)
AU  - Jenkins, Cleo R.
AU  - Wetzel, Angela-Jo
Y1  - 1995/02//
PY  - 1995
DA  - February 1995
SP  - 128
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue N.W., Room 400, Washington, DC 20208-5652.
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Estimation (Mathematics)
KW  - Followup Studies
KW  - Responses
KW  - Research Methodology
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Interviews
KW  - Longitudinal Studies
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62485459?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  - Adult Literacy. Indicator of the Month.
AN  - 62747172; ED378352
AB  - Statistical data gathered by the National Center for Education Statistics were analyzed to identify correlations between race/ethnicity, age, and prose literacy among adults in 1992. According to the analysis, prose literacy was highest among those adults with the highest levels of educational attainment, and adults aged 19-54 had higher average literacy scores than did individuals aged 55 and older. Other key findings of the analysis were as follows: (1) Blacks and Hispanics with high school diplomas or General Educational Development (GED) certificates had literacy levels similar to those of Whites who had completed only 9-12 years of education and who lacked a high school diploma/GED certificate; (2) Hispanics achieved lower scores than Blacks or Whites on the prose, document, and quantitative literacy scales; (3) on the quantitative literacy scale, the difference between blacks and whites (63 points) was larger than that between white high school and college graduates (50 points); and (4) more than one-fifth of adults scored at the lowest level on the prose literacy scale, which means that they were unable to match/integrate multiple pieces of information when irrelevant (distracting) information was present or when background knowledge/inference drawing was required. (MN)
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Adult Literacy
KW  - Age
KW  - Blacks
KW  - Race
KW  - Educational Attainment
KW  - Correlation
KW  - Whites
KW  - Demography
KW  - Comparative Analysis
KW  - Adult Basic Education
KW  - Reading Achievement
KW  - Hispanic Americans
KW  - Prose
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Literacy Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62747172?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, 1994."
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Private School Graduation Requirements. Issue Brief.
AN  - 62740685; ED381870
AB  - In "A Nation at Risk," the National Commission on Excellence in Education published a recommended high school curriculum based on higher standards for student achievement. This document examines the graduation requirements of private schools, using data from the National Center for Education Statistics (NCES) 1990-91 Schools and Staffing Survey (SASS). Findings indicate that for the 1990-91 school year, the private school record in meeting the commission's recommendations for graduation was mixed. In several subjects, notably computer science and social science, many private schools met or exceeded the recommendation. However, in other subjects, such as science and mathematics, they required fewer than the recommended years. Even though private schools failed to meet the recommendations for some subjects, private schools required more hours of study in five subjects, including mathematics and science, than public schools. Private schools required no fewer years of study in English than did public schools. A greater percentage of private schools also met all requirements than did public schools. Most of the differences between types of private schools were in the foreign language requirement. The variation in the years of foreign language required may reflect the orientations of different types of private schools toward preparing students for college. One table is included. (LMI)
AU  - Broughman, Stephen
AU  - Rohr, Carol L.
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 3
VL  - IB-1-95; NCES-95-145
KW  - ERIC, Resources in Education (RIE)
KW  - Graduation Requirements
KW  - Curriculum Design
KW  - High Schools
KW  - College Preparation
KW  - Private Schools
KW  - Private Education
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62740685?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  - Residence and Migration of First-Time Freshmen Enrolled in Higher Education Institutions: Fall 1992. E.D. TABS.
AN  - 62738677; ED378891
AB  - This report presents 10 tables of data on the residence and migration of first-time college freshmen in the fall of 1992 using data from the residency portion of the "Fall Enrollment" survey of the Integrated Postsecondary Education Data System (IPEDS). The data are presented by state, by control and level of institution, for all first-time freshmen, and separately for first-time freshmen who graduated from high school in the 12 months prior to the fall of 1992. The IPEDS residence report for fall 1992 accounted for 2.099 million first-time freshmen. Almost 350,000 of these freshmen (17 percent) migrated between states. Other highlights of the data include the following: (1) the percent of first-time freshmen who left their state to attend college varied considerably by state ranging from a low of 6.4 percent in Utah to a high of 52.9 percent in the District of Columbia; (2) in Rhode Island and Vermont over half the classes of first-time freshmen were from out of state; and (3) first-time freshmen who had graduated from high school in the 12 months prior to the fall of 1992 comprised only about 67 percent of the total class of first-time freshmen. Appendixes describe the survey and offer information on study methodology. (JB)
AU  - Korb, Roslyn
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 32
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-692
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Community
KW  - Nontraditional Students
KW  - In State Students
KW  - College Freshmen
KW  - Place of Residence
KW  - Regional Characteristics
KW  - Higher Education
KW  - Migration
KW  - Migration Patterns
KW  - Enrollment
KW  - Student Mobility
KW  - Tables (Data)
KW  - Differences
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62738677?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  - Developments in School Finance. Fiscal Proceedings from the Annual NCES State Data Conference (July 28-30, 1993).
AN  - 62737441; ED378666
AB  - State legislation and new funding mechanisms have changed the traditional landscape of school financing. This publication contains papers by presenters at the annual National Center for Education Statistics (NCES) State Data Conference. Following the foreword, acknowledgments, introduction, and overview, the papers include: (1) "Testimony to the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, U.S. Senate" (G. Alan Hickrod); (2) "Adequacy Issues in Recent Education Finance Litigation" (R. Craig Wood); (3) "A Report on Educational Facilities" (David S. Honeyman); (4) "Defining and Measuring Opportunity to Learn" (Andrew C. Porter); (5) "The $300 Billion Question: How Do Public Elementary and Secondary Schools Spend Their Money?" (Lawrence O. Picus and Minaz Fazal); (6) "Education Finance Indicators: What Can We Learn from Comparing States with Nations?" (Thomas M. Smith); and (7) "International Comparison of Teacher Salaries and Conditions of Employment" (E. Howard Nelson). References accompany each chapter. Eighteen tables and five figures are included. (LMI)
AU  - Fowler, William J.
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 120
PB  - U.S.; Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016045445X
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Facilities
KW  - Educational Equity (Finance)
KW  - Access to Education
KW  - Expenditure per Student
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Tax Effort
KW  - Teacher Salaries
KW  - Equalization Aid
KW  - Foreign Countries
KW  - School District Wealth
KW  - Finance Reform
KW  - School District Spending
KW  - Standards
KW  - Educational Economics
KW  - Court Litigation
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62737441?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. 1995 Edition.
AN  - 62736853; ED379357
AB  - This is the fourth periodic report on the programs and plans of the National Center for Education Statistics (NCES). It describes current programs aimed at meeting the needs posed by the National Education Goals and other educational policies, the future plans for the agency, and its major publications. In addition to updating the descriptions of the traditional NCES standard data collections, such as the Common Core of Data and the Integrated Postsecondary Education Data System, this edition focuses on some new work at the Center. Some of the new programs described include the Beginning Postsecondary Student Longitudinal Study, the Fourth Followup of the High School and Beyond 1982 Study, the Early Childhood Longitudinal Study, the National Household Education Survey, and the Third International Mathematics and Science Study. The NCES issues about 100 publications each year. Explanations of these publications appear in Chapter 9. Information on NCES publications and programs, and on the results of these efforts, is made available through the National Library of Education. (SLD)
AU  - Davis, Celestine
AU  - Sonnenberg, Bill
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 143
VL  - NCES-95-133
KW  - National Center for Education Statistics
KW  - National Education Goals 1990
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Elementary Secondary Education
KW  - Publications
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Public Agencies
KW  - Followup Studies
KW  - Federal Programs
KW  - Planning
KW  - Educational Policy
KW  - Program Development
KW  - Statistical Data
KW  - Data Collection
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62736853?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  - Projections of Education Statistics to 2005.
AN  - 62736634; ED379347
AB  - This edition, the 24th report in a series begun in 1964, provides revisions of projections shown in the previous year's report. It includes statistics on elementary and secondary schools and institutions of higher education at the national level, projecting figures for enrollment, graduates, classroom teachers, and expenditures to the year 2005. Projections reflect the 1990 census, with the incorporation of 1992 estimates and latest assumptions about fertility rate, net immigration, and mortality rate. A methodology section describes models and assumptions used to develop the national projections. They are based on an age-specific enrollment rate model, exponential smoothing models, and econometric models. Most projections show three alternatives, with the first set (middle alternative) expected to be the most likely projection and the low and high alternatives providing a reasonable range of outcomes. A chart provides a brief forecast summary. National enrollment in elementary, secondary, and higher education is predicted to increase over the period, as are numbers of graduates, earned degrees conferred, numbers of classroom teachers, and expenditures. State figures are expected to vary in the forecast period. Data is presented in 70 figures and 52 tables, with an additional 37 tables in four technical appendixes discussing methodology. The report includes a glossary of data and statistical terms. (SLD)
AU  - Gerald, Debra E.
AU  - Hussar, William J.
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 212
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-95-169
KW  - Projection Research
KW  - Smoothing Methods
KW  - ERIC, Resources in Education (RIE)
KW  - Statistics
KW  - Research Methodology
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Graduates
KW  - Econometrics
KW  - Projective Measures
KW  - Census Figures
KW  - Models
KW  - Estimation (Mathematics)
KW  - Enrollment
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62736634?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For projections to 2004, see ED 365 700.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Collecting Their Thoughts: Using Museums as Resources for Student Writing.
AN  - 62734111; ED382975
AB  - Inviting students to look, explore, and think, this booklet offers practical ways for teachers to use museums--in particular, the artworks, artifacts, collections, and other materials they contain--as a basis for secondary students' writing. If taking students on field trips is not feasible, educators can adapt most of the activities in the booklet for use in the classroom. The key concepts in the booklet are based on the tenet that writing is a skill students can develop through practice, trial, and error. The teacher's role in the activities in the booklet is to guide students through writing, emphasizing process in addition to product. The booklet presents five major activities--Telling a Painting's Story; Conversing with an Object; Explaining How Things Work; Telling Your Story; Creating a Classroom Museum; and Beyond the Museum--as well as advice on how educators can design their own activities. A 15-item annotated list of additional resources is attached. (RS)
AU  - Marshall, Jody
AU  - O'Flahavan, Leslie
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 69
KW  - Writing Development
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Teacher Role
KW  - Class Activities
KW  - Writing Skills
KW  - Museums
KW  - Writing Assignments
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62734111?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Based on the writing workshops developed by Thomas
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Federal Forecasters Directory, 1995.
AN  - 62655470; ED397104
AB  - This directory lists employees of the federal government who are involved in forecasting for policy formation and trend prediction purposes. Job title, agency, business address, phone or e-mail number, and specialty areas are listed for each employee. Employees are listed for the following agencies: (1) Bureau of the Census; (2) Bureau of Economic Analysis; (3) Bureau of Health Professions; (4) Bureau of Labor Statistics; (5) Department of Veterans Affairs; (6) Economic Research Service; (7) Energy Information Administration; (8) Environmental Protection Agency; (9) National Center for Education Statistics; and (10) U.S. Geological Survey. Fifty-four selected publications in the area of forecasting are listed, and a form is included to register for inclusion in the next forecasters' directory. (SLD)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 30
KW  - ERIC, Resources in Education (RIE)
KW  - Social Indicators
KW  - Prediction
KW  - Scholarly Journals
KW  - Policy Formation
KW  - Long Range Planning
KW  - Employees
KW  - Sociocultural Patterns
KW  - Federal Government
KW  - Trend Analysis
KW  - Strategic Planning
KW  - Social Indicators
KW  - Prediction
KW  - Scholarly Journals
KW  - Policy Formation
KW  - Long Range Planning
KW  - Employees
KW  - Sociocultural Patterns
KW  - Federal Government
KW  - Trend Analysis
KW  - Strategic Planning
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62655470?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  - Preparing Citizens for the 21st Century. Geography: Learning about Our World, The 1994 National Assessment of Educational Progress in Geography.
AN  - 62649589; ED387422
AB  - This booklet reports on the 1994 National Assessment of Educational Progress (NAEP) in geography for 4th, 8th, and 12th grade students, a test given for the first time to establish baseline data for measuring student progress in geography well into the future. The booklet contains the following sections: (1) Why We Assess Geography; (2) The 1994 NAEP in Geography; (3) What Is NAEP? (4) Creating a Framework for the Geography Assessment, with Assessment Preparation Guidelines and Other Considerations; (5) What the 1994 Geography Assessment Examined, with Knowing and Doing and Thinking Skills; (6) What Is NAGB? (7) Geography Assessment Framework Elements; and (8) Special Features of the 1994 Geography Assessment. (EH)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 6
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Administrators
KW  - Testing Programs
KW  - Measurement
KW  - Grade 12
KW  - Geographic Location
KW  - Geographic Concepts
KW  - Achievement Rating
KW  - Group Testing
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Testing
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
KW  - Geography
KW  - Test Results
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62649589?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  - FY 1993 Cohort Official Default Rate Guide.
AN  - 62645167; ED396657
AB  - This document is intended to help institutions of postsecondary education understand their rights and responsibilities relating to school cohort default rates for the Federal Family Education Loan (FFEL)Program. Section 1 focuses on the calculation of FY 1993 official cohort default rates including how student loan activity is tracked and reported, what student loans are included, how a loan's status affects the calculation, and cohort periods by fiscal year. Section 2 explains consequences of official cohort default rates. It covers default management requirements for all schools and consequences of default rates from less than 20 percent to more than 40 percent. Section 3 focuses on loss of FFEL program eligibility and the actions an institution in this situation should take. Section 4 details the FFEL appeal process such as conditions for filing an appeal, retaining program eligibility during the appeal process, and exceptional mitigating circumstances. Section 6 gives guidelines for appeals of high default rates based on allegations of improper loan servicing and collection. Sections 7 and 8 are on requesting back-up data and using the back-up data in the appeal process. Section 9 lists contacts at the Department of Education regarding default rate issues. (DB)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 85
KW  - Family Education Loan Program
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Postsecondary Education
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - Educational Finance
KW  - Loan Default
KW  - Federal Regulation
KW  - Compliance (Legal)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62645167?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - See HE 029 297 for a related document.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - FY 1993 Cohort Default Rate Data. Pre-Publication Review Booklet.
AN  - 62643693; ED396656
AB  - This document provides information for postsecondary institutions to allow them to review and correct errors in the federal student loan program cohort default rate data that the guaranty agencies provide to the U.S. Department of Education prior to the final calculation of official cohort default rates. Data are provided to schools through a new database, the National Student Loan Data System, which contains loan-level information on the Title IV aid programs. The first section of this guide presents consequences to institutions of cohort default rates from less than 20 percent to greater than 40 percent. The second section describes the procedures used to calculate the cohort default rate including instructions on how to use this information to calculate an individual school's fiscal year 1993 cohort default rate. The third section gives directions on challenging the data prior to the calculation of official cohort default rates such as reviewing the back-up data and presenting the guaranty agency with a checklist identifying disputed accounts and providing evidence to support allegations of error. Also provided are the list of loan status codes, names and addresses of the guaranty agencies by state, and a list of whom to contact at the Department of Education regarding default rate issues. (DB)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 39
KW  - Higher Education Act Title IV
KW  - National Student Loan Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Student Financial Aid
KW  - Databases
KW  - Postsecondary Education
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - Educational Finance
KW  - Loan Default
KW  - Federal Regulation
KW  - Compliance (Legal)
KW  - Financial Problems
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62643693?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a related document, see HE 029 298.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Visions of the Future: Technology and American Society.
AN  - 62642311; ED394861
AB  - Each of the four annual issues of this publication explores a single topic through an interdisciplinary, multicultural approach. Science-based technologies and their impact on the lives of everyday citizens are the focus of this issue. Activities encourage students to think about the profound influence science-based technologies had on U.S. society during the middle decades of the 20th century. Each lesson identifies objective, needed materials, areas of subject integration, procedures for implementation and student worksheets. Lessons in this unit include: "The World of Tomorrow?"; "My World's Fair"; "A World Transformed"; and "Science-Based Materials in My Home." A take-home page is given in English and Spanish. The issue concludes with a list of resources. (MM)
AU  - Smigielski, Alan
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 17
PB  - Office of Elementary and Secondary Education, Smithsonian Institution, Washington, DC 20560.
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Technological Advancement
KW  - Science Education
KW  - Intermediate Grades
KW  - Writing (Composition)
KW  - Junior High Schools
KW  - Social Studies
KW  - Language Arts
KW  - Popular Culture
KW  - Advertising
KW  - Middle Schools
KW  - Art Education
KW  - Art
KW  - Curriculum Guides
KW  - Curriculum Enrichment
KW  - Visual Literacy
KW  - Technology Transfer
KW  - Science and Society
KW  - Mass Media
KW  - Technology
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62642311?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  - Examining Key Themes and Questions in U.S. History. The 1994 National Assessment of Educational Progress in U.S. History.
AN  - 62640719; ED387423
AB  - This booklet reports on the 1994 National Assessment of Educational Progress (NAEP) in U.S. History for 4th, 8th, and 12th grade students. The booklet contains the following sections: (1) Why We Assess History; (2) Preparing the 1994 NAEP U.S. History Assessment; (3) What is NAEP? (4) Creating a Framework for the U.S. History Assessment, with What the NAEP U.S. History Assessment Examines, Basic Assumptions, Content and Design, and Elements of the Framework; (5) Sample of Illustrative Examples from Periods 2 and 6; (6) What is NAGB? (7) Attributes of the 1994 History Assessment; and (8) Special Study. (EH)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 7
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Teachers
KW  - Practitioners
KW  - Testing Programs
KW  - Measurement
KW  - Grade 12
KW  - Geographic Concepts
KW  - Achievement Rating
KW  - Group Testing
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Testing
KW  - Grade 8
KW  - Knowledge Level
KW  - Grade 4
KW  - Standards
KW  - Student Evaluation
KW  - Performance
KW  - Educational Assessment
KW  - United States History
KW  - Test Results
KW  - Academic Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62640719?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  - Perfectly Suited: Clothing and Social Change in America.
AN  - 62634329; ED388600
AB  - Clothing of the nineteenth century and its reflection of the middle class ideals of how men and women should look is the focus of this publication. Through a series of activities, students are encouraged to think about the interaction of clothing and society, both past and present. Worksheets accompany lessons: "A Change of Clothes" and "Clothing Trends." The third lesson plan has students identifying elements of modern clothing and evaluating the relationship between clothing and self-identity with a Take Home Page, "Personal Clothing Inventory," given in English and Spanish. The document concludes with suggested "Resources." (MM)
AU  - Casey, Douglas
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 17
PB  - Smithsonian Office of Elementary and Secondary Education, Arts and Industries Building 1163, MRC 402, Washington, DC 20560. Electronic version (Anonymous FTP: EDUCATE.SI.EDU and America Online--keyword Smithsonian).
KW  - Nineteenth Century History
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Students
KW  - Practitioners
KW  - Intermediate Grades
KW  - Social Influences
KW  - Junior High Schools
KW  - Social Studies
KW  - Material Culture
KW  - Language Arts
KW  - Clothing Design
KW  - Clothing
KW  - Art Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62634329?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Illustrations may not reproduce clearly.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Scaling-Up Mathematics Science and Technology Education Reform: Strategies from the National Science Foundation's Statewide Systemic Initiatives.
AN  - 62633206; ED391646
AB  - The National Science Foundation (NSF), in collaboration with 24 states and one territory, is engaged in a multi-year effort to improve the quality of mathematics, science, and technology education for all students in a systemic way. The goal of the Statewide Systemic Initiatives (SSI) is to develop broad strategies for coordinating or aligning state-level initiatives and policies in curriculum, assessment, teacher education, professional development, and other key components of educational change. In order to assist other states seeking to implement system-wide reform, this report provides a brief glimpse of some of the SSI strategies that are positively changing teaching and learning in mathematics, science, and technology education. The strategies included are in the following areas: addressing the needs of policy makers, enriching cooperation and collaboration among educators, and sustaining the scale-up of reform. (JRH)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 29
PB  - Education Commission of the States Distribution Center, 707 17th Street, Suite 2700, Denver, CO 80202-3427 (Order No. SM-59-1: $5 plus $2.50 postage and handling; quantity discounts available).
KW  - National Science Foundation
KW  - Reform Efforts
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Science Education
KW  - Technology Education
KW  - Educational Change
KW  - Curriculum
KW  - Cooperation
KW  - Teacher Education
KW  - Professional Development
KW  - Mathematics Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62633206?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  - Memorials: Art for Remembering.
AN  - 62631775; ED391770
AB  - Throughout history, in all parts of the world, people have struggled with the problem of loss. Moving words have been written and beautiful objects created to preserve the memory of people and their achievements. This theme issue explores the different ways that people have been praised and remembered in works of art. An introduction suggests a variety of memorial types and discusses aspects of durability and selectivity. Four memorials are presented: (1) "A Memorial to a King: Head of an Oba"; (2) "A Memorial to a Soldier: 'Painting No 47, Berlin'" (Marsden Hartley); (3) "A Memorial to an Athlete: 'Ritual Road Serving Vessel'" (Jing Gui); and (4) "A Memorial to a Family Member: 'Adams Memorial'" (Augustus Saint-Gaudens). A lesson plan section gives suggested activities that correlate with the memorials described. A student worksheet and take home page in English and Spanish are given. The issue concludes with a list of resources. (MM)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 17
PB  - Smithsonian Office of Elementary and Secondary Education, Arts and Industries Building 1163, MRC 402, Washington, DC 20560.
