AndreaBozzo/ceres-open-data-index huggingface dataset:
National Assessment of Educational Progress, 2005

The National Assessment of Educational Progress, 2005 (NAEP 2005), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2005 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2005 assessments consist of national and state assessments in mathematics, reading, and science. The study's response rate was between 84 and 99 percent. Key statistics produced from NAEP 2005 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, math, national-assessment-of-educational-progress, reading, science, students
Organization: Department of Education
National Assessment of Educational Progress, 2007

The National Assessment of Educational Progress, 2007 (NAEP 2007), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2007 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2007 assessments consist of national and state assessments in reading and mathematics, at grades 4 and 8; a national and state sample in writing at grade 8; and a national only writing sample at grade 12.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, math, national-assessment-of-educational-progress, reading, students, writing
Organization: Department of Education
National Assessment of Educational Progress, 2014

The 2014 National Assessment of Educational Progress (NAEP 2014) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP 2014 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study is conducted using computer-based assessment of students. Students in grade 4, 8, and 12 are sampled. NAEP 2014 assessments consist of national assessments in civics, geography, U.S. history, and technology and engineering literacy for 8th-grade students. Key statistics produced from NAEP 2014 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, civics, geography, science, social-studies, students, u-s-history, us-history
Organization: Department of Education
National Assessment of Educational Progress, 2006

The National Assessment of Educational Progress, 2006 (NAEP 2006), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2006 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grade 4, 8, and 12 were sampled. NAEP 2006 assessments consist of national assessments in civics and U.S. history at grades 4, 8, and 12, and economics at grade 12. The study's response rate was between 78 and 86 percent. Key statistics produced from NAEP 2006 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, civics, economics, national-assessment-of-educational-progress, students, u-s-history, us-history
Organization: Department of Education
National Assessment of Educational Progress, 2012 Long-Term Trend

The National Assessment of Educational Progress, 2012 Long-Term Trend (NAEP 2012 LTT), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1971 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2012 LTT (https://nces.ed.gov/nationsreportcard/ltt) is a cross-sectional survey that assesses what America's students know and can do in reading and mathematics. NAEP 2012 Long-Term Trend assessment was administered to students aged 9, 13, and 17 who were enrolled in public and non-public elementary and secondary schools throughout the nation.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, education, education-research, ell-english-language-learner, naep-assessments, national-assessment, sd-student-with-disabilities, secondary-education
Organization: Department of Education
EDFacts Assessment, 2017-18

EDFacts Assessment, 2017-18 (EDFacts ASSMT:2017-18) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2017-18 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states about students participation in and performance on academic assessments in Reading/Language Arts, Science, and Mathematics in elementary and secondary education at the school, LEA, and SEA levels. EDFacts ASSMT:2017-18 data were collected using the EDFacts Submission System (ESS), a centralized portal, and their submission by states is mandatory and required for benefits. Not submitting the required reports by a state constitutes a failure to comply with law and may have consequences for federal funding to the state. Key statistics produced from EDFacts ASSMT:2017-18 are from four (4) data groups with information on Academic Achievement and Assessment Participation in Mathematics and Reading/Language Arts. For the purposes of this system, data groups are referred to as 'variables', as a result of the structure and format of EDFacts data.

Tags: achievement, assessment, assessment-participation, b5c3333b-259a-49c3-9576-51203d216820, economically-disadvantaged-students, edfacts, elementary-and-secondary-education, elementary-school, english-learner, esea, esea-flexibility, high-school, homeless-students, language-arts, lea, limited-english-proficienct, mathematics, middle-school, migratory-students, reading, reading-language-arts, readinglanguage-arts, schools, science, sea, students, students-with-disabilities
Organization: Department of Education
National Assessment of Educational Progress, 2008

The National Assessment of Educational Progress, 2008 (NAEP 2008), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at https://nces.ed.gov/nationsreportcard/naepdata/. NAEP 2008 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in arts. The study was conducted using computer-based assessment of students. Students in grade 8 were sampled. Key statistics produced from NAEP 2008 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all eighth-graders) and groups within those populations (e.g., female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, arts-education, computer-assessment, national-assessment-of-educational-progress, on-line-assessment, students
Organization: Department of Education
National Assessment of Educational Progress, 2008 Long-Term Trend Study

The National Assessment of Educational Progress, 2008 Long-Term Trend Study (NAEP 2008 LTT), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data available since 1971 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP 2008 LTT (https://nces.ed.gov/nationsreportcard/ltt) is a cross-sectional survey that assesses what America's students know and can do in reading and mathematics. NAEP 2008 LTT assessments were administered to students aged 9, 13, and 17 who were enrolled in public and non-public elementary and secondary schools throughout the nation.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, long-term-trends, mathematics-assessment, naep, national-assessment-of-educational-progress, reading-assessment
Organization: Department of Education
National Assessment of Educational Progress, 2015

