AndreaBozzo/ceres-open-data-index huggingface dataset:
The National Longitudinal Study of the High School Class of 1972

The National Longitudinal Study of the High School Class of 1972 (NLS-72) is part of the Secondary Longitudinal Studies (SLS) program; program data is available since 1972 at https://nces.ed.gov/pubsearch/getpubcats.asp?sid=021. The National Longitudinal Study of the High School Class of 1972 (NLS-72) (https://nces.ed.gov/surveys/nls72/index.asp) is a longitudinal survey that follows high school seniors through 5 follow-ups in 1973, 1974, 1976, 1979, and 1986.  The study was conducted using a national representative sample of 1972 high school seniors. Key statistics produced from the National Longitudinal Study of High School Class of 1972 are student's educational aspirations and attainment, family formation, and occupations.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, background-characteristics, educational-activities, experiences-since-the-previous-follow-up, family-formation, high-school, political-participation, postsecondary-education, postsecondary-education-transcript-study-pets, postsecondary-transcripts, secondary-education, vocational-activities
Organization: Department of Education
Teaching American History 2010 Applicants

The program is designed to raise student achievement by improving teachers' knowledge and understanding of and appreciation for traditional U.S. history. Grant awards will assist LEAs, in partnership with entities that have content expertise, to develop, document, evaluate, and disseminate innovative and cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of U.S. history as a separate subject matter within the core curriculum, these programs will improve instruction and raise student achievement.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, american, applicants, history, interactive, teaching
Organization: Department of Education
Teaching American History 2010 Grantees

The program is designed to raise student achievement by improving teachers' knowledge and understanding of and appreciation for traditional U.S. history. Grant awards will assist LEAs, in partnership with entities that have content expertise, to develop, document, evaluate, and disseminate innovative and cohesive models of professional development. By helping teachers to develop a deeper understanding and appreciation of U.S. history as a separate subject matter within the core curriculum, these programs will improve instruction and raise student achievement.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, american, grantees, history, interactive
Organization: Department of Education
Investing in Innovation 2010 Applications

Thank you for your interest in the Investing in Innovation (i3) Program! You can use the tools below to look at general information about the applications, and you can also find specific applications that you would like to explore in more detail. The data is sourced from supplemental forms as reported by applicants. The data from these forms may not be a full or accurate representation of the information provided in the formal application.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, application, innovation, interactive, investing
Organization: Department of Education
Investing in Innovation 2011 Applications

Thank you for your interest in the Investing in Innovation (i3) Program! You can use the tools below to look at general information about the applications, and you can also find specific applications that you would like to explore in more detail. The data is sourced from supplemental forms as reported by applicants. The data from these forms may not be a full or accurate representation of the information provided in the formal application.

Tags: 85f4c211-0469-4302-a83f-e9c18a7579b7, application, innovation, interactive
Organization: Department of Education
Trends in International Mathematics and Science Study, 2011

The Trends in International Mathematics and Science Study, 2011 (TIMSS 2011), is a study that is part of the Trends in International Mathematics and Science Study (TIMSS) program. TIMSS 2011 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth- and eighth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth- and eighth-graders in the 2010-11 school year were sampled. The study's response rate was 94 percent. Key statistics produced from TIMSS 2003 are mathematics and science achievement scores of U.S. fourth- and eighth- grade students compared to that of students in other countries.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, educational-achievement, international-comparison, international-math-and-science-assessment, mathematics, science
Organization: Department of Education
Trends in International Mathematics and Science Study, 2007

The Trends in International Mathematics and Science Study, 2007 (TIMSS 2007), is a study that is part of the Trends in International Mathematics and Science Study (TIMSS) program. TIMSS 2007 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth- and eighth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth- and eighth-graders in the 2006-07 school year were sampled. The final weighted student response rate at grade four was 95 percent, and the final weighted student response rate at grade eight was 93 percent. Key statistics produced from TIMSS 2003 are mathematics and science achievement scores of U.S. fourth- and eighth- grade students compared to that of students in other countries.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, educational-achievement, international-comparison, international-math-and-science-assessment, mathematics, science
Organization: Department of Education
Trends in International Mathematics and Science Study, 2003