KW  - Benin
KW  - Chinese Art
KW  - Grave Markers
KW  - Memorials
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Art
KW  - Foreign Countries
KW  - Sculpture
KW  - Art History
KW  - Elementary Secondary Education
KW  - World War I
KW  - Art Education
KW  - Art Activities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62631775?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  - Decoding the Past: The Work of Archaeologists.
AN  - 62576677; ED403186
AB  - This thematic magazine helps teachers explore archaeology through an introductory article and three lesson plans, one with a student-take-home worksheet. Lesson 1 is designed for group work and involves identification of "artifacts" taken from familiar, contemporary settings, as the students attempt to describe the function of each artifact and to interpret possible associations between artifacts. Lesson 2 uses a whole class demonstration followed by independent seat work as students identify methods archaeologists use to relatively date soil layers and interpret soil profiles. Lesson 3 includes a take-home worksheet (two copies: one in English, one in Spanish) that helps students understand how archaeologists use typology to interpret artifacts as they interpret sample artifacts. The Resource page includes Internet addresses for on-line research. (DQE)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 17
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Intermediate Grades
KW  - Junior High Schools
KW  - Social Studies
KW  - Resource Materials
KW  - Multicultural Education
KW  - Language Arts
KW  - Archaeology
KW  - Interdisciplinary Approach
KW  - Art Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62576677?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  - Counselor's Handbook for High Schools, 1995-96.
AN  - 62567124; ED401517
AB  - Designed to help high school guidance counselors advise students about financial aid for postsecondary education, this handbook provides information on sources of aid from programs administered by the U.S. Department of Education. The guide is divided into three parts: (1) General Information about Postsecondary Opportunities; (2) The Application Process for Financial Aid; and (3) Filling Out the Free Application for Federal Student Aid. Part One advises the reader on sources of aid, general eligibility requirements for student aid, demonstration of need, and how to choose a school. Part Two discusses the federal role in application processing, how one should apply for aid, how to submit an initial application, how the application is processed, reviewing the Student Aid Report (SAR), and suggestions on making changes to the SAR. The last section offers detailed instructions on how the student should fill out aid applications with tips on outlining educational background, one's plans, student status, household information, income, the simplified needs test, asset information, releases and signatures. Also included is a special supplement targeted toward disadvantaged students that suggests ways to encourage high school students to consider postsecondary education as an avenue to a more rewarding career. Three appendices list further sources of information, state agencies in education, and a glossary of terms. (JBJ)
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 122
KW  - Department of Education
KW  - Student Financial Contribution
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Student Financial Aid
KW  - Paying for College
KW  - Federal Aid
KW  - College Bound Students
KW  - High Schools
KW  - School Counselors
KW  - Educational Finance
KW  - Higher Education
KW  - High School Students
KW  - Financial Aid Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62567124?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1994-95 edition, see ED 372 312.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Beyond the Frame: Using Art as a Basis for Interdisciplinary Learning.
AN  - 62548461; ED405238
AB  - This book presents art appreciation lessons to encourage students to see works of art in two ways, as objects that are interesting in themselves and as objects that spark further exploration. Organized with an introduction and 4 sections subdivided into 8 lessons, each lesson, based on an artwork from the Smithsonian Institution's collection, develops logically out of those works that preceded it. However, lessons also stand alone. A fold-out image is provided for every lesson. Each lesson begins with a close look at the aesthetic qualities of the presented art exemplar and gleans visual clues from this image. Further lesson suggestions include role playing, skits, and discussions or debates of social studies topics. Art production activities are given. Sections and lessons presented include "Section I: What's It All About?" with an accompanying lesson based on the image "Double Portrait of the Artist in Time" (Helen Lundeberg). "Section II: Extending the Frame" offers lessons on images using "First Row Orchestra" (Edward Hopper) and "Modern Painting with Clef" (Roy Lichtenstein). "Section III: "Two Women Who Shaped History" has lessons related to the images of "Rosa Parks" (Marshall D. Rumbaugh) and "Frances Perkins" (William Henry Cotton). Lessons in "Section IV: Objects Honoring Three Men" examine "Painting No. 47, Berlin" (Marsden Hartley); "Ritual Food Serving Vessel (Jing Gui)" (Unknown Chinese Bronze Workers); and "Male Beaded Figure" (Bamum Peoples of Cameroon). The document concludes with acknowledgments and a list of sources. (MM)
AU  - Andre, Linda Linnard
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 96
PB  - Smithsonian Institution, Office of Elementary and Secondary Education, A & I 1163/ MRC 402, Washington, DC 20560.
KW  - African Art
KW  - Cameroon
KW  - Chinese Art
KW  - Germany
KW  - Parks (Rosa)
KW  - Perkins (Frances)
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Practitioners
KW  - Social Studies
KW  - Elementary Secondary Education
KW  - Art Criticism
KW  - World War I
KW  - Chinese Culture
KW  - Art Education
KW  - Visual Arts
KW  - Art
KW  - Foreign Countries
KW  - Art History
KW  - Interdisciplinary Approach
KW  - Art Appreciation
KW  - Art Activities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62548461?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Some pages may not reproduce clearly.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Scholarships and Financial Assistance. School Year 95-96.
AN  - 62492906; ED417059
AB  - This directory provides general information for students, parents, and counselors about college options for migrant youth. In addition to scholarships available through specific colleges, additional scholarship sources are listed as examples of the variety of funding available. "Planning for College during High School" lists steps to take each year in grades 9-12. "Steps for Applying to College" includes general guidelines for selecting a school, applying for admission, securing references, and following up. Approximate college costs for living at home and on campus are given for community colleges and 4-year public and private schools. Other resources include lists of 17 minority recruitment contacts at private colleges, 8 colleges offering summer college-readiness programs for high school students, and alternative college programs. Types of financial assistance are defined. Other issues addressed include: how to apply for financial aid, residency documentation, schools with high graduation rates, and scholarships offered by special interest programs. Contact information is given for 18 colleges. (SAS)
AU  - Morse, Susan C.
Y1  - 1995
PY  - 1995
DA  - 1995
SP  - 46
KW  - ERIC, Resources in Education (RIE)
KW  - Student Financial Aid
KW  - Migrant Youth
KW  - Paying for College
KW  - College Bound Students
KW  - Scholarships
KW  - Migrant Education
KW  - Higher Education
KW  - College Preparation
KW  - College Choice
KW  - College Applicants
KW  - Student Financial Aid
KW  - Migrant Youth
KW  - Paying for College
KW  - College Bound Students
KW  - Scholarships
KW  - Migrant Education
KW  - Higher Education
KW  - College Preparation
KW  - College Choice
KW  - College Applicants
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62492906?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  - Schools and Staffing Survey: 1994. Papers Presented at the 1994 Meeting of the American Statistical Association. Working Paper Series.
AN  - 62492281; ED418105
AB  - The 14 papers presented in this proceedings include: (1) "Intersurvey Consistency in School Surveys" (Wray Smith, Al Holt, Steven Kaufman, and Fritz Scheuren); (2) "Estimation Issues Related to the Student Component of the SASS" (Karen Ellen King and Steven Kaufman); (3) "Properties of the Schools and Staffing Survey's Bootstrap Variance Estimator" (Steven Kaufman); (4) "Optimal Periodicity of a Survey: Sampling Error, Data Deterioration, and Cost" (Dhiren Ghosh, Wray Smith, Michael Chang, and Steven Kaufman); (5) "Discussion" (Gary Shapiro); (6) "Some Data Issues in School-Based Surveys" (Daniel Kasprzyk, Kerry Gruber, Sameena Salvucci, Mehrdad Saba, Fan Zhang, and Steven Fink); (7) "The 1991-92 Teacher Follow-Up Survey Reinterview and Extensive Reconciliation" (Cleo R. Jenkins and Angela-Jo Wetzel); (8) "Improving Coverage in a National Survey of Teachers" (Daniel Royce and Irwin Schreiner); (9) "Improving the Coverage of Private Elementary-Secondary Schools" (Betty J. Jackson, Richard L. Frazier, Karen E. King, and Dennis J. Schwanz); (10) "Adding Value to the Value-Added Educational Production Function Specification" (Karen Akerheilm); (11) "Teacher Quality in Public and Private Schools" (Dale Ballou and Michael Podgursky); (12) "Teacher Shortages and Teacher Quality" (Richard M. Ingersoll); (13) "Work Experience, Local Labor Markets, and Dropping Out of High School" (Paul Swaim); and (14) "Discussion: Education Research Using the Schools and Staffing Survey and the National Education Longitudinal Survey" (Thomas M. Smith). Each paper contains references. (Contains 8 figures and 39 tables.) (SLD)
Y1  - 1995/01//
PY  - 1995
DA  - January 1995
SP  - 95
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue N.W., Room 400, Washington, DC 20208-5652.
KW  - Bootstrap Methods
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Tables (Data)
KW  - School Statistics
KW  - Private Schools
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62492281?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  - Degree Attainment, by Race/Ethnicity and Sex. Indicator of the Month. December 1994.
AN  - 62745209; ED377779
AB  - This bulletin briefly presents statistics on trends from 1977 through 1991 in attainment of bachelor's degrees and high school diplomas by Whites, Blacks, Hispanic Americans and males and females. Data sources include: a national survey of degrees conferred, the Integrated Postsecondary Education Data System and U.S. census data. Highlights of the findings include: (1) compared to 1981 the number of bachelor's degrees earned in 1991 was up for men and women in all racial/ethnic groups except for black men; (2) the increase in number of degrees was greater for women than for men; (3) between 1981 and 1991, the percentage gains in bachelor's degrees made by Hispanic, Asian, and American Indian men and women exceeded those made by whites of the same sex; (4) the number of bachelor's degrees earned by Hispanic men and women have risen sharply since 1981, a 50 and 86 percent increase, respectively; (5) black women earn substantially more bachelor's degrees than black men; and (6) following a decline, the number of bachelor's degrees earned by black men increased in 1990 and 1991, approaching the level attained a decade earlier. (JB)
Y1  - 1994/12//
PY  - 1994
DA  - December 1994
SP  - 4
VL  - NCES-95-712
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Researchers
KW  - High School Graduates
KW  - Blacks
KW  - Males
KW  - Race
KW  - Educational Trends
KW  - Higher Education
KW  - Educational Attainment
KW  - American Indians
KW  - Demography
KW  - Degrees (Academic)
KW  - Comparative Analysis
KW  - Minority Groups
KW  - Bachelors Degrees
KW  - Hispanic Americans
KW  - Ethnic Groups
KW  - Sex Differences
KW  - Asian Americans
KW  - Females
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62745209?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, 1994".
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Family-Child Engagement in Literacy Activities: Changes in Participation between 1991 and 1993. National Center for Education Statistics, Statistics in Brief, December 1994.
AN  - 62744989; ED377991
AB  - This report presents information on selected activities that preprimary children engage in with family members, based on the 1991 and 1993 National Household Education Surveys. Focusing on parent-child activities found to facilitate the development of literacy skills and the motivation to learn, the report examines (1) the changes between 1991 and 1993 in family-child engagement in particular literacy activities, and (2) the relationship between the frequency of family-child participation in such activities and characteristics that are often used to identify children as being at-risk for school failure. These factors include poverty, race or ethnicity, and the mother's education level. The first part of the report presents the statistical data on the literacy activities: being read to: being told a story; learning letters, words, or numbers; being taught songs or music; doing arts and crafts; and visiting a library. The second part presents the study methodology and technical notes, including definitions of risk factors. Among the results noted was an increase from 1991 to 1993 in the number of preprimary children who regularly engaged in at least three of the literacy activities with family members, and an increase in children identified as at-risk, participating in such activities. Nevertheless, there continues to be a disparity between at-risk and not-at-risk children, which may be a product of a variety of factors such as parental beliefs. The report notes that despite the increase in literacy activities at home, Goal One of the National Education Goals, that every parent will be a child's first teacher, has yet to be attained. (HTH)
AU  - Wright, DeeAnn
Y1  - 1994/12//
PY  - 1994
DA  - December 1994
SP  - 13
KW  - National Education Goals 1990
KW  - ERIC, Resources in Education (RIE)
KW  - At Risk Persons
KW  - Socioeconomic Influences
KW  - Family Environment
KW  - Parent Aspiration
KW  - Reading Aloud to Others
KW  - Beginning Reading
KW  - Preschool Education
KW  - Story Telling
KW  - Parent Child Relationship
KW  - Learning Motivation
KW  - Emergent Literacy
KW  - Parent Attitudes
KW  - Learning Activities
KW  - Parents as Teachers
KW  - Preschool Children
KW  - Early Experience
KW  - School Readiness
KW  - Family Literacy
KW  - Racial Factors
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62744989?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  - Qualifications of the Public School Teacher Workforce: 1988 and 1991. Statistical Analysis Report.
AN  - 62734935; ED377197
AB  - The quality of student/teacher interactions, in effect, the quality of learning, is greatly affected by the qualities (characteristics, qualifications, attitudes, and skills) of teachers. The Schools and Staffing Survey (SASS), conducted by the National Center for Educational Statistics, collected information that enables an analysis of teacher qualifications and the proportion of students being taught by less than fully qualified teachers. This document presents four analyses of teacher qualifications using data from the 1987-88 SASS and the 1990-91 SASS. All four analyses look at the interaction of academic preparation in the field taught and certification to teach in that field. The first two analyses focus on teachers' qualifications to teach in their main assignment field, or the field in which they teach the most classes, while the final two analyses focus on secondary teachers' qualifications to teach individual subjects they are assigned to teach during the school day. Each analysis then yields a table showing whether or not the teacher is certified in the field, and whether or not he or she has academic preparation in the field. Data for each of the four cells generated (certified, prepared; certified, not prepared; not certified, prepared; and not certified, not prepared) are provided. (LL)
Y1  - 1994/12//
PY  - 1994
DA  - December 1994
SP  - 43
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160454360
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Intellectual Disciplines
KW  - Teacher Characteristics
KW  - Public School Teachers
KW  - Secondary School Students
KW  - Secondary School Teachers
KW  - Teacher Effectiveness
KW  - Secondary Education
KW  - Teacher Certification
KW  - Statistical Analysis
KW  - Teacher Qualifications
KW  - Misassignment of Teachers
KW  - Teacher Education Programs
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62734935?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 1994.
AN  - 62743889; ED378232
AB  - This second edition of the "Mini-Digest" provides a pocket-sized compilation of statistical information covering the field of America education from kindergarten through graduate school and 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 current American education scene. Information is presented on (1) enrollment at elementary, secondary, and higher levels, including enrollment by race and ethnicity; (2) teachers and teacher characteristics; (3) educational outcomes (course-taking patterns, graduates, dropouts, literacy rates, completions, academic achievement, and college degrees); and (4) educational finance. Statistics reveal that in the fall of 1994 education was the primary occupation of about 72 million people. Included in this total are about 64.5 million students and about 3.7 million teachers, as well as about 4.2 million professional, administrative, and support staff. Thirty tables and 12 figures present statistical information. (SLD)
AU  - Fromboluti, Carol Sue
Y1  - 1994/11//
PY  - 1994
DA  - November 1994
SP  - 70
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  - Outcomes of Education
KW  - Dropouts
KW  - Ethnic Groups
KW  - Enrollment
KW  - Statistical Data
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62743889?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1993 Mini-Digest, see ED 370 981.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Academic Libraries: 1992. E.D. TABS.
AN  - 62741112; ED376837
AB  - This report is based on information from the 1992-93 IPEDS (Integrated Postsecondary Education Data System) Academic Libraries survey. The data in this report come from the higher education institutions in IPEDS and include all colleges and universities with accreditation at the higher education level as recognized by the Secretary of Education. The response rate at the national level was 90.5%; data for nonrespondents were imputed and caution should be exercised when comparing estimates by state. This report provides highlights of the findings, brief descriptions of the survey and the methodology, including its scope and new collection procedures, as well as extensive data tables. These tables, which make up the major part of the report, summarize library staff, library operating expenditures, library collections, library loan transactions, and library service per typical week for libraries in higher education institutions in the 50 states and District of Columbia. Staff and service data are for fall 1992, whereas the remainder of the data cover FY 1992, that is, any 12-month period between July 1, 1991, through September 30, 1992, that corresponds to the institution's fiscal year. The Academic Libraries survey has been carried out by the National Center for Education Statistics (NCES) since 1966. Beginning in 1990, the survey has been conducted on a 2-year cycle. A copy of the questionnaire and instructions for its completion are appended. (BBM)
AU  - Williams, Jeffrey
Y1  - 1994/11//
PY  - 1994
DA  - November 1994
SP  - 81
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160453852
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Questionnaires
KW  - Library Personnel
KW  - Library Collections
KW  - Higher Education
KW  - National Surveys
KW  - Library Services
KW  - Library Circulation
KW  - Academic Libraries
KW  - Library Expenditures
KW  - Library Surveys
KW  - Tables (Data)
KW  - Interlibrary Loans
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62741112?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  - Beginning Postsecondary Students Longitudinal Study First Followup. BPS:90/92 DAS--Public Use Data Analysis System (DAS). [CD-ROM.]
AN  - 62641460; ED397065
AB  - This CD-ROM disc contains data from the Beginning Postsecondary Students Longitudinal Study First Follow-up (BPS:90/92) in the form of a Data Analysis System (DAS) public release. This DAS release does not contain all of the variables collected as part of BPS:90/92, but it does contain most that are of interest to analysts for descriptive purposes, including all those used to generate the "Descriptive Summary of 1989-90 Beginning Postsecondary Students: Two Years Later Report" available from the Government Printing Office or ERIC or through the Internet. The most current DAS, as of September 1994, is also included. This study begins with a cohort as they begin postsecondary education regardless of when they completed high school. This means that information is available about nontraditional students. Installation information is included. TYPE OF SURVEY: National survey; Longitudinal Survey; Followup Survey. SAMPLE: Over 6,000 students. RESPONDENTS: College Students. FREQUENCY: Once. YEAR OF EARLIEST DATA: 1989. YEAR OF LATEST DATA: 1994. (SLD)
Y1  - 1994/11//
PY  - 1994
DA  - November 1994
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Followup Studies
KW  - Student Characteristics
KW  - College Students
KW  - Higher Education
KW  - Nontraditional Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Data Analysis
KW  - Cohort Analysis
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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+Followup.+BPS%3A90%2F92+DAS--Public+Use+Data+Analysis+System+%28DAS%29.+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1994-11-01&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 reports, see ED 378 236, ED 373 118, E
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Data Comparability and Public Policy: New Interest in Public Library Data. Papers Presented at Meetings of the American Statistical Association. Working Paper Series.
AN  - 62508418; ED415916
AB  - The four papers contained in this volume were presented at the August 1994 meetings of the American Statistical Association as a session titled, "Public Policy and Data Comparability: New Interest in Public Library Data." The first paper, "Public Library Statistics: Two Systems Compared" (Mary Jo Lynch), describes two systems that collect data on public libraries. The Federal-State Cooperative System for Public Library Data (FSCS) is part of the National Center for Education Statistics (NCES) and is the most comprehensive data system. The Public Library Data Service (PLDS) is part of the Public Library Association (PLA), one of the specialized divisions of the American Library Association. The second paper, "Counting Public Libraries in the United States" (E. Walter Terrie), looks at what a public library is, explores issues surrounding determining the actual number of public libraries by type during FY 1992, and includes maps of the United States showing distribution of libraries and library services. The third paper, "A Study in Library Structure and Organization and Their Relationship to the Census of Governments" (Stephen D. Owens), concludes with recommendations for easing the problems of identification, classification, and consistency that are inherent with the collection and reporting of library statistics. The final paper, "Evaluating Coverage in the Public Library Statistics Program" (David Kellerman), addresses two general questions: (1) Given the definition of public libraries, how accurate is the coverage in the Public Library Statistics; and (2) How many libraries exist, but fall outside the scope of the definition and are therefore excluded from coverage? (SWC)
Y1  - 1994/11//
PY  - 1994
DA  - November 1994
SP  - 95
VL  - NCES-WP-94-07
KW  - Federal State Cooperative System
KW  - National Center for Education Statistics
KW  - Public Library Association
KW  - Public Library Statistics Program
KW  - ERIC, Resources in Education (RIE)
KW  - Demography
KW  - Library Statistics
KW  - Library Administration
KW  - Public Libraries
KW  - Library Research
KW  - Census Figures
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62508418?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Maps may not reproduce clearly.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Federal Support for Education. Fiscal Years 1980 to 1994.
