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National Center for Education Statistics (ED), Washington, DC

Overview
Works: 1,452 works in 1,811 publications in 1 language and 4,115 library holdings
Classifications: LB2342, 378.020973021
Publication Timeline
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Most widely held works by Washington, DC National Center for Education Statistics (ED)
Student financing of graduate and first-professional education ... : with profiles of students in selected degree programs by Susan P Choy( Book )

1 edition published in 2006 in English and held by 800 WorldCat member libraries worldwide

This report uses the 2003-04 NPSAS data to describe the characteristics of graduate and first professional students and how they finance their education, with a section focusing on students who attend exclusively part time. The report also includes a compendium of tables providing detailed data on student and enrollment characteristics, types of financial aid, sources of financial aid, and employment while enrolled. The report shows that the majority of students (60 percent) were enrolled at the master's level. Seventy-three percent of all graduate and first-professional students received some type of aid (grants, loans, assistantships, or work-study), and the average amount received by aided students was $15,100. Aid patterns varied across programs, however. For example, doctoral students were more likely than others to receive grant aid (55 percent versus 38 percent of master's students and 41 percent of first-professional students), while first-professional students were the most likely to borrow (78 percent versus 40 percent of master's students and 30 percent of doctoral students). About half (51 percent) of all graduate and first professional students attended exclusively part time in 2003-04, and 70 percent of these students worked full time while enrolled. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 61 tables and 11 figures.)
Forum guide to the privacy of student information a resource for schools by Washington, DC National Center for Education Statistics (ED)( Book )

2 editions published in 2006 in English and held by 271 WorldCat member libraries worldwide

This guide was written to help school and local education agency staff better understand and apply the Family Educational Rights and Privacy Act (FERPA), a federal law that protects privacy interests of parents and students in student education records. The Forum has developed full reports on student (and staff) privacy guidance, but a shorter document was needed to provide a quick overview and links to other resources when more information is needed. This guide defines terms such as "education records" and "directory information"; and offers guidance for developing appropriate privacy policies and information disclosure procedures related to military recruiting, parental rights and annual notification, videotaping, online information, media releases, surveillance cameras, and confidentiality concerns related specifically to health-related information. The following are appended: (1) Key Terms and Definitions; and (2) References and Other Resources. [This document was prepared by the National Forum on Education Statistics.]
The Nation's Report Card Reading Highlights, 2002 by Washington, Dc National Center for Education Statistics (Ed)( Book )

10 editions published between 2001 and 2003 in English and held by 14 WorldCat member libraries worldwide

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)
Revenues and Expenditures for Public Elementary and Secondary Education School Year 1991-92. Statistics in Brief by Washington, DC National Center for Education Statistics (ED)( Book )

6 editions published between 1994 and 1999 in English and held by 12 WorldCat member libraries worldwide

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)
Federal support for education, fiscal years 1980 to 1998 by Charlene Hoffman( Book )

9 editions published between 1990 and 2001 in English and held by 12 WorldCat member libraries worldwide

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)
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States 1995-96. Statistical Analysis Report by Beth Aronstamm Young( Book )

9 editions published between 1998 and 2002 in English and held by 12 WorldCat member libraries worldwide

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)
Public Libraries in the United States : 1991. E.D. TABS by Adrienne Chute( Book )

6 editions published between 1993 and 1998 in English and held by 11 WorldCat member libraries worldwide

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)
The condition of education 1997 by Thomas M Smith( )

2 editions published in 1997 in English and held by 10 WorldCat member libraries worldwide

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)
The Condition of Education, 1995 by Thomas M Smith( )

2 editions published in 1995 in English and held by 10 WorldCat member libraries worldwide

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)
Overview of Public Elementary and Secondary Schools and Districts School Year 1996-97. Statistics in Brief by Washington, DC National Center for Education Statistics (ED)( Book )

5 editions published between 1995 and 1999 in English and held by 10 WorldCat member libraries worldwide

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)
National Household Education Survey of 1999 Data File User's Manual, Volume I by Mary Jo Nolin( Book )

6 editions published in 2000 in English and held by 9 WorldCat member libraries worldwide

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, including early childhood program participation, types and frequency of family involvement in children's schooling, school practice to support and involve families, learning activities with children outside of school, and plans for children's postsecondary education. This manual provides documentation and guidance for users of the public release data file for the Parent Interview. It contains a description of the data file and a discussion of data considerations and anomalies. Included, as five appendixes (Appendixes c through g of the complete manual), are the public file layout, the Statistical Analysis System code for creating derived variables, crosswalks of items asked in the nhes:99 Parent Interview and previous nhes administrations, the code book for the file, and directions and code for linking data files. This volume is meant to be used in conjunction with Volume I, which contains more information about the purpose of the study and the sample design. (Sld)
Postsecondary Institutions in the United States Fall 2001 and Degrees and Other Awards Conferred: 2000-01. E.D. Tabs by Laura G Knapp( Book )