The Trends in International Mathematics and Science Study, 2003 (TIMSS 2003), is part of the Trends in International Mathematics and Science Study (TIMSS) program. TIMSS 2003 (https://nces.ed.gov/timss/) is a cross-sectional study that provides international comparative information of the mathematics and science literacy of fourth- and eighth-grade students and examines factors that may be associated with the acquisition of math and science literacy in students. The study was conducted using direct assessments of students and questionnaires for students, teachers, and school administrators. Fourth- and eighth-graders in the 2002-03 school year were sampled. The weighted student response rate at grade four was 95 percent, and the weighted student response rate at grade eight was 94 percent. Key statistics produced from TIMSS 2003 are mathematics and science achievement scores of U.S. fourth- and eighth- grade students compared to that of students in other countries.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, educational-achievement, international-comparison, international-math-and-science-assessment, mathematics, science
Organization: Department of Education
Teacher Shortage Areas 2019-20

Teacher Shortage Areas 2019-20 (TSA 2019-20) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at <https://www2.ed.gov/about/offices/list/ope/pol/tsa.html>. TSA 2019-20 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2019-20 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Tags: 284c495f-ff53-476d-adbf-2e0b7d1d31f0, elementary-and-secondary-education, financial-aid, grants, teachers
Organization: Department of Education
Teacher Shortage Areas 2018-19

Teacher Shortage Areas 2018-19 (TSA 2018-19) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at <https://www2.ed.gov/about/offices/list/ope/pol/tsa.html>. TSA 2018-19 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2018-19 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Tags: 284c495f-ff53-476d-adbf-2e0b7d1d31f0, elementary-and-secondary-education, financial-aid, grants, teachers
Organization: Department of Education
Teacher Shortage Areas 2017-18

Teacher Shortage Areas 2017-18 (TSA 2017-18) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at <https://www2.ed.gov/about/offices/list/ope/pol/tsa.html>. TSA 2017-18 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2017-18 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Tags: 284c495f-ff53-476d-adbf-2e0b7d1d31f0, elementary-and-secondary-education, financial-aid, grants, teachers
Organization: Department of Education
Teacher Shortage Areas 2016-17

Teacher Shortage Areas 2016-17 (TSA 2016-17) is part of the Teacher Shortage Areas (TSA) program; program data are available since 1990?91 at <https://www2.ed.gov/about/offices/list/ope/pol/tsa.html>. TSA 2016-17 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2016-17 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of schools of education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state?s and outlying jurisdiction?s pre-kindergarten through Grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Tags: 284c495f-ff53-476d-adbf-2e0b7d1d31f0, elementary-and-secondary-education, financial-aid, grants, teachers
Organization: Department of Education
Teacher Shortage Areas, 2015-16

Teacher Shortage Areas, 2015-16 (TSA 2015-16), is part of the Teacher Shortage Areas (TSA) program; program data is available since 1990-91 at <https://www2.ed.gov/about/offices/list/ope/pol/tsa.html>. TSA 2015-16 (https://www2.ed.gov/about/offices/list/ope/pol/tsa.html) is a cross-sectional study that collects information about teaching needs in the 50 United States and the outlying jurisdictions. TSA 2015-16 provides a reference document to notify the nation where states and schools are looking to potentially hire academic administrators, licensed teachers, and other educators and school faculty in specific disciplines/subject areas, grade levels, and/or geographic regions; and where recent graduates of Schools of Education and trained, experienced teaching professionals aiming to serve school districts with shortages can find (prospective) positions and fill the current voids in each state's and outlying jurisdiction's pre-kindergarten through grade 12 classrooms, in areas that match their certification credentials; as well as to inform Federal financial aid recipients on reducing, deferring, or cancelling/nullifying/discharging student loan payments and meeting other specified (e.g., teaching) obligations.