AN  - 62746011; ED378235
AB  - This report attempts to provide a comprehensive picture of total Federal financial support for education since fiscal year 1980. To give as complete a picture as possible, support from agencies other than the Department of Education has been included. To the extent possible, outlays (rather than amounts committed) are used, with the exception of funds for academic research at institutions of higher education. Federal education funding is divided into on-budget support, off-budget support, and non-Federal funds generated by Federal programs. Current and constant dollar comparisons are also used. Federal support for education, excluding estimated Federal tax expenditures, was an estimated $87.6 billion in fiscal year (FY) 1994, an increase of $24.8 billion (39%) since FY 1990. After adjustment for inflation, Federal support increased 22% between FY 1990 and FY 1994. Over 59% of this support, excluding estimated federal tax expenditures, went to educational institutions, and another 17% went to student support. The remainder went to lending agencies, libraries, museums, and Federal institutions. Schools and colleges derive about 11% of their revenues from the Federal government. Nine tables and three figures illustrate the discussion. Six appendixes give detailed tables of estimated support categories. Appendices provide six more tables of data. (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 49
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-096
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Public Agencies
KW  - Federal Aid
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - Budgets
KW  - Trend Analysis
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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  - Parent Involvement in Education. Indicator of the Month.
AN  - 62744324; ED374923
AB  - Noting that parent involvement in their children's schooling can improve academic performance, this report presents statistics on eighth-grade students' perceptions of parent involvement and its effect on their achievement for the school year ending in 1988. The report first highlights the findings as follows: (1) More than 80 percent of eighth-graders reported that they had talked with their parents about school life and selecting courses--six of ten reported that their parents had spoken to a teacher, but few reported that their parents visited their classes; (2) females were more likely than males to report talking with their parents about school, while males were more likely to report that their parents had spoken with a teacher; (3) Asian eighth-graders were less likely than others to report that their parents had talked with a teacher, while Black students were more likely than others to report that their parents had visited their classroom; (4) urban students were more likely than suburban or rural students to report that their parents had spoken with their teachers and had visited classes; and (5) students with three or more misbehavior incidents were less likely to report that their parents limited their television viewing or going out with friends than students with fewer incidents. The report then presents in table form the percentage of students who reported various types of parent involvement, by sex, race or ethnicity, and type of school (urban or rural). These data are then presented in bar graph form. (HTH)
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 3
KW  - ERIC, Resources in Education (RIE)
KW  - Rural Schools
KW  - Junior High Schools
KW  - Academic Achievement
KW  - Urban Schools
KW  - Racial Differences
KW  - Behavior Problems
KW  - Suburban Schools
KW  - Grade 8
KW  - Parent Student Relationship
KW  - Sex Differences
KW  - Parent Participation
KW  - Black Students
KW  - Asian Americans
KW  - Junior High School Students
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - State Higher Education Profiles. A Comparison of State Higher Education Data for Fiscal Year 1991. Seventh Edition.
AN  - 62742584; ED376779
AB  - This volume offers a comprehensive state-by-state look at higher education in the United States using data from the Integrated Postsecondary Education Data System. The book contains 14 basic tables for each state, the District of Columbia, and the nation as a whole. The data for each state is as follows: Table 1 indicates the number and average size of institutions in the context of all postsecondary institutions in a state; tables 2 and 3 describe enrollment in higher education institutions by distribution of full-time equivalent students and by control and level of institution; table 4 presents the average salary of full-time faculty; tables 5 and 6 show education and general revenues; tables 7 and 8 display how institutions spend their money; table 9 shows scholarship and fellowship expenditures per students and expenditures per full-time faculty; table 10 indicates the labor-intensiveness of certain institutional functions; tables 11 through 13 present the distribution of degrees and other awards; and table 14 shows enrollment by race-ethnicity, data included for the first time in this edition. Extensive appendixes contain a glossary of terms, a list of institutions by state, technical notes, tables showing instructional activity at institutions in 1990-91, instructional activity by state, and the basic 14 tables for Puerto Rico. (JB)
AU  - Barbett, Samuel
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 1254
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160453550
KW  - Integrated Postsecondary Education Data System
KW  - State Characteristics
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Ethnicity
KW  - Student Characteristics
KW  - Race
KW  - Higher Education
KW  - Teacher Salaries
KW  - Income
KW  - College Faculty
KW  - Expenditures
KW  - Demography
KW  - Degrees (Academic)
KW  - Comparative Analysis
KW  - Colleges
KW  - Enrollment
KW  - Statistical Data
KW  - Universities
KW  - Tables (Data)
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - 1,254p.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salaries, Tenure, and Fringe Benefits, 1993-94. E.D. TABS.
AN  - 62742232; ED375785
AB  - This report presents analyses of data on salaries of full-time postsecondary instructional faculty on 9-month and 10-month contracts. Data are based on a survey of 3,381 postsecondary institutions for the academic years 1989-90 to 1993-94, as a part of the integrated Postsecondary Education Data System (IPEDS). Tables include: average salaries by academic year and by academic rank for each state, 1989-90 through 1993-94; average salaries in in constant 1993-94 dollars by academic rank and sex for each state, 1989-90 through 1993-94; average salaries by academic rank and state, for public, private, four-year, and two-year higher education institutions; average salaries for male and female instructional faculty by academic rank and state; and number of full-time instructional faculty by academic rank and state. Appendixes provide a salary survey description, an outline of the salary survey methodology, and a copy of the survey form. The study found that the total number of full-time instructional faculty on 9-month or 10-month contracts was 381,672 in the fall of the 1993-94 school year, representing 86.1 percent of the total full-time instructional faculty in higher education institutions. (JDD)
AU  - Brown, Patricia Q.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 37
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Tenure
KW  - Full Time Faculty
KW  - Educational Trends
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - Fringe Benefits
KW  - Trend Analysis
KW  - Sex
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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  - Characteristics of the Nation's Postsecondary Institutions: Academic Year 1993-94. E.D. TABS.
AN  - 62742189; ED375698
AB  - This report uses national survey data to describe in 16 data tables the characteristics of the institutions of higher education in the United States in 1993-94. Data used are from the Institutional Characteristics survey of the Integrated Postsecondary Education Data System (IPEDS). Tables 1-6 A-C cover postsecondary schools, including 4-year, 2-year, and less-than-2-year institutions, both academic, occupational, and vocational. Tables 7 through 12 A-C are limited to higher education institutions. The tables offer data on numbers of institutions, average institutional charges, percent change in charges, and number of institutions offering a selection of student services. Highlights of the data include: (1) over 10,500 schools in the United States and outlying areas offered some level of postsecondary education and of these 43 percent were less-than-2-year private, for-profit institutions offering occupational programs; (2) nearly 2,800 schools offered programs at the baccalaureate level or higher; (3) four states list more than 500 postsecondary schools each: California, New York, Pennsylvania, and Texas; (4) public institutions are more likely to offer student services than private nonprofit schools; (5) more than half of all postsecondary institutions offer academic/career counseling services, placement services for program completers, and employment services for current students while nearly half offer access for the mobility impaired. (JB)
AU  - Boyles, Susan G.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 34
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-388
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Tuition
KW  - Fees
KW  - Accessibility (for Disabled)
KW  - Proprietary Schools
KW  - Colleges
KW  - Vocational Schools
KW  - Student Personnel Services
KW  - Student Costs
KW  - Nonprofit Organizations
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - How Much Time Do Public and Private School Teachers Spend in Their Work?
AN  - 62739256; ED377550
AB  - The 1990-91 Schools and Staffing Survey (SASS), surveyed nationally representative samples of public and private school teachers and asked them about their work-related time commitments at the school site and away from the site. Items from this survey, together with comparable items from the 1987-88 SASS, provide a picture of how much time teachers spend in teaching and teaching-related activities. In 1990-91, teaching required just about 46 hours of work each week. About 11 of these hours each week were spent by teachers outside their schools in school-related activities, either interacting with students or working on their own. Such a workload indicates a need for more research on teachers' use of time and the implications of alternative time-use strategies for implementation of professional standards and educational reform activities. (MLF)
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 3
VL  - NCES-IB-3-94
KW  - ERIC, Resources in Education (RIE)
KW  - Elementary Secondary Education
KW  - Public School Teachers
KW  - Working Hours
KW  - Government Publications
KW  - Elementary School Teachers
KW  - Time Management
KW  - Secondary School Teachers
KW  - School Statistics
KW  - Private Schools
KW  - Extracurricular Activities
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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  - Faculty and Instructional Staff: Who Are They and What Do They Do? 1993 National Study of Postsecondary Faculty. Survey Report.
AN  - 62739202; ED375792
AB  - This publication is the first to be released from the 1993 National Study of Postsecondary Faculty (NSOPF93), a study about faculty and instructional staff (n=31,354) in higher education institutions. Through text, tables, and figures, it analyzes the number and representation of faculty and instructional staff, employment status, principal activity, principal discipline of teaching, and racial/ethnic representation in the various teaching disciplines. Technical notes about the study are provided. Tables include: percentage distribution of faculty and instructional staff, by employment status, type and control of institution, rank, race/ethnicity, and gender; percentage distribution of full-time and part-time faculty and instructional staff, by principal activity, type and control of institution, rank, race/ethnicity, and gender; percentage distribution of full-time and part-time faculty and instructional staff, by activity and faculty status, type and control of institution, rank, race/ethnicity, and gender; percentage distribution of full-time and part-time faculty and staff with any instructional responsibilities, by race/ethnicity, gender, type and control of institution, program area, and rank; and standard errors of the proportions of full-time and part-time faculty and instructional staff, by type and control of institution, rank, race/ethnicity, and gender. (JDD)
AU  - Zimbler, Linda J.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 44
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160453259
KW  - National Study of Postsecondary Faculty
KW  - ERIC, Resources in Education (RIE)
KW  - Full Time Faculty
KW  - Employment Level
KW  - Teacher Characteristics
KW  - Part Time Faculty
KW  - Ethnicity
KW  - Race
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - Tables (Data)
KW  - College Faculty
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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 1994 NAEP Teacher Background Questionnaire.
AN  - 62738816; ED376172
AB  - In spring 1994, the National Assessment of Educational Progress (NAEP) collected information on student achievement in reading, U.S. history, and geography at grades 4, 8, and 12. To provide a context for interpreting NAEP findings, the project collected background information from students, teachers, and school administrators using separate questionnaires. This publication describes the NAEP teacher background questionnaire, developed by individuals with expertise in classroom teaching, survey methodology, policy analysis, and educational research. The teacher questionnaire was given to teachers of assessed students at grades 4 and 8 only. This discussion focuses on analysis issues addressed by three types of background questions--instructional content, instructional practices, and teacher background, education, and resources--and specifies the purposes of the teacher background questions. These purposes have to do with existing instructional conditions, instructional factors by demographic subgroup, trends in instruction, relation of instruction to performance, and changes in performance in relation to trends in instruction. A matrix for conceptualizing the type, content, and uses of the teacher background questions is provided. Selected questions from the NAEP Teacher Background Questionnaire are appended. (LL)
AU  - White, Sheida
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 7
PB  - NCES, Education Assessment Division, 555 New Jersey Avenue N.W. Washington, DC 20208-5653.
VL  - 1
IS  - 2
KW  - National Assessment of Educational Progress
KW  - Subject Content Knowledge
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Questionnaires
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Elementary School Teachers
KW  - Teacher Background
KW  - Grade 8
KW  - Reading Instruction
KW  - Grade 4
KW  - Educational Practices
KW  - History Instruction
KW  - Teacher Response
KW  - Performance Factors
KW  - Geography Instruction
KW  - Educational Assessment
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LA  - English
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N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The Pocket Condition of Education, 1994.
AN  - 62737842; ED376564
AB  - A small sample of the 60 indicators contained in the "Condition of Education, 1994" are provided in this brief booklet. Ordering information for the complete 442-page report is provided along with the following eight statistical tables: (1) grade retention and dropout rates; (2) persistence in postsecondary education; (3) trends in mathematics proficiency; (4) high school course-taking in the core subject area; (5) annual earnings of young adults; (6) education of students with disabilities; (7) children who have difficulty speaking English; and (8) certification of teachers. (MLF)
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 15
KW  - Indicators
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - School Demography
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Resources
KW  - Government Publications
KW  - Educational Assessment
KW  - Pamphlets
KW  - Tables (Data)
KW  - School Statistics
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LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the full 1994 report, see ED 371 491.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - America's Mathematics Problem: Raising Student Achievement. A Synthesis of Findings from NAEP's 1992 Mathematics Assessment.
AN  - 62736098; ED377058
AB  - This booklet summarizes findings from data on mathematics achievement gathered on the 1992 National Assessment of Educational Progress (NAEP) for grades 4, 8, and 12. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment. Information included in the report are: trends in achievement between 1990 and 1992, distribution of overall mathematics proficiency organized by state for grades 4, 8, and 12, performance on and examples of constructed-response questions, national results for demographic subgroups on two regular constructed-response tasks and an extended-response task, example of an extended-response task with scoring guide and sample responses, the school context for learning mathematics, trends and trouble spots in mathematics instruction, school effectiveness, background questionnaires, and procedures and methods. Findings for the performance of students on extended constructed-response questions include: (1) Approximately one-third to two-thirds of the students provided incorrect responses; (2) Substantial percentages of students left their papers blank; (3) Most students who did seem to understand the problems had difficulty explaining their work; and (4) From 1 to 16 percent of the students provided extended responses to each one of the tasks. On regular constructed-response questions, the average percentage correct by grade level was 42% for grade 4, 53% for grade 8, and 40% for grade 12. (MKR)
AU  - Mullis, Ina V.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 41
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NAEP-23-FR-03; NCES-94-703
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Word Problems (Mathematics)
KW  - Grade 8
KW  - Grade 12
KW  - Questionnaires
KW  - Mathematics Instruction
KW  - Grade 4
KW  - Mathematics Achievement
KW  - Mathematics Tests
KW  - Elementary Secondary Education
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  - Sources of Newly Hired Teachers in Public and Private Schools: 1988 and 1991. Issue Brief.
AN  - 62735972; ED377163
AB  - This issue brief uses data from the 1987-88 and 1990-91 Schools and Staffing Survey to examine the various sources on which schools depend to meet the increasing demand for new hires to teaching. There are four sources of newly hired teachers: new college graduates, college graduates who pursued other activities before entering teaching (delayed entrants), former teachers reentering after a break in service, and transfers from other schools. The paper interprets statistics to address the following questions: (1) whether the sources of newly hired teachers have changed in recent years; (2) if the qualifications of newly hired teachers vary by supply source; and (3) whether paths into teaching vary by supply source. According to the data analysis, between 1988 and 1991 a shift occurred from reentrants to first-time teachers to fill the demand for new hires. It is not clear, however, whether this shift was due to attempts on the part of schools to economize or to shortages of more qualified teachers. Newly minted teachers provided the same qualifications, except for advanced degrees and teaching experience, as reentrants but at lower salaries. Delayed entrants held fewer qualifications and hiring them may represent an adjustment to shortages. No inferences can be made about teaching quality without appropriate measures. Statistical tables are included. (LL)
AU  - Rollefson, Mary
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 3
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Transfer
KW  - Teaching (Occupation)
KW  - Employment Statistics
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - Elementary School Teachers
KW  - Teacher Salaries
KW  - Secondary School Teachers
KW  - Beginning Teachers
KW  - Teacher Selection
KW  - Teacher Shortage
KW  - Teacher Employment
KW  - Public Schools
KW  - Reentry Workers
KW  - Teacher Recruitment
KW  - Teacher Qualifications
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  - RPRT
T1  - Effective Schools in Mathematics: Perspectives from the NAEP 1992 Assessment. Research and Development Report.
AN  - 62735018; ED377059
AB  - This research report provides information about the school context for learning mathematics and highlights some factors that National Assessment of Educational Progress (NAEP) analyses have found to be associated with effective schooling. Approximately 26,000 4th, 8th, and 12th graders in 1,500 public and private schools participated in the national assessment of mathematics. Data reported from questionnaire responses of students and school principals relate to school socioeconomic and demographic characteristics, student absenteeism, students changing schools, school problems and climate, high schools where students are college bound, impetuses for curriculum and instructional change, home support for academic achievement, mathematics classroom instruction, tracking, and course taking in grades 8 and 12. The most effective schools had students who watched less television, changed schools less often, were subject to only a moderate amount of testing in their mathematics classes (weekly to monthly), took more advanced courses, had positive attitudes toward academics, had fewer problems in the schools, and did mathematics and used calculators more frequently. The effectiveness of private schools was similar to that of public schools in which students, teachers, and parents have positive attitudes toward academics, and where few problems exist. At grades 4 and 8, a more stable student body with students who changed schools fewer times was associated with higher school effectiveness. In summary, students' home background and school socioeconomic indicators were powerful influences on academic achievement in mathematics. (MKR)
AU  - Mullis, Ina V.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 116
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NAEP-23-RR-01; NCES-94-701
KW  - Mathematics Education Research
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Grade 12
KW  - Socioeconomic Influences
KW  - Questionnaires
KW  - Mathematics Instruction
KW  - Family Influence
KW  - Grade 4
KW  - Mathematics Achievement
KW  - School Effectiveness
KW  - Elementary Secondary Education
KW  - 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  - Digest of Education Statistics, 1994.
AN  - 62733289; ED377253
AB  - This edition is the 30th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The "Digest" includes a selection of data from many sources, and draws especially on the results of surveys and activities of the National Center for Education Statistics (NCES). The publication contains information on a variety of subjects, including: (1) numbers of schools and colleges; (2) numbers of teachers; (3) enrollments; (4) graduates; (5) educational attainment; (6) finances; (7) Federal funds for education; (8) employment and income of graduates; (9) libraries; and (10) international comparisons of education. Supplemental information is provided on population trends, attitudes toward education, educational characteristics of the labor force, government finances, and economic trends. Some information is also given on preschool and adult education. Data are presented in 411 tables, with an additional 20 tables in an appendix. (SLD)
AU  - Snyder, Thomas D.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 584
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160452511
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Federal Aid
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Income
KW  - Comparative Analysis
KW  - Libraries
KW  - Public Education
KW  - Enrollment
KW  - College Graduates
KW  - Statistical Data
KW  - Employment Patterns
KW  - Population Trends
KW  - Trend Analysis
KW  - Institutional Characteristics
KW  - Labor Force
KW  - Economic Factors
KW  - International Studies
KW  - Tables (Data)
KW  - Private Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62733289?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 School Mathematics Functions: Perspectives from the NAEP 1990 and 1992 Assessments.
AN  - 62733201; ED377057
AB  - This report of the National Assessment of Educational Progress (NAEP) focuses on students' and teachers' reports about the classroom contexts for learning school mathematics in the top-performing one-third of schools compared to the bottom performing one-third. In 1990, 26,652 students from 1,237 schools participated in the study, while in 1992, 26,669 students from 1,582 schools were included. Data presented relate to program and curricular emphases, mathematics teachers and their classes, instructional approaches, calculators and computers, students' perceptions about mathematics, and students' mathematics course taking. Major findings were that in the two-year period from 1990 to 1992 the following signs of progress were noted: (1) Students reported taking more advanced coursework; (2) Teachers reported moving toward a more broadly-based curriculum; (3) Students and teachers reported more access to and use of calculators and computers; (4) Students were doing more daily problem solving from their textbooks; and (5) Students reported more positive attitudes about the value of mathematics. On the other hand, teachers continued to report discrepancies in resource availability and expectations between top- and bottom-performing schools, and teachers and students reported very little change in the frequency with which students were asked to engage in extended problem-solving activity. An appendix contains an overview of procedures used in NAEP's 1992 Mathematics Assessment. (MKR)
AU  - Dossey, John A.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 161
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NAEP-23-FR-02; NCES-94-702
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 12
KW  - Elementary School Students
KW  - Questionnaires
KW  - Mathematics Instruction
KW  - Computers
KW  - Elementary Secondary Education
KW  - Mathematics Education
KW  - Grade 8
KW  - Student Attitudes
KW  - Grade 4
KW  - Mathematics Curriculum
KW  - Mathematics Teachers
KW  - Calculators
KW  - High School Students
KW  - Junior High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62733201?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  - Basic Student Charges at Postsecondary Institutions: Academic Year 1993-94. Tuition and Required Fees and Room and Board Charges at 4-Year, 2-Year, and Public Less-than-2-Year Institutions. Statistical Analysis Report.
AN  - 62726430; ED380000
AB  - This report lists the typical tuition and required fees and room and board charges for academic year 1993-94 at more than 5,000 of the 5,700 four-year, two-year, and public less-than-two-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board and the number of meals per week covered by the board charge. The report includes several tables with national statistics on tuition and required fees. These data are followed by data on tuition and required fees and room and board charges at individual institutions, by state, including: (1) public and private four-year institutions; (2) public and private two-year institutions; and (3) public less-than-two-year institutions. Another table lists tuition and required fees for first-professional degree programs. Data were collected through the 1993-94 "Institutional Characteristics" survey conducted annually as part of the Integrated Postsecondary Education Data System. (JDD)
AU  - Barbett, Samuel F.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 165
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160453240
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Parents
KW  - Counselors
KW  - Practitioners
KW  - Two Year Colleges
KW  - In State Students
KW  - Graduate Study
KW  - Undergraduate Study
KW  - Food Service
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Tuition
KW  - Fees
KW  - Out of State Students
KW  - Dormitories
KW  - Student Costs
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62726430?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1992-93 report, see ED 365 261.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Guidelines for Educational Interpreting.