The National Assessment of Educational Progress, 2015 (NAEP 2015) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP 2015 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study is conducted using computer-based assessment of students. Students in grade 4, 8, and 12 are sampled. NAEP 2015 assessments consist of national and state assessments in mathematics, reading, and science. Key statistics produced from NAEP 2015 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessments, education, education-research, elementary-education, english-language-learners-ell, national-assessments, secondary-education, students-with-disabilities-sd
Organization: Department of Education
National Assessment of Educational Progress, 2009

The National Assessment of Educational Progress, 2009 (NAEP 2009) is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data is available since 1990 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP 2009 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessment of students. Students in grades 4, 8, and 12 were sampled. NAEP 2009 assessments consist of national and state assessments in reading and math, at grades 4 and 8; a national and state sample in writing at grade 8; and a national only writing sample at grade 12. The study's response rates were between 83 and 100 percent. Key statistics produced from NAEP 2009 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g., female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, computer-assessment, national-assessment-of-educational-progress, on-line-assessment, science, students
Organization: Department of Education
National Assessment of Educational Progress, 2010

The National Assessment of Educational Progress, 2010 (NAEP 2010), is part of the National Assessment of Educational Progress (NAEP) program; program data available since 1971 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The 2010 study was conducted using a computer-based assessment of students. Students in grades 4, 8, and 12 were sampled. NAEP 2010 assessments consist of national and state assessments in geography, civics, U.S. history, and writing. The study's response rates were between 83 and 96 percent. Key statistics produced from NAEP 2010 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessment, civics, geography, national-assessment-of-educational-progress, students, u-s-history, us-history
Organization: Department of Education
Impact Evaluation of Teacher and Leader Performance Evaluation Systems

The Impact Evaluation of Teacher and Leader Performance Evaluation Systems (TLES Study) is a data collection that is part of the NCEE Evaluation Studies program. The TLES Study (https://ies.ed.gov/ncee/projects/evaluation/tq_performance.asp) is a cross-sectional data collection that evaluates  the implementation of teacher and principal performance measures, as well as the impact of providing feedback based on these measures. Eight districts participated in the study; about 15 schools within each district were sampled. The data collection consisted of attendance lists, data from online systems, surveys of teachers and principals, ratings, classroom observations, student test scores, and district administrative records. Key findings produced from the TLES Study include: (1) the study's performance measures were implemented generally as planned, (2) the study's measures provided some information to identify educators who needed support, but provided limited information to indicate the areas of practice educators most needed to improve, (3) as intended, educators in treatment schools received more frequent feedback with ratings than did those in control schools, and (4)feedback from the study's measures had some positive impacts on teachers' classroom practice, principals' leadership, and student achievement.

Tags: 34621008-400b-4c5c-b37f-2af6fec112e8, administrators, performance-evaluation, principals, school-leaders, teacher-feedback, teachers
Organization: Department of Education
Gainful Employment Informational Rates, 2011

The Gainful Employment Informational Rates, 2011 (GE2011), is a collection that is part of the Gainful Employment (GE) program; program data is available since 2011 at <https://studentaid.ed.gov/sa/about/data-center/school/ge/data>. GE2011 (https://studentaid.ed.gov/sa/about/data-center/school/ge) is a universe data collection regarding repayment rate and debt-to-earnings ratios, as in order to be eligible for Title IV student assistance programs under the Higher Education Act (HEA), postsecondary institutions' educational programs must be proven to lead to a degree or to prepare students for gainful employment in a recognized occupation. With very few exceptions, all educational programs offered at for-profit institutions must lead to gainful employment in a recognized occupation. The GE2011 rates are for informational purposes only and, as such, do not invoke any regulatory requirements, sanctions, or other adverse action. These informational rates were prepared in advance of the July 1, 2012 effective date of the applicable regulations for the years in which programs that fail the debt measures will be required to provide debt warnings and may lose eligibility after failing three out of four consecutive years. Key statistics produced from GE2011 were information on repayment rates and debt-to-earnings ratios.