Tags: c1e7a143-9bfc-4eeb-8df8-720605a12e1a, elementary-and-secondary-education, financial-aid, grants, teachers
Organization: Department of Education
Teaching and Learning International Survey, 2013

The Teaching and Learning International Survey, 2013 (TALIS:13), is a study that is part of the Teaching and Learning International Survey (TALIS) program. TALIS:13 (https://nces.ed.gov/surveys/talis/) is a cross-sectional survey that is designed to collect information about the teaching workforce, teaching as a profession, and the learning environments of schools. The study will be conducted through questionnaires for teachers and school administrators. Teachers and school administrators in lower secondary schools (Grades 7, 8, and 9) were sampled. Key statistics produced from TALIS:13 include information on teacher and principal background and characteristics, teacher and principal professional development, school leadership and management, teacher appraisal and feedback, teachers' instructional beliefs and pedagogical practices, school climate and ethos, student characteristics as perceived by the teacher, and teacher efficacy and job satisfaction.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, instructional-beliefs, international-education, junior-high-school, learning, middle-school, pedagogy, principals, professional-development, school-leadership, school-management, teacher-appraisal, teacher-feedback, teachers, teaching, teaching-workforce
Organization: Department of Education
Evaluation of the Effectiveness of the Alabama Mathematics, Science, and Technology Initiative

The Evaluation of the Effectiveness of the Alabama Mathematics, Science, and Technology Initiative (AMSTI Evaluation) is a study with data available since 2012 at <https://ies.ed.gov/pubsearch/>. AMSTI Evaluation is a cross-sectional survey that determined the effect of the AMSTI program, which is designed as a whole-school reform initiative providing professional development, access to materials and technology, and in-school support for teachers. Specifically, this study examined the effects of the program on student achievement. The study was conducted using surveys and interviews of teachers and principal with administrative data being collected from the Alabama State Department of Education. Elementary and middle schools were sampled. The study's response rate is to be determined. Key statistics produced from AMSTI Evaluation are the effect of the program on student achievement in mathematics, reading, and science.

Tags: 34621008-400b-4c5c-b37f-2af6fec112e8, alabama, alabama-math-science-and-technology-initiative-amsti, elementary-schools, grade-4, grade-5, grade-6, grade-7, grade-8, mathematics, middle-schools, national-center-for-education-evaluation-and-regional-assistance-ncee, professional-development-pd, regional-educational-laboratories-rel, science, southeast, student-achievement, technology
Organization: Department of Education
Schools and Staffing Survey, 2011-12

The Schools and Staffing Survey, 2011-12 (SASS 11-12), is a study that is part of the Schools and Staffing Survey (SASS) program. SASS 11-12 (https://nces.ed.gov/surveys/sass/) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, and telephone interviews. Schools, teachers, librarians, and principals were sampled. Key statistics produced from SASS 11-12 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, elementary-and-secondary-education, leavers, library-media-specialists, movers, principal-attrition-rate, principal-experience, principal-qualifications, principal-retention, principal-turnover, principals, private-schools, public-school-districts, public-schools, stayers, teacher-attrition, teacher-experience, teacher-qualifications, teachers
Organization: Department of Education
Schools and Staffing Survey, 2003-04

The Schools and Staffing Survey, 2003-04 (SASS 03-04), is a study that is part of the Schools and Staffing Survey (SASS) program. SASS 03-04 (https://nces.ed.gov/surveys/sass) is a survey that covers a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population. The survey was conducted using mail, email, paper questionnaires, and telephone interviews. Teachers, librarians, principals, and school coordinators were sampled. Key statistics produced from SASS 03-04 are how many teachers and principals remained at the same school, moved to another school, or left the profession in the year following the SASS administration.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, charter-schools, education, private-schools, public-schools, teachers
Organization: Department of Education
Schools and Staffing Survey, 1993-94