AN  - 62561457; ED398718
AB  - Developed by individuals representing national and state organizations, parents, and consumer groups, this New Jersey guide presents information designed to assist local school districts in the provision of educational interpreting services for students who are deaf/hard of hearing. Introductory sections explain the guide's development and briefly review the history of interpreting. Next, federal legislation relevant to interpreting is reviewed, including: the Individuals with Disabilities Education Act, Section 504 of the Rehabilitation Act of 1973, and the Americans with Disabilities Act. The third section identifies specific roles and responsibilities of the interpreter, including participation on child study teams, in the development or review of a student's individualized education program, and in testing situations. The following sections discuss interpreter certification programs, components of a job description, recruitment, hiring, supervision, and professional development. Appendices include a list of frequently used terms, a list of interpreter training programs and referral agencies, and a list of 14 organizational resources. (Contains 18 references.) (CR)
AU  - Cohen, Joan
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 57
KW  - New Jersey
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Hearing Impairments
KW  - Recruitment
KW  - Personnel Selection
KW  - Elementary Secondary Education
KW  - Pupil Personnel Services
KW  - Deaf Interpreting
KW  - Partial Hearing
KW  - Deafness
KW  - Federal Legislation
KW  - Staff Role
KW  - Ancillary School Services
KW  - Interpreters
KW  - Certification
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62561457?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-by-State Background Questionnaire Data Appendix: NAEP 1992 Mathematics Assessment, Grades 4 and 8.
AN  - 62559719; ED405201
AB  - This appendix of state-by-state results is designed as a companion reference to two National Assessment of Educational Progress (NAEP) reports containing national data from the 1992 mathematics assessment. It contains a selected set of state-by-state data tables that focus on the school and classroom contexts for learning mathematics in grades 4 and 8. Data tables are presented in the following sections: (1) Demographic Characteristics of Schools; (2) School Problems and Climate; (3) Students' Home Background; (4) Curricular Emphasis and Coursework in Mathematics; (5) Mathematics Teachers and Their Classes; (6) Classroom Instructional Approaches; (7) Calculators and Computers; and (8) Students' Perceptions of Mathematics. Some findings include: (1) the percentage of students reporting no absences during the month prior to the assessment increased and the percentage reporting 3 days or more absent, decrease in six states: Indiana, Iowa, Maryland, Minnesota, North Carolina, and Wisconsin; (2) in 10 states, there was a significant increase in the percentage of students who reported reading more than 10 pages daily, and in no state was there a decrease in this amount of daily reading for school; and (3) the overall trends in homework assigned at grade 8 showed a general shift from 15 to 30 minutes of homework typically assigned each day. (JRH)
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 201
SN  - 0886851602
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Family Characteristics
KW  - Educational Strategies
KW  - Elementary Secondary Education
KW  - Computer Uses in Education
KW  - Mathematics Education
KW  - Grade 8
KW  - Educational Environment
KW  - Student Attitudes
KW  - Grade 4
KW  - Mathematics Curriculum
KW  - Calculators
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62559719?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For companion reports, see ED 377 057 and ED 377 0
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey 1990-91: Data File User's Manual. Volume IV: Bureau of Indian Affairs (BIA) Restricted-Use Codebooks: Administrators, Schools, and Teachers.
AN  - 62354159; ED436530
AB  - This codebook is one of a series designed to document the data collection of the 1990-91 Schools and Staffing Survey (SASS). The series contains the variable names and position numbers for all survey and sampling data. All data have been imputed to compensate for item nonresponse. This volume contains the restricted use codebooks for the SASS Bureau of Indian Affairs (BIA) schools, teachers, and administrators, presented as appendixes O, P, and Q to the earlier volumes. Volume 1 provides the essential background information for the survey, and volumes 2 and 3 are codebooks for the restricted-use and public-use survey data. Codes in this volume relate to a sample of 97 BIA schools, a sample of teachers, and the administrators from these schools. BIA schools include those operated by the BIA and those operated by Indian tribes and tribal organizations. User notes discuss the sample design and sample allocation, the community type, school type, tribal affiliation, and the state or federally recognized tribe. (SLD)
AU  - Whitener, Summer D.
AU  - Rohr, Carol L.
AU  - Fondelier, Sharon E.
Y1  - 1994/10//
PY  - 1994
DA  - October 1994
SP  - 793
KW  - Bureau of Indian Affairs Schools
KW  - Data Files
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Practitioners
KW  - Teachers
KW  - Coding
KW  - Response Rates (Questionnaires)
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - American Indians
KW  - User Needs (Information)
KW  - Tribally Controlled Education
KW  - School Personnel
KW  - American Indian Education
KW  - Sampling
KW  - Sample Size
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62354159?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 ED 435 733-734.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Mathematics and Science Course-Taking Patterns. Indicator of the Month.
AN  - 62743871; ED375007
AB  - This issue of "Indicator of the Month" lists percentages of high school graduates taking selected mathematics and science courses in high school in 1982, 1987, 1990, and 1992. Findings include: (1) High school graduates in 1992 were more likely to take mathematics courses at the level of algebra I or higher and most science courses at the level of biology or higher than their counterparts in 1982; (2) The percentage of high school graduates who took algebra II and geometry and the percentage who took biology and chemistry increased 6 percentage points from 1990 to 1992 (to 50 and 54 percent, respectively); (3) The percentage of high school graduates who had taken remedial mathematics declined from 33 percent in 1982 to 17 percent in 1992; and (4) A larger percentage of graduates, both male and female, earned credit in biology, chemistry, and physics than their 1982 counterparts; similar percentages of males and females earned credit in biology and chemistry in 1982 and 1992; however, males were consistently more likely than females to earn credit in physics. (MKR)
Y1  - 1994/09//
PY  - 1994
DA  - September 1994
SP  - 4
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Science Curriculum
KW  - Physics
KW  - High School Graduates
KW  - Chemistry
KW  - Trigonometry
KW  - Mathematics Education
KW  - Algebra
KW  - High Schools
KW  - Enrollment Trends
KW  - Calculus
KW  - Mathematics Curriculum
KW  - Geometry
KW  - Biology
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62743871?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  - Florida Statewide Course Numbering System.
AN  - 62735366; ED378930
AB  - In an effort to fulfill state policies on higher education articulation and student transfers, the Florida state legislature encouraged establishment of a common Statewide Course Numbering System (SCNS) which is presented in this document. Early sections describe the establishment and development of the SCNS and logistics of its maintenance. Also included are descriptions of the policies about course equivalencies, information on uses for the SCNS, and products that are available from the SCNS including subject-matter classification and course inventory reports, course equivalency profiles, course comparability reports, course equivalency and distribution directories, institution course inventory reports, and subject matter course inventory reports. A glossary of SCNS terms and abbreviations is included. Appendixes describe the responsibilities of faculty discipline committee coordinators and institutional contact persons, list course prefixes, list institutions and their identification numbers grouped by type of institutions (universities, community colleges, and technical education centers), and provide the texts of state statutes and Board of Education rules, respectively. (JB)
Y1  - 1994/09//
PY  - 1994
DA  - September 1994
SP  - 79
PB  - Office of Postsecondary Education Coordination, Statewide Course Numbering System, Florida Department of Education, Tallahassee, FL 32399-0400.
KW  - Course Numbering
KW  - Florida
KW  - ERIC, Resources in Education (RIE)
KW  - Government School Relationship
KW  - Higher Education
KW  - Transfer Policy
KW  - Adult Vocational Education
KW  - State Regulation
KW  - State Universities
KW  - Articulation (Education)
KW  - Policy Formation
KW  - Statewide Planning
KW  - Community Colleges
KW  - Institutional Cooperation
KW  - State Standards
KW  - State Colleges
KW  - Government School Relationship
KW  - Higher Education
KW  - Transfer Policy
KW  - Adult Vocational Education
KW  - State Regulation
KW  - State Universities
KW  - Articulation (Education)
KW  - Policy Formation
KW  - Statewide Planning
KW  - Community Colleges
KW  - Institutional Cooperation
KW  - State Standards
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62735366?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 Eligibility: Selected Written Guidance Provided by the Office of Migrant Education.
AN  - 62746638; ED384460
AB  - This document provides guidelines for identifying, recruiting, and determining eligibility of students for migrant education programs. Through a question and answer format (using actual questions asked by migrant program personnel), the document addresses issues pertaining to guardianship, qualifying employment, industrial surveys, certificates of eligibility, and the Migrant Student Record Transfer System. The last section addresses miscellaneous issues such as moves made within foreign countries, moving before work is available, length of time between move and seeking employment, time limits on moves, identifying versus serving eligible migrant students, identifying students who do not receive services, and participation of tuition-paying nonmigratory children in migrant education summer projects. Each question includes the date asked and the names and titles of the persons asking and answering the question. (LP)
Y1  - 1994/08/16/
PY  - 1994
DA  - 1994 Aug 16
SP  - 71
KW  - Employer Surveys
KW  - Guardianship
KW  - Migrant Education Program
KW  - Migrant Student Record Transfer System
KW  - Program Requirements
KW  - ERIC, Resources in Education (RIE)
KW  - Migrant Programs
KW  - Migrant Education
KW  - Student Recruitment
KW  - Elementary Secondary Education
KW  - Migrant Children
KW  - Identification
KW  - Criteria
KW  - Migration
KW  - Eligibility
KW  - Migrant Employment
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62746638?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, 1994.
AN  - 62824386; ED371491
AB  - The current status of education for 1994 is presented in the form of education "indicators"--key data that measure the health of education, monitor important developments, and show trends in major aspects of education. The 60 indicators have been divided into 6 areas: (1) access, participation, and progress; (2) achievement, attainment, and curriculum; (3) economic and other outcomes of education; (4) size, growth, and output of educational institutions; (5) climate, classrooms, and diversity in educational institutions; and (6) human and financial resources of educational institutions. The report includes the text, tables, and charts for each indicator plus the technical supporting data, supplemental information, and data sources. Information on issues in elementary and secondary education are integrated with those on issues in postsecondary education to reflect the continuity of educational experiences. An overview synthesizes evidence from both the 60 indicators and other sources on selected issues: (1) a review of the educational status of high-school students 10 years after the publication of "A Nation at Risk"; (2) a discussion of teachers as an educational resource; (3) progress in the achievement and attainment of black students relative to whites; and (4) a description of the subbaccalaureate sector of postsecondary education. Appendices contain 156 supplemental tables and notes, a list of data sources, a glossary, an index, and a list of National Center for Education publications. (LMI)
AU  - Smith, Thomas M.
Y1  - 1994/08//
PY  - 1994
DA  - August 1994
SP  - 475
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160451302
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - School Demography
KW  - Access to Education
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Educational Attainment
KW  - School Statistics
KW  - Outcomes of Education
KW  - Ethnic Distribution
KW  - Enrollment
KW  - Educational Resources
KW  - Government Publications
KW  - Educational Assessment
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62824386?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1993 report, see ED 357 513.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - The National Assessment of College Student Learning: Identification of the Skills To Be Taught, Learned, and Assessed. A Report on the Proceedings of the Study Design Workshop (2nd, Arlington, Virginia, November 17-18, 1992). Research and Development Report.
AN  - 62824175; ED372717
AB  - This report presents the primary papers given at a 1992 workshop to identify specific higher order thinking and communication skills and to develop appropriate indicators of collegiate outcomes as suggested by Goal 5.5 of the National Education Goals formulated in 1990. This goal addressed improvement in college graduates' ability to "think critically, communicate effectively, and solve problems." Part 1 presents the five papers upon which the working groups built their discussions. These papers are: (1) "Skills for Citizenship" (Suzanne W. Morse); (2) "A National Assessment of Critical Thinking Skills in Adults: Taking Steps Toward the Goal" (Diane F. Halpern); (3) "Assessing Thinking: A Framework for Measuring Critical Thinking and Problem Solving Skills at the College Level" (David Perkins et al.); (4) "Assessing Speaking and Listening: Preliminary Considerations for a National Assessment" (John A. Daly); and (5) "No Guru, No Method, No Teacher: The Communication Domain and the NACSL (National Assessment of College Student Learning)" by Stephen P. Witte. Part 2 includes group summary reports, reviewers' comments, a listing of speaking and listening skills, and additional information on an ongoing Delphi study at Pennsylvania State University. Part 3 presents comments by participants on the conference products and results of a survey of all participants. Consensus on "next steps" included recommending further development of the taxonomy of skills, abilities, and competencies. (The five papers contain references.) (DB)
AU  - Greenwood, Addison
Y1  - 1994/08//
PY  - 1994
DA  - August 1994
SP  - 321
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160451469
KW  - Indicators
KW  - National Education Goals 1990
KW  - ERIC, Resources in Education (RIE)
KW  - Thinking Skills
KW  - Citizenship
KW  - Educational Objectives
KW  - Writing Skills
KW  - Reading Skills
KW  - Critical Thinking
KW  - Higher Education
KW  - Problem Solving
KW  - Communication Skills
KW  - Speech Skills
KW  - Delphi Technique
KW  - Standards
KW  - College Outcomes Assessment
KW  - Educational Assessment
KW  - Listening Skills
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62824175?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For related reports, see HE 027 673, ED 363 177, E
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Current Funds Revenues and Expenditures of Institutions of Higher Education: Fiscal Years 1984 through 1992. E.D. TABS.
AN  - 62745962; ED374726
AB  - This report presents 22 tables of revenue and expenditure data on the nation's accredited institutions of higher education over the 9-year period from fiscal year 1984 through fiscal year 1992. Data are from the Integrated Postsecondary Education Data System (IPEDS) "Finance" surveys from fiscal year 1987 (FY 87) through fiscal year 1992 (FY 92) and the Higher Education General Information Survey (HEGIS) from fiscal year 1984 (FY 84) through fiscal year 1986 (FY 86). These surveys collected information on revenues and expenditures, expenditures on scholarships and fellowships, and other financial data. Tables cover: sources of revenues and purposes for expenditures for all institutions, public institutions, and private institutions for fiscal years 1984-1992; revenues and expenditures of 4-year institutions and 2-year institutions for fiscal year 1992; revenues and expenditures of all institutions, 4-year, and 2-year institutions by selected categories and state; comparison of fiscal year 1991 and 1992 revenue and expenditures of all institutions, public institutions, and private institutions by state; revenues and expenditures of private nonprofit institutions for fiscal year 1992; revenues and expenditures by control of institution and source or purpose for fiscal years 1984 through 1992; and consumer price index (CPI) factors for fiscal years 1984 through 1992. Includes a glossary and an appended section detailing survey methodology. (JB)
AU  - Barbett, Samuel
AU  - Korb, Roslyn A.
Y1  - 1994/08//
PY  - 1994
DA  - August 1994
SP  - 46
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160451922
KW  - Consumer Price Index
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - Educational Finance
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Income
KW  - Expenditures
KW  - Comparative Analysis
KW  - Statistical Data
KW  - Tables (Data)
KW  - Nonprofit Organizations
KW  - State Colleges
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62745962?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For FY83-FY91 data, see ED 357 668.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Public Libraries in the United States: 1992. E.D. TABS.
AN  - 62743459; ED374810
AB  - The tables in this report summarize information about public libraries in fiscal year 1992. These data were collected through the fifth Public Libraries Survey. Respondents for this census were the 8,946 public libraries identified in the 50 states and the District of Columbia by state library agencies. Nearly 71 percent of the population of legally served areas in the United States was served by 957 (nearly 11 percent) public libraries; over 81 percent of public libraries had only 1 service outlet; total operating expenditures for public libraries were over $4.5 billion in 1992; and public libraries reported a total of 109,933 paid full-time equivalent staff. This report begins by presenting highlights of the findings. The introduction then describes the terminology used in the document; the universe represented by the data; data collection and use the of technology; and quality review of the data. Also included are caveats for using the data; information on ordering machine readable data and publications; and a source for further information on public library statistics. The data are presented in 17 pairs of tables, which make up the major part of the report. The information includes data on staffing; operating income and expenditures; type of governance; type of administrative structure; size of collection; and service measures such as reference transactions, public service hours, interlibrary loans, circulation, and library visits. The appendixes include background on the Federal State Cooperative System (FSCS), a glossary, and a list of states with overlapping population of legal service areas. (JLB)
AU  - Chute, Adrienne
AU  - Kroe, Elaine
Y1  - 1994/08//
PY  - 1994
DA  - August 1994
SP  - 146
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160451310
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Library Statistics
KW  - Library Collections
KW  - Public Libraries
KW  - National Surveys
KW  - Library Services
KW  - Library Circulation
KW  - Library Expenditures
KW  - State Libraries
KW  - Library Surveys
KW  - Library Funding
KW  - Reference Services
KW  - Branch Libraries
KW  - Interlibrary Loans
KW  - Nonprint Media
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62743459?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1991 report, see ED 357 769. For database
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Statistics on Disk. [CD-ROM.]
AN  - 62641385; ED398286
AB  - This CD-ROM disk contains a computer program developed by the Office of Educational Research and Improvement to provide convenient access to the wealth of education statistics published by the National Center for Education Statistics (NCES). The program contains over 1,800 tables, charts, and text files from the following NCES publications, compressed to save space: (1) "1993 Digest of Education Statistics"; (2) "1993 Condition of Education"; (3) "1992 Condition of Education" (20 indicators); (4) "Projections of Education Statistics to 2004"; (5) "1993 Youth Indicators"; (6) "Historical Trends: State Education Facts 1969 to 1989"; (7) "120 Years of American Education: A Statistical Portrait"; and (8) "Education in States and Nations." A thesaurus of over 400 terms and 50 cross-references has been used to index the tables and figures, and a tree display is available to show terms in their full hierarchical context. A variety of search methods is available, and online instructions can be displayed and printed. Retrieved tables can be displayed, printed, or stored to disk as ASCII files or Lotus 1-2-3 spreadsheets. This edition differs from earlier versions in its expanded contents, better graphics resolution, search strings, ways to save graphic figures, and a new install program. TYPE OF SURVEY: Population Survey; Sample Survey. FREQUENCY: Periodic. YEAR OF FIRST DATA: 1969. YEAR OF LATEST DATA: 1993. (SLD)
Y1  - 1994/08//
PY  - 1994
DA  - August 1994
PB  - Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Indicators
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Online Systems
KW  - Higher Education
KW  - National Surveys
KW  - Optical Data Disks
KW  - Computer Software
KW  - School Statistics
KW  - Educational History
KW  - Public Schools
KW  - Government Publications
KW  - Tables (Data)
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62641385?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=Education+Statistics+on+Disk.+%5BCD-ROM.%5D&rft.au=&rft.aulast=&rft.aufirst=&rft.date=1994-08-01&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  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Education Data Confidentiality: Two Studies. Issues in Education Data Confidentiality and Access and Compilation of Statutes, Laws, and Regulations Related to the Confidentiality of Education Data.
AN  - 62824081; ED373117
AB  - Two studies were commissioned by the National Forum on Education Statistics to address concerns about the confidentiality and security of education data. The first, "Issues in Education Data Confidentiality and Access," by Ellen Pechman, Eileen O'Brien, Amy Hightower, and Angela Williams covers major court challenges, data collection issues germane to education, and trends anticipated to affect data confidentiality policy. A central theme derived from telephone interviews with 11 state and local managers and users of education data is that while automation of student data systems in schools, districts, and states is still in early stages, national guidelines and standards are needed to build in protection that ensures individual privacy and supports efficient data collection. The second paper, "Compilation of Statutes, Laws, and Regulations Related to the Confidentiality of Education Data," by Sonny S. Bloom, Jacqueline Hlavin, Julia Pelagatti, and David Banisar, contains a survey of 34 states, abstracts, and analysis of federal and state restrictions and stipulations regarding data confidentiality issues. (The first paper contains 13 references.) (SLD)
AU  - Pechman, Ellen M.
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 86
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160450756
KW  - ERIC, Resources in Education (RIE)
KW  - State Legislation
KW  - Civil Liberties
KW  - Confidentiality
KW  - School Districts
KW  - Elementary Secondary Education
KW  - Public Policy
KW  - Telephone Surveys
KW  - Federal Legislation
KW  - Freedom of Information
KW  - Access to Information
KW  - Statistical Data
KW  - Information Management
KW  - Data Collection
KW  - Court Litigation
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62824081?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Prepared for the Steering Committee and the Techno
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Degrees and Other Awards Conferred by Institutions of Higher Education: 1991-92. E.D. TABS.