6 editions published between 2003 and 2006 in English and held by 9 WorldCat member libraries worldwide

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)
Demonstration Booklet, 2003 Grade 4, Reading and Mathematics. National Assessment of Educational Progress (NAEP) by Washington, DC National Center for Education Statistics (ED)( Book )

6 editions published in 2003 in English and held by 9 WorldCat member libraries worldwide

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)
Demonstration Booklet, 2002 Grade 12, Reading and Writing. National Assessment of Educational Progress (NAEP) by Washington, Dc National Center for Education Statistics (Ed)( Book )

6 editions published in 2002 in English and held by 9 WorldCat member libraries worldwide

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)
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States : 1990-91. Statistical Analysis Report by John P Sietsema( Book )

4 editions published between 1991 and 1995 in English and held by 9 WorldCat member libraries worldwide

Basic descriptive information is provided about the 100 largest school districts in the United States and its outlying areas during the 1990-91 school year. The 100 largest public school districts, representing fewer than 1 percent of all school districts, were responsible for educating 23 percent of all public school students. Characteristics that are noted include average and medium size, student-teacher ratios, number of high school graduates, numbers of pupils receiving special education, and minority enrollment as a proportion of total enrollment. This information is contained in nine basic tables. Almost all of these districts encompass large cities, but only about half are confined to city limits. About 70 percent are in coastal states, and of the 89 districts for which student racial/ethnic information was reported, 47 districts have over 50 percent minority enrollment. The 100 districts employ about 23 percent of the nation's public school teachers and accounted for about 17 percent of all public schools and over 19 percent of public high school graduates. Schools in these districts tended to be 39 percent larger than the average U.S. school and to have a slightly higher pupil/teacher ratio than those in other districts. The nine basic tables and the three tables listing selected statistics present data collected by the National Center for Education Statistics for the Common Core of Data. One figure illustrates the location of these districts. Three appendixes list the largest districts and contain the survey documents for the elementary school and secondary school universes and the school agency universe. (SLD)
Current funds revenues and expenditures of institutions of higher education : fiscal years 1980-88 by Kristin Keough( Book )

4 editions published between 1991 and 1993 in English and held by 9 WorldCat member libraries worldwide

This report presents revenue and expenditure data on the nation's accredited institutions of higher education over the 9-year period from fiscal year (FY) 1983 through FY 1991. Data are from the Integrated Postsecondary Education Data System "Finance" surveys from FY 1987 through FY 1991 and the Higher Education General Information Survey from FY 1983 through FY 1986. This report includes information only on institutions of higher education which are accredited at the college level by an agency recognized by the Secretary, U.S. Department of Education. Among the data are the following: (1) in FY 1991, institutions of higher education received revenues of nearly $150 billion and expended approximately $146 billion, with expenditures increasing at a greater rate than revenues; (2) tuition and fees continue to be an important revenue source for public and private institutions; (3) federal sources of revenue for all institutions increased just above the rate of inflation in FY 1991; (4) one of the largest sources of revenue for public institutions is state appropriations, although revenue increases from this source did not keep pace with inflation in FY 1991; (5) sales and services (including educational activities, auxiliary enterprises and hospitals) make up a growing proportion of revenues for both public and private institutions; (6) instruction continues to be the largest single expenditure category; (7) scholarship and fellowship expenditures (not including Pell Grants) increased 13.5 percent for all institutions from FY 1990 to FY 1991; and (8) states with at least 7 percent of total expenditures going towards scholarships and fellowships (not including Pell Grants) were all in the Northeast region. (GLR)
The condition of education 1996 by Thomas M Smith( )

1 edition published in 1996 in English and held by 8 WorldCat member libraries worldwide

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)
Long-Term Trends in Student Reading Performance by Alan Vanneman( Book )

4 editions published in 1998 in English and held by 8 WorldCat member libraries worldwide

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)
Current funds revenues and expenditures of institutions of higher education : fiscal years 1987 through 1995 by Samuel Barbett( Book )

4 editions published between 1994 and 1997 in English and held by 8 WorldCat member libraries worldwide

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)
Degrees and Other Awards Conferred by Institutions of Higher Education 1992-93. E.D. TABS by Frank B Morgan( Book )

4 editions published between 1994 and 1997 in English and held by 8 WorldCat member libraries worldwide

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)
 
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