The Schools and Staffing Survey, 1993-94 (SASS 93-94), is a study that is part of the Schools and Staffing Survey (SASS) program; program data is available since 1987-88 at <https://nces.ed.gov/surveys/sass/dataproducts.asp>. SASS 93-94 (https://nces.ed.gov/surveys/sass) is a collection of surveys that cover a wide range of topics from teacher demand, teacher and principal characteristics, general conditions in schools, principals' and teachers' perceptions of school climate and problems in their schools, teacher compensation, district hiring and retention practices, to basic characteristics of the student population and school library resources and staffing. The surveys were conducted using questionnaires, personal interviews, list data, and telephone interviews. Superintendents, teachers, librarians, principals, and school coordinators were sampled. Key statistics from SASS 93-94 are the percentage of newly-hired teachers, average teacher salary, average principal salary, percentage distribution of students receiving free or reduced-price lunches, percentage distribution of students by race and ethnicity, percentage distribution of teachers and principals by race and ethnicity, and age distributions of teachers and principals.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, bia, bureau-of-indian-affairs, charter-school, district, education, elementary, librarian, principal, private-school, private-school-library, public-school, public-school-library, secondary, teacher
Organization: Department of Education
FY 2009 Budget Summary:  Table of Contents

The FY 2009 Education Budget Summary provides program information and detailed budget tables showing the effect of the FY 2009 Budget on the programs and activities of the Department.

Tags: 972677fb-76cd-4b5e-987c-ff072f2df910, budgets, federal-aid, federal-government, federal-programs, grants, national, ofo, presidents-budget-request, united-states
Organization: Department of Education
Community Survey: 2023 Survey Data

The City of Bloomington contracted with National Research Center, Inc. to conduct the 2023 Bloomington Community Survey. This is the fourth time a scientific citywide survey has been completed covering resident opinions on service delivery satisfaction by the City of Bloomington and quality of life issues.
<br>
The 2023 survey received responses from 367 households (from a scientific sample of 3,000) and an additional 557 residents completed the opt-in survey. Read more at: <a href="https://bton.in/LWVOR">bton.in/LWVOR</a>.

Organization: City of Bloomington
Student Loan Volume Tables—FY 2009 President's Budget

These tables show Federal Family Education Loan and William D. Ford Direct Student Loan program volume actuals and estimates prepared for the FY 2009 President's Budget.

Tags: 972677fb-76cd-4b5e-987c-ff072f2df910, direct-loans, federal-aid, federal-family-education-loans, ofo, state, student-loan-programs, united-states
Organization: Department of Education
Student Aid Policies Included in the FY 2006 President's Budget

<p>This table (in pdf and xls) shows the budget impact, on outlays, of student aid-related Higher Education Act reauthorization proposals included in the FY 2006 President's Budget.

Tags: 972677fb-76cd-4b5e-987c-ff072f2df910, direct-loans, federal-aid, federal-family-education-loans, national, ofo, student-loan-programs, united-states
Organization: Department of Education
Section 117 of the Higher Education Act of 1965

This page provides information about ED's oversight of Section 117 of the Higher Education Act of 1965, which requires that universities report certain contracts with and gifts from foreign sources.

Tags: 8dea2fcc-a8c2-4e0c-b278-1182100318ab, colleges, federal-legislation, foreign-countries, institution-of-higher-education, ogc, postsecondary-education, united-states, universities
Organization: Department of Education
Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by religious or nonsectarian orientation of school: United States, 2017–18

Table 2. Number and percentage distribution of private schools, students, and full-time equivalent (FTE) teachers, by religious or nonsectarian orientation of school: United States, 2017–18

Tags: 0ee4621b-38be-46bb-8360-219726022a58, education, elementary, national, nces, principals, private-schools, schools, secondary, teachers, united-states
Organization: Department of Education