AN  - 62823108; ED372695
AB  - This report presents data on degrees conferred during the 1991-92 academic year by 3,615 of the nation's accredited higher education institutions. The data were a subset taken from Integrated Postsecondary Education Data System (IPEDS) which collects information on number of degrees conferred by level of award, field of study and sex of recipient. Racial/ethnic data were collected by major field or discipline. Data are detailed in 10 tables. Findings reported include the following: (1) institutions conferred more than 2.1 million degrees in academic year 1991-92; (2) of these, 24 percent were associate's degrees, 54 percent were bachelor's degrees, 17 percent were master's degrees, 2 percent were doctorates, and 4 percent were first-professional degrees; (3) the number of all degrees awarded was up 4.1 percent over the previous year with about one half of the increase in bachelor's degrees and with women receiving almost 61 percent of the increase; (4) percentage gains in number of degrees awarded to minorities were as high as 10 percent more to Asians and Pacific Islanders, 9 percent more to American Indians, and 8 and 7 percent more to Hispanics and Blacks, non-Hispanics, respectively; (5) as a whole minorities increased their relative share of all degrees by .5 percent; and (6) minorities received only about 14 percent of all degrees awarded in 1991-92. (JB)
AU  - Morgan, Frank
AU  - Broyles, Susan
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 57
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Masters Degrees
KW  - Blacks
KW  - Males
KW  - Educational Trends
KW  - Higher Education
KW  - Associate Degrees
KW  - American Indians
KW  - Whites
KW  - Demography
KW  - Degrees (Academic)
KW  - Minority Groups
KW  - Bachelors Degrees
KW  - Hispanic Americans
KW  - Colleges
KW  - Sex Differences
KW  - Professional Education
KW  - Doctoral Degrees
KW  - Asian Americans
KW  - Females
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62823108?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  - 1991-92 Teacher Followup Survey Data File User's Manual. Restricted Use Version. Schools and Staffing Survey.
AN  - 62821658; ED373119
AB  - The 1991-92 Teacher Followup Survey (TFS) updates information on teacher career patterns and plans from the 1990-91 Schools and Staffing Survey (SASS) of the National Center for Education Statistics. The TFS is the fifth component of the SASS and focuses on a subsample of about 7,200 teachers. Major objectives are to determine (1) the attrition rate for teachers; (2) the characteristics of those who stay in the profession; and (3) activity or occupation data for those who leave, as well as career information for those who keep teaching. This user manual considers sample design, data collection, editing procedures, imputation of data, weighting, variance estimation, and other technical aspects. Five tables illustrate the discussion. Five appendixes contain the actual questionnaires and additional technical notes about the conduct of the survey. (SLD)
AU  - Whitener, Summer
Y1  - 1994/07/01/
PY  - 1994
DA  - 1994 Jul 01
SP  - 262
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - User Guides
KW  - Variance (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Teaching (Occupation)
KW  - Persistence
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Statistical Studies
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - User Needs (Information)
KW  - Faculty Mobility
KW  - Followup Studies
KW  - Career Development
KW  - Research Utilization
KW  - Data Collection
KW  - Sampling
KW  - Data Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62821658?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  - Private School Universe Survey, 1991-92. Statistical Analysis Report.
AN  - 62742331; ED375163
AB  - This report on the private school universe, a data collection system developed by the National Center for Education Statistics, presents data on schools with grades kindergarten through 12 by school size, school level, religious orientation, geographical region, and program emphasis. Numbers of students and teachers are reported in the same categories, and numbers of students are also reported by grade level and religious orientation. The Private School Universe Survey of 1991-92 is the data source for this report. In the fall of 1991, there were 25,998 private elementary and secondary schools in the United States, a number not statistically different than that of 1989 which suggests an end to the recent trend of growth in the number of private schools. Approximately 80% of private schools had some religious orientation, with 34% Catholic and 45% having some other orientation. Just over 60% were elementary schools, 30% were combined schools, and only about 10% were secondary schools. About 4.9 million students were enrolled in these schools, and there were approximately 340,000 full-time-equivalent teachers. Fourteen tables present survey data. Appendix A contains 15 standard error tables, Appendix B presents the survey questionnaire, and Appendix C contains item response rates. (SLD)
AU  - Broughman, Stephen
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 77
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-350
KW  - Private School Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Item Response Theory
KW  - Statistical Studies
KW  - Surveys
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - National Surveys
KW  - Religious Education
KW  - Statistical Analysis
KW  - Enrollment
KW  - Data Collection
KW  - Private Schools
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62742331?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1989-90 survey, see ED 355 247.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - A Statistical Agenda for Early Childhood Care and Education: Addendum to "A Guide to Improving the National Education Data System" Adopted by the National Forum on Education Statistics, January 1994.
AN  - 62740072; ED375164
AB  - As a product of the Early Childhood Subcommittee of the National Education Statistics Agenda Committee of the National Forum on Education Statistics, this report evaluates the types of data needed to assess the status of children in their preschool years, evaluate the impact of their early experiences, and address policy questions related to early childhood care, education, and school readiness. It is published as an addendum to "A Guide to Improving the National Education Data System." Issues that must be considered in studies of child development include learning and developmental stages, well-being, child care, education, and the concept of readiness. Associated data collection issues are those of definition and measurement, data needs, and possible indicators for an early childhood database. Recommendations include: (1) giving high priority to developing basic indicators; (2) developing and implementing methods to assess developmental progress; (3) developing and implementing a survey of early childhood care and education programs; (4) linking developmental assessment and the survey data; and (5) undertaking longitudinal studies to assess factors affecting child well-being. An appendix lists specific examples of possible indicators for an early childhood database. (SLD)
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 25
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-634
KW  - Indicators
KW  - ERIC, Resources in Education (RIE)
KW  - Young Children
KW  - Early Childhood Education
KW  - Longitudinal Studies
KW  - Child Welfare
KW  - Measurement Techniques
KW  - Agenda Setting
KW  - Evaluation Methods
KW  - Databases
KW  - Educational Experience
KW  - Child Rearing
KW  - Day Care
KW  - Child Development
KW  - Definitions
KW  - Data Collection
KW  - Educational Assessment
KW  - School Readiness
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62740072?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  - Schools and Staffing Survey (SASS). Papers Presented at Meetings of the American Statistical Association. Working Paper Series.
AN  - 62499310; ED417222
AB  - The Schools and Staffing Survey (SASS) is an integrated system of surveys of public and private schools, school districts, school administrators, and teachers conducted by the National Center for Education Statistics (NCES). This collection contains papers related to the SASS presented at meetings of the American Statistical Association in August 1991, June 1993, and August 1993. The following papers are included: (1) "The Schools and Staffing Survey: Research Issues" (Daniel Kasprzyk); (2) "The Schools and Staffing Survey: How Reinterview Measures Data Quality" (John M. Bushery, Daniel Royce, and Daniel Kasprzyk); (3) "Mail versus Telephone Response in the 1991 Schools and Staffing Survey" (Randall J. Parmer, Pao-Sheng Shen, and Andre I. Tan); (4) "Questionnaire Research in the Schools and Staffing Survey: A Cognitive Approach" (Cleo R. Jenkins); (5) "Balanced Half-Sample Replication with Aggregation Units" (Steven Kaufman); (6) "Characteristics of Nonrespondents in the Schools and Staffing Surveys' School Sample" (Pao-Sheng Shen, Randall J. Parmer, and Andre I. Tan); (7) "Improving Reliability and Comparability of NCES Data on Teachers and Other Education Staff" (Rolf K. Blank); (8) "Sampling Frames at the United States National Center for Education Statistics" (Marilyn McMillen, Daniel Kaspryzk, and Paul Planchon); (9) "Monitoring Data Quality in Education Surveys" (Samuel S. Peng, Kerry Gruber, Wray Smith, and Thomas B. Jabine); (10) "Generalized Variance Functions for the Schools and Staffing Survey" (Sameena Salvucci, Glenn Galfond, and Steven Kaufman); (11) "A Bootstrap Variance Estimator for the Schools and Staffing Survey" (Steven Kaufman); (12) "Adjusting for Nonresponse Bias of Correlated Items Using Logistic Regression" (Pao-Sheng Shen and Robin Fisher); (13) "Comparisons of School Locale Setting: Self-Reported versus Assigned" (Frank Johnson); (14) "The Accuracy of Teachers' Self-Reports" (Bradford Chaney); (15) "Characteristics of Nonrespondents to the 1990-91 Schools and Staffing Survey" (Wray Smith, Ramal Moonesinghe, and Kerry Gruber); (16) "Implicit Markets for Teacher Quality and School Attributes" (Dale Ballou and Michael Podgursky); (17) "Who Decides? Principals' and Teachers' Views on Decision-Making" (Judith I. Anderson); and (18) "Determinants of Pupil-Teacher Ratios at School Sites: Evidence from the Schools and Staffing Survey" (Lawrence O. Picus and Minaz Bhimani). Each paper contains references. (SLD)
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 132
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
KW  - American Statistical Association
KW  - Generalized Variance Functions
KW  - Schools and Staffing Survey (NCES)
KW  - Variance (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Estimation (Mathematics)
KW  - Response Rates (Questionnaires)
KW  - Reliability
KW  - Statistical Analysis
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - Sampling
KW  - National Surveys
KW  - Interviews
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62499310?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Document contains small type.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Schools and Staffing Survey (SASS), 1991. Reinterview Response Variance Report. Working Paper Series.
AN  - 62494249; ED417224
AB  - Reinterviews were conducted to measure the response variance of selected questions from the 1991 Schools and Staffing Survey (SASS) administrator, school, and teacher questionnaires. Response variance measures one component of the nonsampling error in the data collected by a question, and it indicates how consistently respondents answer questions in the survey. Users should be careful interpreting data with moderate to high response variance. Samples were selected for reinterview, and response rates for the three samples were: (1) administrator, 93.5%; (2) school, 91%; and (3) teacher, 82.8%. Thirty-nine percent of the questions in the 1991 SASS showed low response variance, and overall there was no difference in response variance between public and private administrators, schools, or teachers. Questions with high response variance are identified. The results indicate that reliability of SASS questions improved from 1988, but more work needs to be done to lower response variance. Appendixes contain information on major fields of study , teaching assignment fields, and a discussion of whether mail respondents photocopied their questionnaires. Contains 29 tables. (SLD)
AU  - Royce, Daniel
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 44
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
KW  - Schools and Staffing Survey (NCES)
KW  - Variance (Statistical)
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Administrators
KW  - Responses
KW  - Reliability
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Public Schools
KW  - Teachers
KW  - Data Collection
KW  - Interviews
KW  - Tables (Data)
KW  - Private Schools
KW  - Educational Research
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62494249?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  - Six Papers on Teachers from the 1990-91 Schools and Staffing Survey and Other Related Surveys. Working Paper Series.
AN  - 62493152; ED417227
AB  - The Schools and Staffing Survey (SASS) of the National Center for Education Statistics is an integrated system of surveys of public and private schools, school districts, school administrators, and teachers. This collection contains six papers related to the 1991 SASS and its components or followups in later years. The following papers are included: (1) "The Results of the 1993 Teacher List Validation Study (TLVS)" (Daniel Royce); (2) "Designing the Teacher Followup Survey (TFS): Issue and Content" (David W. Grissmer and Sheila Nataraj Kirby); (3) "Understanding the Supply of Elementary and Secondary Teachers: The Role of the School and Staffing Survey and the Teacher Followup Survey" (Neil D. Theobald and R. Mark Gritz); (4) "Teacher Retention/Attrition: Issues for Research" (Bonnie S. Billingsley); (5) "Reflections on a SASS Longitudinal Study" (Iris R. Weiss); and (6) "Whither Didst Thou Go? Retention, Reassignment, Migration, and Attrition of Special and General Education Teachers in National Perspective" (Erling E. Boe, Sharon A. Bobbitt, and Lynne H. Cook). Each paper contains references. (Contains 1 figure, 6 graphs, and 25 tables.) (SLD)
Y1  - 1994/07//
PY  - 1994
DA  - July 1994
SP  - 135
PB  - U.S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics, 555 New Jersey Avenue, N.W., Room 400, Washington, DC 20208-5652.
KW  - Schools and Staffing Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Followup Studies
KW  - Teacher Characteristics
KW  - Elementary Secondary Education
KW  - Teachers
KW  - Employment Patterns
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Longitudinal Studies
KW  - Tables (Data)
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62493152?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 1992-93. Statistics in Brief.
AN  - 62804816; ED373090
AB  - In 1992-93, there were 42.7 million students enrolled in public elementary and secondary schools in the 50 states and the District of Columbia. Of these, 24 million were in prekindergarten through grade 6, 17.9 million were in grades 7 through 12, and 0.8 million were in ungraded classes. Nearly 2.5 million teachers provided instruction for these students, with 1,362,000 teachers in elementary schools and 213,000 in secondary schools. The ratio of total students to total teachers for the nation was 17.4 students per teacher. There were 44,000 school district officials and administrators and 122,000 school administrators. Some 2,212,000 students received regular high school diplomas in 1991-92 school year, and an additional 64,000 received other types of diplomas. A pie graph illustrates the staff distribution by category for elementary and secondary education, and four tables present the national information on school membership, student-teacher ratios, and staff employed. (SLD)
Y1  - 1994/06//
PY  - 1994
DA  - June 1994
SP  - 9
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Administrators
KW  - School Districts
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - School Statistics
KW  - Outcomes of Education
KW  - State Government
KW  - Public Schools
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - Teachers
KW  - School Personnel
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62804816?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 1992 Writing Report Card.
AN  - 62799696; ED370119
AB  - A study examined the writing performance of American schoolchildren based on a survey conducted in 1992 by the National Assessment of Educational Progress (NAEP). Nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools--approximately 30,000 in all--responded to a variety of writing tasks. Nine different writing tasks were used at grade 4, 11 at grade 8, and 12 at grade 12. The tasks at each grade included a mix of grade-appropriate informative, persuasive, and narrative writing, with some tasks being given to students at more than one grade. Not all students at a grade were given all tasks. At each grade, approximately 1,500 students responded to each task. Taken as a whole, results indicated that given time and familiarity with the topic, the best students can write relatively effective informative and narrative pieces. Even the best students continue, however, to have difficulty with writing tasks that require them to muster arguments and evidence in persuasive writing. According to teachers and students, persuasive writing--advancing evidence and arguments to influence readers to change their thinking--received less emphasis in their classes than did informative or narrative writing. The performance of the best students remained far ahead of the performance of most of their classmates. Whatever successes schools may claim in writing instruction, many students at each grade level continue to have serious difficulty in producing effective informative, persuasive, or narrative writing. (Contains 50 tables and 8 figures of data as well as samples of students' essays. A procedural appendix is attached). (RS)
AU  - Applebee, Arthur N.
Y1  - 1994/06//
PY  - 1994
DA  - June 1994
SP  - 231
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328 (ISBN-0-16-045037-3).
KW  - Curriculum Emphases
KW  - National Assessment of Educational Progress
KW  - ERIC, Resources in Education (RIE)
KW  - Writing Ability
KW  - Intermediate Grades
KW  - Writing Instruction
KW  - Grade 8
KW  - Grade 12
KW  - Writing Achievement
KW  - Grade 4
KW  - Persuasive Discourse
KW  - National Surveys
KW  - Writing Research
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62799696?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: 1991-92.
AN  - 62809424; ED372111
AB  - This report provides basic descriptive information about the 100 largest school districts in the United States and its outlying areas. Almost one in four public school students in the country is served by one of these districts. Characteristics, which include average and median school size, pupil/teacher ratios, number of high school graduates, enrollment of special education students and minorities, and selected fiscal data, are presented in 10 basic tables. Preceding these are Tables A through C, which establish the context of education in these largest districts. Although these districts represent fewer than 1 percent of all school districts, they educate nearly 23 percent of students. Fifty of the 99 districts that report racial and ethnic information have more than 50 percent minority enrollment. These 100 largest districts employ nearly 23 percent of the nation's public school teachers and account for more than 19 percent of all public high school graduates. Appendix A lists the nation's 500 largest districts with some basic data, while Appendix B lists them alphabetically. Appendixes C and D are representations of the data collection instruments used in the Common Core of Data surveys on which this report is based. One map locates the 100 largest districts. (SLD)
AU  - Sietsema, John
Y1  - 1994/05//
PY  - 1994
DA  - May 1994
SP  - 58
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 0160431964
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - High School Graduates
KW  - Special Education
KW  - School Demography
KW  - School Districts
KW  - Elementary Secondary Education
KW  - School District Size
KW  - Public Schools
KW  - Minority Groups
KW  - Teacher Student Ratio
KW  - School District Wealth
KW  - Enrollment
KW  - Teachers
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62809424?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1990-91 report, see ED 359 226.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Adult Education: Employment-Related Training. National Household Education Survey. Statistical Analysis Report.
AN  - 62808891; ED371205
AB  - Data from the 1991 National Household Education Survey, which was a random telephone survey of the noninstitutionalized civilian population of the 50 states and District of Columbia, were analyzed to identify patterns of adult enrollment in employment-related training. The analysis established that one of every three employed individuals aged 17 years or older was enrolled in at least one job-related training course during the 12 months prior to spring 1991. The most frequently attended types of training courses were as follows: professional development (25%), technical or skilled job training (20%), executive or management development (13%), supervisory skills (12%), job health and safety (12%), word processing/computer software and quality or statistical process control (10%), sales and marketing (8%), and new employee (7%). Managers and professionals accounted for 56% of adults enrolled in job-related training programs. Holders of a baccalaureate or higher degree constituted 53% of those undertaking work-related training. Men and women were equally likely to enroll in some type of work-related training and were most likely to do so between the ages of 35 and 44 years. White enrollment in professional development courses tended to be higher than Hispanic enrollment. (Contains 12 tables/figures.) (MN)
AU  - Kopka, Teresita L.
AU  - Peng, Samuel S.
Y1  - 1994/05//
PY  - 1994
DA  - May 1994
SP  - 56
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-471
KW  - National Household Education Survey
KW  - ERIC, Resources in Education (RIE)
KW  - Postsecondary Education
KW  - Participation
KW  - Enrollment Trends
KW  - National Surveys
KW  - Enrollment Influences
KW  - Tables (Data)
KW  - Job Training
KW  - Adult Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808891?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  - Characteristics of Stayers, Movers, and Leavers: Results from the Teacher Followup Survey: 1991-92. Schools and Staffing Survey (SASS). E.D. Tabs.
AN  - 62696962; ED374134
AB  - In this report, tabulations on the characteristics of movers, leavers, and stayers present data from the 1991-92 Teacher Followup Survey (TFS), a followup of a sample of public and private school teachers who responded to the 1990-91 Schools and Staffing Survey (SASS). Data include characteristics of teachers who left the profession between the school years 1990-91 and 1991-92 (leavers), teachers who changed schools (movers), and teachers who stayed at the same school (stayers). The attrition rate from the teaching profession between the school years 1990-91 and 1991-92 was 5.1% in public schools and 12.3% in private schools, rates that do not differ from attrition rates between the years 1987-88 and 1988-89. Teacher attrition did not vary by field but varied by age, with the rates in the under-30 age category 7.5% and 18.9% for public and private school teachers, respectively. Teachers who stayed in the same schools generally felt that higher salaries or better fringe benefits would be the most effective step in encouraging teachers to remain in teaching. Fifteen tables present survey findings and three appendixes contain 15 standard error tables and the followup questionnaires for current and former teachers. (SLD)
AU  - Bobbitt, Sharon A.
Y1  - 1994/05//
PY  - 1994
DA  - May 1994
SP  - 104
VL  - NCES-94-337
KW  - ERIC, Resources in Education (RIE)
KW  - Teaching (Occupation)
KW  - Career Change
KW  - Persistence
KW  - Teacher Characteristics
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Occupational Mobility
KW  - Labor Turnover
KW  - Public Schools
KW  - Followup Studies
KW  - Teachers
KW  - Labor Market
KW  - Private Schools
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62696962?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1988-89 survey, see ED 335 411.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Revenues and Expenditures for Public Elementary and Secondary Education: School Year 1991-92. Statistics in Brief.
AN  - 62805887; ED373089
AB  - The sources of public school revenues and how these dollars were spent are summarized in this report. More than $234 billion were collected for public elementary and secondary education in 1991-92 in the 50 states and the District of Columbia. Revenues ranged from a high of approximately $27 billion in California to approximately $539 million in North Dakota. Most of these funds came from state and local governments, each of which provided nearly $109 billion. Much smaller amounts came from intermediate sources, and almost $15 billion came from the Federal Government. Current expenditures for public education totaled over $211 billion, with some $128 billion spent on instruction and approximately $73 billion expended for services in direct support of instruction. Nationwide, an average of $5,029 was spent for each student. On the average, this was nearly $3,057 for instructional services, $1,743 for support services, and $229 for noninstructional purposes. Two figures (pie graphs) summarize revenue and expenditure totals. Four tables provide data on revenues and expenditures by state. (SLD)
Y1  - 1994/04//
PY  - 1994
DA  - April 1994
SP  - 9
KW  - Common Core of Data Program
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Government Role
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Federal Government
KW  - National Surveys
KW  - School Statistics
KW  - Income
KW  - Expenditures
KW  - State Government
KW  - Public Schools
KW  - Graphs
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805887?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 1993.
AN  - 62796982; ED370981
AB  - This publication provides a pocket-sized compilation of statistical information on American education from kindergarten through graduate school. It is an easy reference for material found in greater detail in the 1993 editions of the "Digest of Educational Statistics,""The Condition of Education," and "Youth Indicators," and unless otherwise noted, the information in this compilation comes from these sources. Education was the primary occupation of nearly 72 million people in the United States in the fall of 1993, a figure that includes approximately 63.9 million students enrolled in elementary, secondary, and higher education. Nearly 3.7 million people were employed as teachers and college faculty, with approximately 4.2 million people in other professional, administrative, and support occupations. More than one of every four people participated in formal education. Thirty tables and 12 figures present information on American education in the following categories: (1) structure, (2) enrollment, (3) teachers, (4) educational outcomes, and (5) finance. (SLD)
AU  - Fromboluti, Carol Sue
Y1  - 1994/04//
PY  - 1994
DA  - April 1994
SP  - 70
KW  - Indicators
KW  - ERIC, Resources in Education (RIE)
KW  - Federal Aid
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - School Statistics
KW  - Outcomes of Education
KW  - Expenditures
KW  - Costs
KW  - Enrollment
KW  - Statistical Data
KW  - School Personnel
KW  - Employment Patterns
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62796982?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  - Florida Postsecondary Education Security Information Act. Annual Report of Campus Crime Statistics 1990-92 and Annual Assessment of Physical Plant Safety 1993.
AN  - 62700786; ED381057
AB  - This report contains campus crime statistics for 1990-92 of crimes reported to have occurred on the community colleges, state universities, and independent colleges and universities of Florida, as required by the Florida Postsecondary Education Security Information (FPESI) Act. It also includes an assessment of physical plant safety for 1993 provided by the state universities and independent colleges and universities. The aggregated data for 1991 and 1992 for all categories of institutions show a decrease in robberies and larceny/thefts. Homicides on state universities campuses increased from zero to three, while community colleges and independent colleges and universities reported no homicide offenses. The overall increase in Part 1 Mandatory Offenses as defined by the Florida Department of Law Enforcement Uniform Crime Reporting Program during 1990-92 was 0.4 percent for state universities, 0.1 percent for community colleges, and 2.3 percent for independent colleges and universities. The report of physical plant safety lists assessments and actions taken by Florida institutions to ensure safety. A table indicates whether or not institutions submitted physical plant safety reports. An appendix includes the statutory provisions of the FPESI Act, the guidelines for completing reports, a report form, and definitions of offenses. (MDM)
Y1  - 1994/04//
PY  - 1994
DA  - April 1994
SP  - 40
PB  - Office of Postsecondary Education Coordination, Florida Department of Education, 1001 Florida Education Center, Tallahassee, FL 32399.
KW  - Florida
KW  - Florida Postsecondary Educ Secur Info Act
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Facilities
KW  - State Universities
KW  - State Legislation
KW  - Crime
KW  - Colleges
KW  - Community Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - School Safety
KW  - Universities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62700786?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1991-93 report, see HE 028 158.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Deaf and Hard of Hearing Students in Postsecondary Education. Statistical Analysis Report.
AN  - 62810545; ED369216
AB  - This report presents results of statistical analysis of the 1993 federal "Survey on Deaf and Hard of Hearing Students in Postsecondary Education." Data were collected from 982 of the nation's 2-year and 4-year postsecondary institutions (Gallaudet University and the National Technical Institute for the Deaf were not included) and were weighted to provide national estimates. Highlights of findings include: (1) about half of the nation's 5,000 postsecondary institutions enrolled one or more students who identified themselves as deaf or hard of hearing in the last 4 years; (2) public institutions were much more likely than private institutions to enroll such students (79 percent versus 29 percent); (3) a total of 20,040 deaf or hard of hearing students were identified (an increase of approximately 3,000 students since 1989); (4) about a third of the institutions provided special support services to a total of 16,100 students; (5) classroom notetakers, sign language interpreters, and assistive listening devices were the major support services provided. This report provides detailed analysis in narrative, tables, and figures on: enrollment in postsecondary institutions, provision of support services, types of support services provided, problems with providing support services, and information that institutions would find useful in providing services. Additional information details the survey methodology and data reliability. Two appendices provide tables of standard errors and the survey questionnaire. Contains 12 references. (DB)
AU  - Lewis, Laurie
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 71
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-394
KW  - Survey on Deaf Hard of Hearing Students Postsecond
KW  - ERIC, Resources in Education (RIE)
KW  - Policymakers
KW  - Two Year Colleges
KW  - Hearing Impairments
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Assistive Devices (for Disabled)
KW  - Notetaking
KW  - Deaf Interpreting
KW  - Partial Hearing
KW  - Deafness
KW  - Enrollment Trends
KW  - Statistical Analysis
KW  - Incidence
KW  - College Students
KW  - Student Personnel Services
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62810545?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  - Experience the Power: Network Technology for Education.
AN  - 62797426; ED369418
AB  - This booklet provides a basic introduction to the application of electronic telecommunications networks to the challenge of meeting the nation's education goals. Topics covered include telecommunications networks; the Internet; the Network Center for Education Statistics (NCES) and network technology, including SPEEDE/ExPRESS (Standardization of Postsecondary Education Electronic Data Exchange/Exchange of Permanent Records Electronically for Students and Schools) and INet (Institutional Communications Network); and related NCES initiatives, including the National Cooperative Education Statistics System, the National Data Resource Center, student and staff data handbooks, and the Course Classification System. Sources for further information are listed. (JLB)
AU  - Travaglini, Mark
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 20
VL  - NCES-94-387
KW  - National Center for Educational Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - Technological Advancement
KW  - Computer Networks
KW  - Postsecondary Education
KW  - Government Role
KW  - Information Dissemination
KW  - Elementary Secondary Education
KW  - Telecommunications
KW  - Information Technology
KW  - Public Agencies
KW  - Access to Information
KW  - Educational Technology
KW  - Information Networks
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62797426?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  - Overview of NAEP Assessment Frameworks.
AN  - 62797398; ED370982
AB  - This document presents an overview of the frameworks developed for the National Assessment of Educational Progress (NAEP) at grades 4, 8, and 12 in reading, United States history, geography, mathematics, and science. The critical elements of NAEP framework material for the five subject areas are brought together for planning and policy formation purposes. The overview is organized by content and cognitive dimensions. The content dimension specifies the knowledge and skills of major strands within subject areas, while the cognitive dimension specifies the thinking processes expected of students as they encounter specific content. In addition to the objectives for the subject areas and their descriptions, charts showing the relative emphasis of the content and cognitive domains within the relevant subject areas are provided. Each assessment framework includes a presentation of special studies designed to explore alternative assessment methods. Background material on the development and purposes of the NAEP is provided, along with discussions of NAEP innovations that span subject areas. Six figures and 11 tables illustrate the discussion. (Contains 7 references.) (SLD)
AU  - White, Sheida
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 78
KW  - National Assessment of Educational Progress
KW  - Subject Content Knowledge
KW  - ERIC, Resources in Education (RIE)
KW  - Science Education
KW  - Mathematics Achievement
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Cognitive Measurement
KW  - Evaluation Methods
KW  - Reading Achievement
KW  - Policy Formation
KW  - Educational Planning
KW  - Educational Innovation
KW  - Science Achievement
KW  - Geography Instruction
KW  - Alternative Assessment
KW  - Educational Assessment
KW  - United States History
KW  - Test Construction
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62797398?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  - Keeping Forgotten Promises. 20th Annual Report to the U.S. Congress for Fiscal Year 1993.
AN  - 62716267; ED379126
AB  - The annual report of the National Advisory Council on Indian Education (NACIE) contains recommendations based on American Indian/Alaska Native perceptions of educational program needs in the areas of legislation, policy, administration, and funding. Part 1 describes the purpose and functions of NACIE. Part 2 is a paper titled "Keeping Forgotten Promises," that provides an overview of the history of Indian education and emphasizes the federal government's failure to provide an adequate education to American Indians. Part 3 contains NACIE's recommendations to Congress in reference to federal agencies impacting Indian education and revisions to current legislation. Part 4 reviews Indian Education Act grants issued during 1993 to local education agencies, Bureau of Indian Affairs (BIA) schools, Indian controlled schools, and other programs aimed at improving Indian education. Part 5 provides an overview of BIA education programs including Department of Education programs funded through the BIA, school operations, BIA continuing education programs, tribal priority allocations, area office operations, special programs, and educational facilities construction. Appendices contain fiscal year 1993 program profiles; Office of Indian Education showcase project descriptions; Office of Indian Education funding statistics; Office of the Inspector General, Indian Fellowship Report; federal register notices for fiscal year 1993; fiscal year 1992 NACIE recommendations and Department of Education responses; and fiscal year 1993 NACIE closed-meeting reports. (LP)
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 242
KW  - Bureau of Indian Affairs Schools
KW  - Indian Education Act 1988 Title V
KW  - National Advisory Council on Indian Education
KW  - Office of Indian Education
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Federal Aid
KW  - Government Role
KW  - Grants
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Educational History
KW  - American Indians
KW  - Tribally Controlled Education
KW  - Federal Legislation
KW  - Federal Programs
KW  - Educational Policy
KW  - Enrollment
KW  - Program Evaluation
KW  - Budgets
KW  - American Indian Education
KW  - Federal Indian Relationship
KW  - Alaska Natives
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62716267?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Several data tables contain small print. For the F
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Trends in Enrollment in Higher Education, by Racial/Ethnic Category: Fall 1982 through Fall 1992. E.D. Tabs.
AN  - 62568114; ED405751
AB  - This publication presents findings from two national enrollment surveys on 10 year trends in higher education enrollment by racial/ethnic category in 17 tables. The surveys used are the Higher Education General Information Survey (HEGIS) and the Integrated Postsecondary Education Data System (IPEDS). The data presented are for about 3,600 accredited postsecondary institutions in 50 states and the District of Columbia. Tables present data on the following: enrollment trends for institutions of higher education by racial/ethnic categories and by selected student and institutional characteristics; final fall enrollments in institutions of higher education by state and by racial/ethnic category for 1990, 1991, and 1992; the number of postsecondary and higher education institutions in 1992 by state; the response rates to the IPEDS fall enrollment survey; and the impact of imputation on the data. Among 12 conclusions highlighted are the following: (1) enrollment in 1992 showed an overall increase over 1982 of 17 percent with minority enrollment increasing more than enrollment by whites; (2) during this time enrollment increased 8.7 percent for Whites, 26.6 percent for Blacks, 83.9 percent for Hispanics, 98.5 percent for Asians or Pacific Islanders, 35.1 percent for American Indians or Alaskan Natives, and 38.3 percent for nonresident aliens. (JB)
AU  - Schmitt, Carl M.
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 27
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Blacks
KW  - Student Characteristics
KW  - Higher Education
KW  - American Indians
KW  - Whites
KW  - Minority Groups
KW  - Hispanic Americans
KW  - Enrollment Trends
KW  - Enrollment
KW  - College Students
KW  - Asian Americans
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62568114?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the Fall 1982 through Fall 1992 report, see ED
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Self-Instructional Workbook for the ED Form 799.
AN  - 62552709; ED401824
AB  - To assist in making funds available for student higher education loans and to keep their interest rates as low as possible, the Department of Education compensates participating lending institutions using a combination of interest subsidies and special allowance payments. Lenders use ED Form 799, Lender's Interest and Special Allowance Request and Report, to obtain payments under the federal loan programs. This workbook was designed to help users learn how to prepare the form without assistance. It contains instructions, examples, practice exercises, and self-tests so users can check their progress. The workbook was not intended to explain all the responsibilities of lenders participating in the Federal Family Education Loan Program. Additional information is available from guaranty agencies, ED Regional Offices, and related publications, listed in appendices to the document. The workbook includes one unit on Federal Family Education Loan Programs' quarterly reports and five units on ED Form 799 which cover: identification and certification, the loan origination fee, interest benefits, special allowance, and changes in loan principal and portfolio analysis. The final chapter concerns quality assurance in student loan reporting. Appendices list additional sources of information, guaranty agencies, references, and frequently asked questions. (MAH)
Y1  - 1994/03//
PY  - 1994
DA  - March 1994
SP  - 328
KW  - Loan Programs
KW  - ERIC, Resources in Education (RIE)
KW  - Community
KW  - Financial Support
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Family Financial Resources
KW  - Private Financial Support
KW  - Educational Finance
KW  - Higher Education
KW  - Banking
KW  - Records (Forms)
KW  - Paying for College
KW  - Federal Programs
KW  - Financial Services
KW  - Financial Aid Applicants
KW  - Recordkeeping
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62552709?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  - Crime in the Schools. Indicator of the Month.
AN  - 62806839; ED366656
AB  - Research on effective schools has identified a safe and orderly environment as a prerequisite for academic success, but in recent years educators and policy makers have expressed concern about possible increases in the incidence of school-related criminal behavior. Between 1976 and 1991, blacks were more likely to be threatened, and more likely to be injured, with a weapon in school than whites, with approximately 1 in 10 black high school seniors reporting being injured with a weapon in school. The most frequent type of victimization in high school was having had something stolen (approximately 4 in 10 overall). Nearly one in four reported that their property had been deliberately damaged or that they had been threatened without a weapon. A table gives percentages of high school seniors reporting being victimized in school by type of victimization and by race. Two figures illustrate trends in victimization with and without weapons. (SLD)
Y1  - 1994/02//
PY  - 1994
DA  - February 1994
SP  - 4
PB  - Carol Sue Framboluti, 555 New Jersey Ave., Washington, DC 20208 (for camera ready copy of this Indicator).
KW  - ERIC, Resources in Education (RIE)
KW  - High Risk Students
KW  - Crime
KW  - Educational Indicators
KW  - Stealing
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Urban Schools
KW  - Effective Schools Research
KW  - School Security
KW  - School Safety
KW  - Racial Differences
KW  - White Students
KW  - Minority Groups
KW  - Educational Environment
KW  - Ethnic Groups
KW  - Victims of Crime
KW  - Black Students
KW  - Tables (Data)
KW  - Victimization
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62806839?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Indicator extracted from "The Condition of Educati
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Understanding the Performance of U.S. Students on International Assessments. Education Policy Issues: Statistical Perspectives.
AN  - 62802186; ED370979
AB  - International comparisons show that U.S. students perform well in reading, less well in science, and more poorly still in mathematics. Researchers have found that several factors in combination appear responsible for the complex pattern of achievement, and no quick fix appears available for problem areas. Research suggests that it is quality and content of instruction, rather than mere time, that is important in performance. The evidence is mixed about the relationship between television viewing and academic achievement, and no clear conclusions are possible at present. The average time spent on homework is apparently not a deciding factor, as comparisons with other countries indicate. More important is the rigor of the curriculum. The curriculum offered in the United States is apparently less rigorous than that of other countries, and students are less likely to take advanced mathematics and science courses. Effort, and the emphasis teachers put on effort, along with their beliefs about the importance of ability, may contribute to the differences. The importance of international studies is not in their ranking of countries, but in the information they provide about why other countries are successful. (Contains 7 references.) (SLD)
AU  - Griffith, Jeanne E
Y1  - 1994/02//
PY  - 1994
DA  - February 1994
SP  - 4
VL  - NVES-94-240
KW  - Effort
KW  - ERIC, Resources in Education (RIE)
KW  - Teacher Expectations of Students
KW  - Mathematics Achievement
KW  - Academic Achievement
KW  - Elementary Secondary Education
KW  - Comparative Analysis
KW  - International Studies
KW  - Time Factors (Learning)
KW  - Foreign Countries
KW  - Curriculum
KW  - Television
KW  - Homework
KW  - Course Selection (Students)
KW  - Ability
KW  - Science Achievement
KW  - Educational Research
KW  - Teaching Methods
KW  - Educational Quality
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62802186?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  - Public Secondary School Teacher Survey on Vocational Education. Contractor Report. Statistical Analysis Report.
AN  - 62812036; ED367876
AB  - In fall 1992, the National Assessment of Vocational Education Teacher Survey gathered data on the context of vocational education in public secondary schools through questionnaires sent to 2,071 vocational and academic secondary teachers. Response was 93 percent (1,924 teachers). Almost all teachers taught full time and had a significant amount of teaching experience. Class size was slightly lower and class length was somewhat longer in vocational courses. Vocational courses differed by the activities and teaching methods used during class. Homework was much more likely to have been assigned during a 5-day period in academic courses; vocational course students were about twice as likely to have used some kind of instrument, tools or equipment, and computers. Large proportions of both groups of teachers planned to include written examinations and quizzes. Vocational teachers were likely to administer a performance test or assess a student's portfolio. The mathematics and science content of most vocational courses was limited. Teachers in both groups reported the leading determinants of students' grades were basic reading skills, completing work on time, creative thinking and problem solving, and self-management skills, although occupational skills were significantly more likely to contribute to a vocational student's grade. (Over one-half of the report consists of 23 tables of estimates and standard errors. The questionnaire is appended.) (YLB)
AU  - Heaviside, Sheila
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 80
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-409
KW  - ERIC, Resources in Education (RIE)
KW  - Course Content
KW  - Integrated Curriculum
KW  - Teacher Attitudes
KW  - Academic Achievement
KW  - Secondary School Teachers
KW  - Secondary Education
KW  - Portfolios (Background Materials)
KW  - Teacher Surveys
KW  - Grading
KW  - Comparative Analysis
KW  - Grades (Scholastic)
KW  - Public Schools
KW  - Educational Environment
KW  - Learning Activities
KW  - Vocational Education
KW  - Student Evaluation
KW  - Teacher Qualifications
KW  - Tables (Data)
KW  - Teaching Methods
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62812036?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  - Public and Private School Principals: Are There Too Few Women?
AN  - 62808755; ED366075
AB  - This document uses data from the National Center for Education Statistics' 1987-88 and 1990-91 Schools and Staffing Survey (SASS) to address questions about the proportions of school principals who are women. Findings indicate that women are increasingly holding public school principalships; however, there are still more women principals in the private schools than in the public schools. Despite the increase of female public-school principals and the relatively high proportion of women principals in private education, the proportion of women principals remains much smaller than the proportion of female teachers. During the 1987-88 and 1990-91 school years, the rise in the proportion of women public-school principals occurred primarily in elementary and combined schools. Although the proportion remained the same for private schools, there were still more private-school female principals in the 1990-91 school year than there were women principals in the public schools. Two data tables are included. (LMI)
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 4
VL  - IB-1-94; NCES-94-192
KW  - ERIC, Resources in Education (RIE)
KW  - Public Schools
KW  - Principals
KW  - National Norms
KW  - Elementary Secondary Education
KW  - National Surveys
KW  - Females
KW  - Women Administrators
KW  - Private Schools
KW  - Leadership
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808755?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 Elementary and Secondary School Statistics: School Year 1993-1994. Early Estimates.
AN  - 62808663; ED367690
AB  - The estimates in this report are key statistics reported early in the 1993-94 school year under the early estimates system, which allows the National Center for Education Statistics (NCES) to report important information promptly. These key statistics include the numbers of students in membership, teachers, and high school graduates for public elementary and secondary schools, and total revenues and expenditures for the operation of public schools. The estimates consist of (1) preliminary actual counts; (2) estimates derived by the NCES; and (3) imputed values developed by the NCES using state-specific and national data. The approximately 43.3 million students in elementary and secondary schools in fall 1993 represent both an increase compared with the preceding year and an increase of 2.8 million in comparison with fall 1989. An estimated 2.5 million teachers teach these children, at an overall pupil-teacher ratio of 17.3. Revenues for public education in fiscal year 1993 are estimated at $243.9 billion, with per-pupil expenditures estimated at $5,314 per student. Seven tables present these statistics. (SLD)
AU  - Johnson, Frank H.
AU  - Fowler, William J.
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 19
KW  - Early Estimates System
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Educational Finance
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Elementary School Teachers
KW  - Secondary School Teachers
KW  - School Statistics
KW  - Income
KW  - Expenditures
KW  - Public Schools
KW  - Estimation (Mathematics)
KW  - Teacher Student Ratio
KW  - Enrollment
KW  - Cost Estimates
KW  - Tables (Data)
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808663?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 and Labor Market Outcomes of High School Diploma and GED Graduates. Indicator of the Month.
AN  - 62808167; ED366658
AB  - Differences in education and labor market outcomes across groups completing high school at different ages and by different means (e.g., by graduation as compared with receiving a general education development diploma) may be due to a variety of factors, including all those that influence a person to leave school early. For an early school-leaver, an estimate of the value of completing high school is the difference between outcomes of those who have either passed the General Education Development (GED) examination or gone back to school and those who have not completed high school. By 1990, young adults with a GED were more likely to have attended either a third or fourth year of high school than other dropouts. For both males and females, those who did not attain a high school diploma before age 20 did not do as well as a group in the labor market as those who did. Females who took advantage of a second chance to complete high school usually had higher annual earnings than those who did not, and those who received a diploma or GED before age 20 were more likely to be employed. Two tables and three graphs illustrate these findings and trends in employment. (SLD)
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 4
PB  - Carol Sue Framboluti, 555 New Jersey Ave., Washington, DC 20208 (for camera ready copy of this Indicator).
KW  - General Educational Development Tests
KW  - National Longitudinal Survey of Youth
KW  - ERIC, Resources in Education (RIE)
KW  - High School Graduates
KW  - Educational Indicators
KW  - Educational Trends
KW  - Young Adults
KW  - Higher Education
KW  - Educational Attainment
KW  - Outcomes of Education
KW  - Income
KW  - Dropouts
KW  - High School Equivalency Programs
KW  - High Schools
KW  - Sex Differences
KW  - Labor Market
KW  - Employment Patterns
KW  - Trend Analysis
KW  - Equivalency Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808167?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Indicator extracted from "The Condition of Educati
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - An Overview of the Schools and Staffing Survey (SASS) and Teacher Followup Survey (TFS).
AN  - 62806215; ED373113
AB  - The National Center for Education Statistics (NCES) integrated some of its national surveys of educational information into the Schools and Staffing Survey (SASS), which was initiated in 1987-88 and is being repeated at intervals to provide information about the nation's schools and their educators. The 1988-89 Teacher Followup Survey (TFS), a complement to the SASS, collects information about the teacher's employment and teaching status, educational activities and future plans, and opinions about school climate and the workplace. This overview describes the four SASS surveys to date and the TFS. Survey design and data collection procedures are also described. Sample selection, the imputation system for nonresponse, and other technical information are also included. The NCES wants to encourage educators, policymakers, and researchers to use data from these surveys by providing these descriptions and by making data tapes from both surveys available in public-use and restricted use (approved research) versions. The 1987-88 SASS sample included 9,317 public schools and 3,513 private schools, a finding that suggests the widespread utility of these surveys. Two tables and six figures illustrate the overview. (SLD)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 18
VL  - NCES-94-440
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Policymakers
KW  - Researchers
KW  - Practitioners
KW  - Teaching (Occupation)
KW  - Teacher Characteristics
KW  - Research Methodology
KW  - Teacher Attitudes
KW  - Elementary Secondary Education
KW  - Teacher Supply and Demand
KW  - National Surveys
KW  - Research Design
KW  - Public Schools
KW  - Followup Studies
KW  - Policy Formation
KW  - Educational Policy
KW  - Educational Planning
KW  - Data Collection
KW  - Sampling
KW  - Data Analysis
KW  - Private Schools
KW  - Career Planning
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62806215?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  - 1994 NAEP Assessment in Reading.
AN  - 62805747; ED366915
AB  - To help teachers, policy analysts, and others understand the 1994 National Assessment of Educational Progress (NAEP) Assessment in Reading, this journal issue presents the objectives and examples of how students in grades 4, 8, and 12 will be assessed. The issue discusses NAEP's view of reading; key features of the assessment; reading purposes; reading stances; and question types and allocation of testing time. A table listing aspects of reading literacy in the 1994 NAEP assessment, and a table presenting the distribution of items and percentage of assessment time by question type and grade are included. (RS)
JF  - Focus on NAEP
AU  - White, Sheida
AU  - Kapinus, Barbara
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 7
VL  - 1
IS  - 1
KW  - National Assessment of Educational Progress
KW  - Reading Uses
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Policymakers
KW  - Practitioners
KW  - Evaluation Methods
KW  - Reading Tests
KW  - Reading Achievement
KW  - Elementary Secondary Education
KW  - Literacy
KW  - Reading Diagnosis
KW  - Achievement Tests
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805747?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - Last updated - 2014-03-21
N1  - SubjectsTermNotLitGenreText - 107 10789 6447; 3368 3150; Evaluation Methods
3629 6582; 6101; Reading Achievement
8624 96; 8634 3185 4954; Reading Tests
8666 11233 10789 6447
ER  - 



TY  - GEN
T1  - Changes in Math Proficiency between 8th and 10th Grades. Statistics in Brief.
AN  - 62803241; ED372928
AB  - Between 8th and 10th grades, many students are asked to make curriculum-related decisions that may ultimately influence their achievement in core academic subjects such as mathematics. While past achievement often limits the level of courses available to a student, aspirations for postsecondary education ultimately determine the level of mathematics needed to meet selected occupational or postsecondary education goals. The interrelationships between coursework, prior achievement, and aspirations may be seen in a recent study. This report presents findings from this longitudinal study regarding changes in mathematics proficiency levels experienced by students as they moved from 8th to 10th grade. Data were obtained from the base year and first follow-up surveys of the National Education Longitudinal Study of 1988 (NELS:88). The scope of the NELS:88 sample used is limited to the 16,659 students who were attending school both at the time of the base year and first follow-up. The findings include: (1) Students who take higher level mathematics courses (i.e., geometry, algebra II, trigonometry, pre-calculus, calculus) between 8th and 10th grades are more likely to be classified as being proficient at higher levels of mathematics than are students who do not take higher levels of mathematics courses; (2) Students who have fallen furthest behind by 8th grade are the ones who are most likely to continue to fall behind 2 years later; and (3) Students who expect to go to college are classified at higher mathematics proficiency levels at the 8th grade level. (MKR)
AU  - Rock, Don
Y1  - 1994/01//
PY  - 1994
DA  - January 1994
SP  - 26
KW  - ERIC, Resources in Education (RIE)
KW  - Grade 8
KW  - Advanced Courses
KW  - Grade 10
KW  - Mathematics Achievement
KW  - Academic Aspiration
KW  - Longitudinal Studies
KW  - College Preparation
KW  - High School Students
KW  - Mathematics Education
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803241?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  - Independent Living.
AN  - 62797582; ED370299
AB  - This issue of "OSERS" addresses the subject of independent living of individuals with disabilities. The issue includes a message from Judith E. Heumann, the Assistant Secretary of the Office of Special Education and Rehabilitative Services (OSERS), and 10 papers. Papers have the following titles and authors: "Changes in the Rehabilitation Act of 1973 and Federal Regulations" (John Nelson); "Title VII: A Major Step Forward" (Robert E. Michaels); "Perspectives on Personal Assistance Services" (Bob Kafka); "Consumer-Driven Supported Employment: Consolidating Services for People with Significant Disabilities" (John D. Westbrook); "The Effects of Insurance Benefits Coverage: Does It Affect Persons with Spinal Cord Injury?" (Denise Tate and Julie Daugherty); "Learning from the Experts: Best Practices in Rural Independent Living" (R. Mark Mathews); "Improving Management Effectiveness in Independent Living Centers through Research and Training" (Quentin Smith and others); "Independent Living: Driven by Principles of Democracy" (Duane French); "How Parent Networks Are Working with Independent Living Centers" (Martha Ziegler); and "Independent Living and Personal Assistance Services: The Research, Training, and Technical Assistance Programs at the World Institute on Disability" (Jae Kennedy and others). (References accompany most papers.) (JDD)
AU  - Nathanson, Jeanne H.
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 49
PB  - OSERS, Room 3129, Switzer Building, 330 C St., S.W., Washington, DC 20202-2524 (free; also available on disk and in braille).
VL  - 6
IS  - 2
KW  - Rehabilitation Act 1973
KW  - World Institute on Disability
KW  - ERIC, Resources in Education (RIE)
KW  - Program Administration
KW  - Normalization (Disabilities)
KW  - Independent Living
KW  - Public Policy
KW  - Neurological Impairments
KW  - Supported Employment
KW  - Rural Areas
KW  - Federal Legislation
KW  - Health Insurance
KW  - Parent Associations
KW  - Disabilities
KW  - Advocacy
KW  - Networks
KW  - Federal Regulation
KW  - Attendants
KW  - Physical Disabilities
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62797582?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  - Study of Special Populations: Native American Students with Disabilities. Chapter 7.
AN  - 62716342; ED379136
AB  - As one of a series of papers on the unique needs of special populations with disabilities, this chapter of the 16th annual report on the implementation of the Individuals with Disabilities Education Act (IDEA) reviews the literature on provision of services to Native American students with disabilities. Native American students with disabilities frequently have other characteristics that complicate service delivery, including poverty, residence on reservations or in other rural areas where services and resources are limited, limited proficiency in standard American English, and cultural differences that affect schooling. The first major section of this report describes numbers and characteristics of Native American students with disabilities, including preschoolers and school-aged children in public and Bureau of Indian Affairs schools. The second section outlines educational programs for all Native American students and those that specifically target Native Americans with disabilities, and describes funding of special education services under part B and part H of IDEA. Section 3 discusses the provision of appropriate special education services for Native American students within the framework specified by IDEA. Major areas discussed include identification and assessment, student placement, linguistic and cultural issues in curriculum development and instruction, and recruitment and training of personnel (particularly Native American personnel). This report contains 46 references. (SV)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 44
KW  - Bureau of Indian Affairs Schools
KW  - Individuals with Disabilities Education Act
KW  - Native Americans
KW  - ERIC, Resources in Education (RIE)
KW  - Special Education
KW  - Teacher Education
KW  - Delivery Systems
KW  - Elementary Secondary Education
KW  - Higher Education
KW  - Teacher Shortage
KW  - Public Schools
KW  - Preschool Education
KW  - Federal Programs
KW  - Disabilities
KW  - Disadvantaged
KW  - American Indian Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62716342?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - In: Implementation of the Individuals with Disabil
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Articulation Accountability Measures Report, 1994.
AN  - 62715458; ED380158
AB  - This report by the Florida Articulation Coordinating Committee defines seven objectives or goals of articulation and measures that indicate how well the objectives are being met. The report includes the most recent data available, identified by objective and measure. Objective 1 is to adequately prepare secondary students so they can smoothly articulate to a postsecondary institution; to provide for basic skills and knowledge level assessment; and to determine the relationship between the College Level Academic Skills Test (CLAST) and articulation. Data presented that relate to this objective include the number of 1991-92 high school graduates, the number of graduates entering postsecondary education, student readiness for college, CLAST results, and degree attainment. Objective 2 is to provide articulated acceleration mechanisms that allow secondary students to proceed through the educational system as rapidly as their circumstances permit. Related data include the number and percent of secondary students participating in advanced placement and international baccalaureate programs. Objective 3 is to facilitate the smooth transfer of community college associate in arts degree graduates to a state university. Related data include the number of degree-holding transfer students, and data on the academic performance of transfer students. Objective 4 is to provide access to programs to all students meeting course prerequisites and earning a satisfactory grade point average. Related measures focus on limited access programs and program enrollments. Objective 5 is to provide quality education that prepares students for their chosen career within the parameters of 60 credit hours for an associate degree and 120 hours for a baccalaureate degree. Data on credit hours to degree are included. Objective 6 is to provide a logical progression and sequencing of courses for vocational certificate students. While measures for this objective were identified, none are available. Objective 7 is to determine the relationship between articulation accountability measures and systematic efforts, processes, and services; articulation activities are listed. (KP)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 110
KW  - Articulation Accountability Measures
KW  - ERIC, Resources in Education (RIE)
KW  - Two Year Colleges
KW  - State Universities
KW  - Articulation (Education)
KW  - Evaluation Criteria
KW  - Statewide Planning
KW  - Community Colleges
KW  - Higher Education
KW  - Accountability
KW  - Tables (Data)
KW  - State Standards
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62715458?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 and TFS Questionnaires, 1990-1991. Schools and Staffing Survey. Teacher Followup Survey.
AN  - 62709077; ED375161
AB  - This binder contains the questionnaires used by the Bureau of the Census to conduct the Schools and Staffing Survey (SASS) and the Teacher Followup Survey (TFS) for the National Center for Education Statistics. SASS is a mail survey of teachers, principals, and other administrators. TFS is a mail survey administered one year after the SASS to a systematically selected sample of SASS respondents. The SASS has four main components: (1) the Teacher Demand and Shortage Survey; (2) the School Administrator Survey; (3) the School Survey; and (4) the School Teacher Survey. The 1990-91 year marked the second administration of the SASS. Questionnaires for both SASS and TFS are presented in 10 chapters. (SLD)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 167
VL  - NCES-94-441
KW  - Schools and Staffing Survey (NCES)
KW  - Teacher Followup Survey (NCES)
KW  - ERIC, Resources in Education (RIE)
KW  - Questionnaires
KW  - Administrators
KW  - Research Methodology
KW  - Teachers
KW  - Mail Surveys
KW  - National Surveys
KW  - Test Construction
KW  - Census Figures
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62709077?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  - Smithsonian Resource Guide for Teachers. 1993/94 Edition.
AN  - 62707786; ED375067
AB  - This annotated catalog of materials available from the Smithsonian Institution and its affiliate organizations, lists over 400 cross-indexed resources for classroom use. The contents are arranged as follows: An overview of the guide; catalogs and visitor guides; periodicals; resources for the arts, language arts, science, and social studies/history. Many items are free or available on loan. Appropriate grade level is indicated for materials to be used for instruction in the aforementioned subject areas. Included are a title index, a subject index, and a media index. The catalog concludes with a directory for where to order materials and order forms. (MM)
AU  - Mahmud, Cathy
AU  - Holleman, Joan
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 85
PB  - Office of Elementary and Secondary Education, Smithsonian Institution, Arts and Industries Building, Room 1163, MRC 402, Washington, DC 20560.
KW  - Smithsonian Institution
KW  - ERIC, Resources in Education (RIE)
KW  - Teachers
KW  - Media Staff
KW  - Practitioners
KW  - Science Education
KW  - Multicultural Education
KW  - Elementary Secondary Education
KW  - American Studies
KW  - Ecology
KW  - Music Appreciation
KW  - Geology
KW  - Paleontology
KW  - World History
KW  - Zoology
KW  - Anthropology
KW  - General Science
KW  - Social Studies
KW  - Language Arts
KW  - Astronomy
KW  - Asian Studies
KW  - Botany
KW  - Art Education
KW  - Black Studies
KW  - American Indian Studies
KW  - Theater Arts
KW  - Art History
KW  - Art Appreciation
KW  - United States History
KW  - Minerals
KW  - Science Education
KW  - Multicultural Education
KW  - Elementary Secondary Education
KW  - American Studies
KW  - Ecology
KW  - Music Appreciation
KW  - Geology
KW  - Paleontology
KW  - World History
KW  - Zoology
KW  - Anthropology
KW  - General Science
KW  - Social Studies
KW  - Language Arts
KW  - Astronomy
KW  - Asian Studies
KW  - Botany
KW  - Art Education
KW  - Black Studies
KW  - American Indian Studies
KW  - Theater Arts
KW  - Art History
KW  - Art Appreciation
KW  - United States History
KW  - Minerals
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62707786?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  - Success Stories '94: A Guide to Safe, Disciplined, & Drug-Free Schools.
AN  - 62701724; ED382896
AB  - National Education Goal 6 challenges us to create safe, disciplined, drug-free schools for our children. This book describes model drug prevention education programs in schools selected by the U.S. Department of Education's 1991-1992 Drug-Free School Recognition program. The schools offer practical and adaptable advice in six areas: (1) recognizing, assessing, and monitoring drug, safety, and discipline problems; (2) setting, implementing, and enforcing policy; (3) developing and implementing a drug prevention education curriculum; (4) educating and training staff; (5) promoting parent involvement and providing parent education and training; and (6) interacting and networking with community groups and agencies. Additional recommendations include starting drug prevention activities early with young children. Five schools in Montana, Georgia, Washington, D.C., Minnesota, and Florida are highlighted. Contains a list of publications, agencies and organizations, regional centers, as well as 79 schools that can serve as resources. (JE)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 137
PB  - National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20852.
KW  - Drug Free School Recognition Program
KW  - Drug Free Schools
KW  - Drug Policy
KW  - National Education Goals 1990
KW  - ERIC, Resources in Education (RIE)
KW  - Administrators
KW  - Teachers
KW  - Practitioners
KW  - Elementary Secondary Education
KW  - Health Education
KW  - Staff Development
KW  - Prevention
KW  - Alcohol Abuse
KW  - Curriculum Development
KW  - Parent Participation
KW  - Early Intervention
KW  - Drug Education
KW  - Alcohol Education
KW  - Drug Use
KW  - Drug Abuse
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62701724?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  - An Introduction to IPEDS.
AN  - 62697607; ED376197
AB  - The Integrated Postsecondary Education Data System (IPEDS) is a system of surveys designed to collect data from all providers of postsecondary education. It is the core postsecondary education data collection program within the Department of Education. This discussion describes the IPEDS, its scope, and component surveys. Postsecondary education is defined as provision of a formal instructional program with a curriculum designed primarily for students beyond the compulsory age for high school, whether academic, vocational or continuing professional education. Excluded are avocational and adult basic education programs. The IPEDS survey universe contains about 11,000 postsecondary schools, broadly grouped as baccalaureate or higher degree institutions, two-year institutions, and less than two-year institutions. The IPEDS surveys provide data used for trend analysis and the reporting of institutional characteristics for planning and policy purposes. The surveys are: (1) Institutional Characteristics; (2) a financial survey; (3) a survey of salaries, tenure, and benefits of full-time faculty; (4) the "Fall Staff" survey of employees; (5) an enrollment survey; and (6) the completions survey. The availability of IPEDS data is outlined, with instructions for Internet retrieval. (SLD)
AU  - Broyles, Susan
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 11
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Institutional Characteristics
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Educational Trends
KW  - National Surveys
KW  - College Faculty
KW  - Colleges
KW  - Enrollment
KW  - School Personnel
KW  - Data Collection
KW  - Vocational Education
KW  - Universities
KW  - Trend Analysis
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62697607?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  - Counseling for Future Education, 1994-1995.
AN  - 62632944; ED387750
AB  - Designed to help school counselors facilitate the transition from high school to postsecondary education, this annually updated handbook provides information about the various kinds of postsecondary educational opportunities available in Florida. Procedural and financial information, important to those students who will be seeking additional education immediately after graduation, and information about the kind of high school preparation needed for admission and success in postsecondary programs, is provided. The handbook is not meant to provide detailed information about individual institutions, programs, majors, or extracurricular activities, rather it is a general guide to admissions requirements and procedures for students who have not selected a postsecondary institution and who may be uncertain of their eligibility for admission. Chapters include: (1) Introduction; (2) Handbook Steering Committee; (3) The Application Process; (4) Students' Rights and Responsibilities in the College Admissions Process; (5) Career Development and Educational Planning Programs and Services; (6) Support Services for Students With Special Needs; (7) The Articulation Coordinating Committee; (8) How to Appeal a Student Admission or Transfer Difficulty; (9) The Statewide Course Numbering System; (10) Financial Aid; (11) The Florida Community College System; (12) The State University System of Florida; (13) The Independent Colleges and Universities of Florida; (14) Designated Area Vocational-Technical Education Centers; and (15) Designated Area Vocational Education Schools. (JBJ)
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 232
KW  - Florida
KW  - ERIC, Resources in Education (RIE)
KW  - Counselors
KW  - Practitioners
KW  - Educational Counseling
KW  - Noncollege Bound Students
KW  - College Bound Students
KW  - School Counselors
KW  - Pupil Personnel Workers
KW  - Higher Education
KW  - School Guidance
KW  - Pupil Personnel Services
KW  - College Choice
KW  - Colleges
KW  - Post High School Guidance
KW  - High Schools
KW  - Community Colleges
KW  - Vocational Education
KW  - College Preparation
KW  - School Counseling
KW  - Admission (School)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62632944?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  - Higher Education Opportunities for Minorities and Women--Annotated Selections. 1994 Edition.
AN  - 62627382; ED388201
AB  - This publication presents information regarding higher education opportunities for minorities and women, focusing on scholarships, grants, loans, internships, and fellowships. Section 1 contains general information about books, brochures, lists, and publications that describe a variety of higher education opportunities, many of which solicit, give preference to, or advertise to minority applicants. The listings include publication data, price, and availability. Section 2 lists general undergraduate opportunities that do not specify an academic area or that are available to more than one academic area. Section 3 lists undergraduate opportunities by academic area. Section 4 includes general graduate opportunities that either do not specify an academic area or that are available to more than one academic area, while Section 5 includes graduate opportunities listed by academic area. Section 6 lists all postdoctoral opportunities. Each listing contains a brief program description, as well as an address to write for further information or an application. (MDM)
AU  - Proctor, Carnisia M.
Y1  - 1994
PY  - 1994
DA  - 1994
SP  - 120
PB  - Superintendent of Documents, U.S. Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-9328.
SN  - 016045281X
KW  - ERIC, Resources in Education (RIE)
KW  - Students
KW  - Graduate Study
KW  - Student Loan Programs
KW  - Womens Education
KW  - Scholarships
KW  - Directories
KW  - Undergraduate Study
KW  - Grants
KW  - Higher Education
KW  - Publications
KW  - Internship Programs
KW  - Fellowships
KW  - Student Financial Aid
KW  - Minority Groups
KW  - Educational Opportunities
KW  - Females
KW  - Graduate Study
KW  - Student Loan Programs
KW  - Womens Education
KW  - Scholarships
KW  - Directories
KW  - Undergraduate Study
KW  - Grants
KW  - Higher Education
KW  - Publications
KW  - Internship Programs
KW  - Fellowships
KW  - Student Financial Aid
KW  - Minority Groups
KW  - Educational Opportunities
KW  - Females
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62627382?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For 1991 edition, see ED 343 547.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Salaries of Full-Time Instructional Faculty on 9- and 10-Month Contracts in Institutions of Higher Education, 1982-83 through 1992-93. E.D. TABS.
AN  - 62809613; ED367202
AB  - Analysis of national data identified 10-year trends in higher education faculty salaries from 1982-83 to 1992-93. The analysis used data collected through the Integrated Postsecondary Education Data System (IPEDS) for the academic years 1987-88 to 1992-93. Data for the earlier years came from the Higher Education General Information Survey (HEGIS). Highlights of the findings note that in 1992-93 full-time instructional faculty on 9- and 10-month contracts earned an average salary of $44,700; also that for the first time during the 10-year period average salaries for professors and associate professors showed an equal annual increase of 2.4 percent. Trend analysis showed that in both 1982-83 and 1992-93 professors and lecturers in private institutions had higher average salaries than faculty in public institutions and that average salaries in constant dollars continue to be higher for males than for females. The bulk of the document consists of six tables showing average salaries by academic year and rank; by control of institution; by rank and sex (current and constant dollars); by academic rank; by type and control of institution; and the Consumer Price Index factors for the decade. An appendix contains the survey instrument. (JB)
AU  - Brown, Patricia Q.
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 30
KW  - Higher Education General Information Survey
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Full Time Faculty
KW  - Sex Differences
KW  - Educational Trends
KW  - Higher Education
KW  - Academic Rank (Professional)
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62809613?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For a related report, see ED 365 258.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Report on Coverage Evaluation of the Public Library Statistics Program.
AN  - 62808304; ED372775
AB  - This report reflects the results of an evaluation of the coverage in the annual Public Library Statistics program, a joint federal-state information collection project. It is the first phase of a broader project of the Census Bureau and the National Center for Education Statistics (NCES) to evaluate the overall statistics available from the annual Public Library Statistics program. The report contains four sections. Section 1 is a summary of findings. Among the findings were the following: (1) the coverage in the annual program is very nearly complete (99.5 percent); and (2) there is a degree of inconsistency for reporting information about public libraries. Section 2 describes the methodology of the evaluation study. Section 3 describes the findings of this first phase of the evaluation in detail. Section 4 consists of individual state descriptions. Each state description contains a summary of the coverage rates, a descriptive evaluation, a brief description of the relationship to the Census of Governments library directory, lists of specific public libraries and sources of undercount or overcount in the NCES dataset, a description of branch library counts, and additional findings of note. There are two broad purposes of this evaluation. First, it is an evaluation of coverage, intended to raise specific issues for discussion among NCES, the Federal State Cooperative System (FSCS), and the states. Secondly, it is the starting point for evaluating additional issues of the statistical program, including definitions and the accuracy/reliability of various library service measures that result from the program. (MES)
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 151
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-94-430
KW  - National Center for Education Statistics
KW  - ERIC, Resources in Education (RIE)
KW  - State Programs
KW  - Library Statistics
KW  - Cooperative Programs
KW  - Problems
KW  - Reliability
KW  - Public Libraries
KW  - Library Services
KW  - Federal Programs
KW  - Evaluation Criteria
KW  - Definitions
KW  - Program Evaluation
KW  - Data Collection
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62808304?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  - Federal Support for Education: Fiscal Years 1980 to 1993.
AN  - 62803353; ED366635
AB  - The Federal Government provides support for education well beyond programs funded through the Department of Education. Federal support for education, excluding revenues foregone through allowable income tax deductions, was an estimated $87.5 billion in fiscal year (FY) 1993, an increase of $24.1 billion (38%) since FY 1990, representing, after adjustment for inflation, a 25% increase. This publication provides data on federal support and trends in recent years. On-budget federal funds for educational programs in FY 1993 were estimated at $68.4 billion, an increase of 33% since FY 1990 in current dollars (20% after adjustment for inflation). Nonfederal funds generated by federal programs (predominantly postsecondary education loans) were estimated at $19.0 billion, a rise of 62% in current dollars from 1990 to 1993. The period marked an increase in on-budget program funds for elementary and secondary education of 12%, with a decrease of 13% in funds for postsecondary education, and a 58% increase in other education funds. It is noted that elementary and secondary schools and colleges derive only about 11% of their revenues from the Federal Government. Three figures and nine tables provide detailed information about expenditures, with an additional six detailed tables in six appendices. (SLD)
AU  - Hoffman, Charlene M.
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 48
PB  - U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
VL  - NCES-93-443
KW  - ERIC, Resources in Education (RIE)
KW  - Financial Support
KW  - Student Loan Programs
KW  - Federal Aid
KW  - Government School Relationship
KW  - School Support
KW  - Educational Finance
KW  - Resource Allocation
KW  - Elementary Secondary Education
KW  - Educational Trends
KW  - Inflation (Economics)
KW  - Higher Education
KW  - Tax Allocation
KW  - Federal Legislation
KW  - Federal Programs
KW  - Tables (Data)
KW  - Trend Analysis
KW  - Public Support
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803353?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the previous edition, see ED 354 623.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - International Comparisons of Educational Attainment. Indicator of the Month.
AN  - 62801642; ED366659
AB  - Information from the International Indicators Project of the Organization for Economic Co-operation and Development, Center for Educational Research and Innovation is used to compare completion rates of secondary and higher education in the United States with those of other highly industrialized countries, namely, Canada, France, Germany, Italy, Japan, and the United Kingdom. Compared to these countries, the United States has the most educated population, although 25- to 34-year-olds in Japan, Germany, and Canada have completed secondary education at rates similar to their counterparts in the United States. Young men in Japan were more likely to have completed higher education than men in the other industrialized countries, with young men in the United States second. Young women in the United States were more likely to have completed higher education than women or men in the other countries (with the exception of Japanese men). A table shows the percentage of the population completing secondary and higher education by age, sex, and country. Four graphs illustrate these findings. (SLD)
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 4
PB  - Carol Sue Framboluti, 555 New Jersey Ave., Washington, DC 20208 (for camera ready copy of this Indicator).
KW  - Canada
KW  - France
KW  - Germany
KW  - Italy
KW  - Japan
KW  - Organisation for Economic Cooperation Development
KW  - United Kingdom
KW  - ERIC, Resources in Education (RIE)
KW  - Comparative Analysis
KW  - International Studies
KW  - Foreign Countries
KW  - Educational Indicators
KW  - Developed Nations
KW  - Sex Differences
KW  - Higher Education
KW  - Educational Attainment
KW  - Age Differences
KW  - Secondary Education
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62801642?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - Indicator extracted from "The Condition of Educati
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Salaries of Full-Time Instructional Faculty on 9- and 10-Month and 11- and 12-Month Contracts in Institutions of Higher Education, 1981-82 through 1991-92. E.D. TABS.
AN  - 62800046; ED365258
AB  - This study examined the salaries of full-time higher education faculty over the 10 years from 1981-82 to 1991-92 at universities, colleges, and community colleges. The study used data from the Integrated Postsecondary Education Data System (IPEDS) and from the Higher Education General Information Survey (HEGIS). Highlights of the findings include the following: (1) in 1991-92 full-time instructional faculty on 9- and 10-month contracts earned an average salary of $43,900; (2) increases in average salaries have given faculty income gains that exceeded the rate of inflation until 1990-91 when salaries did not keep pace with inflation for the first time in 9 years; (3) average salaries at 2-year public institutions remain higher than those at 2-year private institutions; (4) the gap in average salaries of instructors at public versus private 2-year colleges has increased from 26.2 to 69.2 percentage points; (5) average salaries in constant dollars have continued over the decade to be higher for men than for women--$46,800 versus $37,500, for all ranks combined in 1991-92; and (6) average salaries by state for full-time instructional faculty on 9- and 10-month contracts ranged from $52,723 for California to $31,687 in Mississippi. Much of the document consists of the survey instrument itself, a description of the population, and study methodology. (Contains 2 figures and 19 tables.) (JB)
AU  - Brown, Patricia Q.
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 46
VL  - NCES-93-110
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Finance
KW  - Sex Differences
KW  - Community Colleges
KW  - Public Colleges
KW  - Private Colleges
KW  - Educational Trends
KW  - Higher Education
KW  - Longitudinal Studies
KW  - Teacher Salaries
KW  - Tables (Data)
KW  - College Faculty
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62800046?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For earlier report, see ED 345 647.
N1  - Last updated - 2014-03-21
ER  - 



TY  - GEN
T1  - Basic Student Charges at Postsecondary Institutions: Academic Year 1992-93. Tuition and Required Fees and Room and Board Charges at 4-year, 2-year, and Public Less-than-2-year Institutions. Statistical Analysis Report.
AN  - 62798052; ED365261
AB  - This report lists the typical tuition and required fees and room and board charges for academic year 1992-93 at nearly 5,000 4-year, 2-year, and public less-than-2-year postsecondary institutions in the United States and its outlying areas. Included are tuition and fee charges to in-state and out-of-state students at the undergraduate and graduate levels, along with the costs for room and board, and the number of meals per week covered by the board charge. Data were collected through the 1992-93 "Institutional Characteristics Survey of the Integrated Postsecondary Education Data System (IPEDS)." The report includes tables with national statistics on tuition and require fees at postsecondary institutions. These are followed by tuition and required fees and room and board charges at individual institutions. Four tables provide the following data: costs at public and private 4-year institutions; costs at public and private 2-year institutions; costs at less-than-2-year institutions; and tuition and required fees for first-professional programs by institutions. Schools are listed alphabetically by state. Cost data for schools in the outlying areas (American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Mariana Island, Palau, Puerto Rico, and the Virgin Islands) follow state listings. (Author/JB)
AU  - Broyles, Susan G.
AU  - Morgan, Frank B.
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 161
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Technical Institutes
KW  - Two Year Colleges
KW  - In State Students
KW  - Graduate Study
KW  - Undergraduate Study
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - Tuition
KW  - Fees
KW  - Out of State Students
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62798052?accountid=14244
LA  - English
DB  - ERIC
N1  - Availability - Level 1 - Available online, if indexed January 1993 onward
N1  - SuppNotes - For the 1991-92 report, see ED 351 983.
N1  - Last updated - 2014-03-21
ER  - 



TY  - RPRT
T1  - Characteristics of the Nation's Postsecondary Institutions: Academic Year 1992-93. E.D. TABS.
AN  - 62795474; ED365265
AB  - Six tables present data on characteristics of institutions of higher education in 1992-93. The data were gathered as part of an annual survey of the Integrated Postsecondary Education Data System (IPEDS) which gathers data from approximately 10,886 post secondary schools and branches. These institutions include 4-year colleges, 2-year colleges, and less-than-2-year colleges. The tables display the following information: (1) number of institutions by level and control of institutions and by state; (2) number of institutions by level and control or affiliation; (3) number of institutions by control and highest level of offering; (4) number and percent of institutions by control and all levels of offering; (5) number and percent of postsecondary institutions offering selected student services, by level and control of institutions; and (6) averaged institutional charges for tuition and fees and room and board for full-time, full-year students for 1992-93, 1991-92 and 1991-92/1992-93 compared. All tables contain data for the 50 states and the District of Columbia except for the first which includes data on the following outlying areas also: American Samoa, Federated States of Micronesia, Guam, Marshall Islands, Northern Marianas, Palau, Puerto Rico, and the Virgin Islands. (JB)
AU  - Broyles, Susan G.
Y1  - 1993/12//
PY  - 1993
DA  - December 1993
SP  - 24
VL  - NCES-93-476
KW  - Integrated Postsecondary Education Data System
KW  - ERIC, Resources in Education (RIE)
KW  - Technical Institutes
KW  - Institutional Characteristics
KW  - Two Year Colleges
KW  - Postsecondary Education
KW  - Public Colleges
KW  - Private Colleges
KW  - Higher Education
KW  - National Surveys
KW  - Tuition
KW  - Fees
KW  - Statistical Analysis
KW  - Universities
KW  - Tables (Data)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62795474?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  - Effective Showcase Projects: Office of Indian Education.
AN  - 62806071; ED364400
AB  - The Indian Education Programs supplement state, local, and tribal education efforts to improve the quality of Indian education and assure parental and community participation. Each year, the Office of Indian Education, assisted by the six regional Indian Education Technical Assistance Centers, selects effective projects to be showcased at the National Indian Education Association conference. Profiles of the seven 1993 showcase projects provide a brief description and highlight effective features, why and how the program works, proof of effectiveness, and unique features. The winners are: (1) cultural software development project (Madison County School District, Huntsville, Alabama); (2) Project GAIN providing culturally appropriate academic tutoring and counseling services (Detroit Lakes Independent Public School District #22, Minnesota); (3) program providing intensive advisement for high-risk students and career workshops for secondary students, resulting in a dramatically lower Indian dropout rate (Tacoma Public School District #10, Washington); (4) "Indians of Northwest California" culture curriculum (Klamath-Trinity Unified School District, Hoopa, California); (5) program providing tutoring, counseling, and an Indian studies cultural program designed for the multiple tribes represented in the student population (Putnam City Public Schools, Oklahoma City); (6) program promoting Tlingit language and culture and positive student self-concept (Sitka School District, Alaska); and (7) Project Smoke Signal, in which after-school centers and a summer program teach Choctaw language and culture and provide tutoring (Native American Indian Association, Nashville, Tennessee). (SV)
Y1  - 1993/11//
PY  - 1993
DA  - November 1993
SP  - 20
KW  - Culture Based Curriculum
KW  - Office of Indian Education Programs
KW  - ERIC, Resources in Education (RIE)
KW  - Program Descriptions
KW  - Program Effectiveness
KW  - Demonstration Programs
KW  - Family School Relationship
KW  - Profiles
KW  - Tutoring
KW  - Cultural Education
KW  - Elementary Secondary Education
KW  - American Indian Education
KW  - Community Involvement
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62806071?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  - Recommendations for High School Preparation for Postsecondary Education and Employment. A Report Submitted to the Florida State Board of Education by the Task Force on High School Preparation for Postsecondary Education and Employment.
AN  - 62805006; ED370633
AB  - Blueprint 2000 is the Florida state policy moving Florida education toward higher standards in the long term, requiring extensive collaboration among the public schools, community colleges, state universities, and the Florida Department of Education. The Task Force on High School Preparation for Postsecondary Education and Employment was formed in June 1993 and charged to review high school graduation requirements and make recommendations to the State Board of Education and the 1994 Legislature to ensure that students are prepared for postsecondary education and that graduation requirements conform to the competency-based goals of the Blueprint 2000 plant. This report presents the 11 Task Force recommendations for: (1) raising expectations by making changes in course requirements, focusing on competencies rather than credits, changing grade point average requirements, aligning curriculum and assessment, and making changes in assessment; (2) ensuring a caring learning environment by supporting staff development to prepare staff for greater involvement with students and for interdisciplinary and/or integrated instruction; (3) providing flexibility for transition to Blueprint 2000 via a modified funding system to support interdisciplinary and/or integrated instruction between vocational and academic courses; and (4) enhancing school, college, and university collaboration. The report concludes with a timeline for implementation of the high school preparation recommendations. Appendixes include a listing of task force members, resource persons, meeting dates, high school graduation requirements, and 1993-94 math and science courses by levels. (KP)
Y1  - 1993/11//
PY  - 1993
DA  - November 1993
SP  - 26
KW  - Florida
KW  - ERIC, Resources in Education (RIE)
KW  - State Legislation
KW  - College Bound Students
KW  - Higher Education
KW  - College School Cooperation
KW  - High Schools
KW  - Evaluation Criteria
KW  - Policy Formation
KW  - Statewide Planning
KW  - Grade Point Average
KW  - Course Selection (Students)
KW  - College Preparation
KW  - High School Students
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62805006?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  - High School Seniors Look to the Future, 1972 and 1992. Statistics in Brief.
AN  - 62803325; ED366655
AB  - In light of the many changes of the past 20 years, it may be expected that plans of high school seniors for further education may have also changed, along with the kinds of jobs they expect to have and the things they regard as important. These questions are examined through data from the National Longitudinal Study of 1972 (NLS) and the National Education Longitudinal Study in 1988 (NELS:88), the 1992 Second Follow-up. The proportion of seniors in academic or college preparatory programs was approximately the same in both years, although enrollment in the general track increased and enrollment in vocational education decreased. In 1992, there was little difference between the sexes in high school program placement. In 1992, only 5.3 of students reported that they would not attend some kind of school after high school, but in 1972, 18.9% had reported that they would not continue. Eighty-four percent in 1992 planned to go to college, compared with the 63% who planned to attend in 1972. Differences for females were dramatic, with female seniors in 1992 four times more likely to plan on graduate or professional school as in 1972. Nearly 60% in 1992 planned a professional career, compared with approximately 45% in 1972. Changes in values were most marked among women, who in 1992 espoused values closer to those traditionally held by men. One figure and three tables present data about the two populations. (SLD)
AU  - Green, Patricia
Y1  - 1993/11//
PY  - 1993
DA  - November 1993
SP  - 6
VL  - NCES-93-473
KW  - National Education Longitudinal Study 1988
KW  - National Longitudinal Study High School Class 1972
KW  - ERIC, Resources in Education (RIE)
KW  - Academic Education
KW  - College Bound Students
KW  - Males
KW  - Higher Education
KW  - National Surveys
KW  - Educational Attainment
KW  - Objectives
KW  - Academic Aspiration
KW  - Enrollment
KW  - College Preparation
KW  - Career Planning
KW  - Values
KW  - Graduate Study
KW  - Social Change
KW  - Longitudinal Studies
KW  - High School Seniors
KW  - Student Attitudes
KW  - High Schools
KW  - Employment Experience
KW  - Sex Differences
KW  - Professional Education
KW  - Life Events
KW  - Labor Market
KW  - Vocational Education
KW  - Females
KW  - Futures (of Society)
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62803325?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  - Persistence and Attainment in Postsecondary Education for Beginning AY 1989-90 Students as of Spring 1992. Beginning Postsecondary Students Longitudinal Study 1992 Followup (BPS: 90/92). E.D. TABS.
AN  - 62801136; ED365701
AB  - The Beginning Postsecondary Students (BPS) study followed a group of students who began their postsecondary education in the 1989-90 academic year. The follow-up in the spring of 1992 explored the persistence and degree attainment of these beginners (approximately 10,600 students). As expected, many initially enrolled for programs of less than 4 years were no longer enrolled, but about two-thirds of beginners in four-year institutions were still enrolled. First-year dropout rates were higher in public four-year institutions than in private institutions. Females were less likely than males to leave postsecondary education in the first year. Asians were most likely to be still enrolled, at 63 percent, while Whites remained enrolled at 41 percent. Seven tables present information on the persistence and attainment for public and private college students in two-year, less than two-year, and four-year schools that include for-profit and not-for-profit schools. Technical notes discuss sampling and weighting adjustments. (SLD)
Y1  - 1993/11//
PY  - 1993
DA  - November 1993
SP  - 27
KW  - Beginning Postsecondary Students Long Study
KW  - ERIC, Resources in Education (RIE)
KW  - Males
KW  - School Holding Power
KW  - Public Colleges
KW  - Higher Education
KW  - Asian American Students
KW  - National Surveys
KW  - Educational Attainment
KW  - Cohort Analysis
KW  - White Students
KW  - Followup Studies
KW  - Sex Differences
KW  - Enrollment
KW  - College Students
KW  - Black Students
KW  - Hispanic American Students
KW  - Academic Persistence
KW  - Student Attrition
KW  - School Surveys
KW  - Females
KW  - American Indian Students
KW  - Tables (Data)
KW  - Pacific Islanders
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62801136?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  - Time in the Classroom. Indicator of the Month.
AN  - 62800234; ED367667
AB  - The amount of time students are exposed to material is one measure of student access to learning opportunities. This information sheet compares instructional time for students in several developed countries. However, how effectively classroom time is used had the greatest influence on student learning. The average amount of time 13-year-olds spent in instruction during the 1990-91 school year ranged from 875 hours in Japan to 1,177 hours in Taiwan. Students in the United States spent over 1,000 hours exposed to instruction, slightly more than students in Canada, England, Korea, and Germany. Public and private students in the United States spend about the same amounts of time in school, but the average time in school does vary across the states, from around 1,100 hours in Hawaii and Maine to around 1,250 hours in Mississippi. Two tables, one graph, and a map illustrate the amount of time students spend in school. (SLD)
Y1  - 1993/11//
PY  - 1993
DA  - November 1993
SP  - 4
KW  - Opportunity To Learn
KW  - ERIC, Resources in Education (RIE)
KW  - Educational Indicators
KW  - Elementary Secondary Education
KW  - Equal Education
KW  - Comparative Analysis
KW  - Time Factors (Learning)
KW  - Public Schools
KW  - Foreign Countries
KW  - Access to Information
KW  - Developed Nations
KW  - Time Management
KW  - Tables (Data)
KW  - Private Schools
KW  - Adolescents
KW  - Time on Task
UR  - http://libproxy.lib.unc.edu/login?url=http://search.proquest.com/docview/62800234?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, 1993,"
N1  - Last updated - 2014-03-21
ER  -