Tags: 5474ef49-ba39-40d2-8f39-47bf2a766902, annual-loan-payments, average-annual-earnings, debt-to-earnings-ratio, degree, educational-program, gainful-employment, recognized-occupation, repayment-rate
Organization: Department of Education
National Assessment of Educational Progress, 2011

The National Assessment of Educational Progress, 2011 (NAEP 2011), is a study that is part of the National Assessment of Educational Progress (NAEP) program; program data available since 1971 at <https://nces.ed.gov/nationsreportcard/naepdata/>. NAEP 2011 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in various subject areas. The study was conducted using computer-based assessments of students. Students in grades 4, 8, and 12 were sampled. NAEP 2011 assessments consist of national and state assessments in mathematics, reading, and writing. The study's response rates were between 87 and 98 percent. Key statistics produced from NAEP 2011 are results on subject-matter achievement, instructional experiences, and school environment for populations of students (e.g., all fourth-graders) and groups within those populations (e.g. female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessment, math, national-assessment-of-educational-progress, reading, science, students, writing
Organization: Department of Education
Career and Technical Education Programs in Public School Districts, 2016-17

Career and Technical Education Programs in Public School Districts, 2016-17 (FRSS 108) is a data collection that is part of the Fast Response Survey System (FRSS) program; program data are available since 1998-99 at <https://nces.ed.gov/surveys/frss/downloads.asp>. FRSS 108 (https://nces.ed.gov/surveys/frss/index.asp) is a cross-sectional data collection that provides nationally representative data on career and technical education (CTE) programs. Public local education agencies (LEAs) instructing either grades 11 or 12 in the 50 United States and the District of Columbia were sampled. The study was conducted using mailed questionnaires that could be completed on paper or online. The data collection's response rate was 86 percent. Key statistics produced from FRSS 108 include data on the entities that provide the CTE programs, the locations at which the CTE programs are offered, work-based learning activities and employer involvement in CTE programs, barriers to the district offering CTE programs, barriers to student participation in CTE programs, and the extent to which various factors influence the district's decisions on whether to add or phase out CTE programs.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, career-and-technical-education-programs, cte, fast-response-survey-system-frss, high-school, work-based-learning
Organization: Department of Education
Programs and Services for High School English Learners, 2015-16

Programs and Services for High School English Learners, 2015-16 (FRSS 107) is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at <https://nces.ed.gov/surveys/frss/downloads.asp>. FRSS 107 (https://nces.ed.gov/surveys/frss/index.asp) is a study that provides nationally representative data on programs and services for high-school English learners (Els), including instructional approaches, newcomer programs, online or computer-based programs, and programs or services (e.g., tutoring) designed specifically for high school Els. The study was conducted using mailed questionnaires that could be completed on paper or online. Public local education agencies (LEAs) instructing either of Grades 11 or 12 in the 50 United States and the District of Columbia were sampled. The study's weighted response rate was 89 percent. Key statistics produced from FRSS 107 include data on the use of native language(s) for content instruction, instructional support, materials, and services; information that LEAs provide about educational programs or services to Els aged 18 to 21 years-old seeking to newly enroll in the LEA; and factors LEAs consider when providing information about these programs and services to Els in this group.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, district-programs-and-services, ell, els, english-language-learner-programs, english-learners, fast-response-survey-system, frss, high-school, instructional-programs, leas, local-education-agencies, public-school-districts
Organization: Department of Education
Dual Credit and Exam-Based Courses, 2010-11

The Dual Credit and Exam-Based Courses, 2010-11 (FRSS 104), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at <https://nces.ed.gov/surveys/frss/downloads.asp>. FRSS 104 is a study that provides nationally representative data on prevalence and enrollment of dual credit and exam-based courses in public high schools. The study was conducted using paper surveys, telephones, and email. In this study school personnel were sampled. The unweighted survey response rate was 91 percent and the weighted response rate using the initial base weights was also 91 percent. Key statistics produced from FRSS 104 were whether students could earn both high school and postsecondary credits for the same courses, and if so, the total number of enrollments in these courses and the methods of implementation (distance education, at school or at college campus and by high school instructor or postsecondary instructor).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, dual-credit, dual-enrollment, fast-response-survey-system, frss, high-school, nationally-representative-data, peqis, postsecondary, postsecondary-education-quick-information-system, prevalence-and-enrollment-of-dual-credit-and-exam-based-courses-in-public-high-schools, prevalence-of-college-course-taking-by-high-school-students
Organization: Department of Education
Arts Education Surveys of Secondary School Teachers, 2009

Arts Education Surveys of Secondary School Teachers, 2009 (FRSS 103), is a study that is part of the Quick Response Information System. FRSS 103 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on arts education and arts instructors in public secondary schools during the 2009-10 school year. The study was conducted using mailed questionnaires that could be completed via web or by mail. Follow-up telephone interviews were also conducted. Teachers were sampled. The study's response rate was 81.8 percent. Key statistics produced from FRSS 103 were data on the teaching load of music and visual arts specialists in secondary schools; teacher participation in various professional development activities and the perceived impact of such participation on teaching; and teachers' use of formal methods of assessment of students' progress and achievement in the arts.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, arts-specialists, arts-surveys, education, music, visual-arts
Organization: Department of Education
National Indian Education Study, 2005

The National Indian Education Study, 2005 (NIES 2005), is a study that is part of the National Indian Education Study (NIES), which is a part of National Assessment of Educational Progress (NAEP) program; program data is available since 2005 at https://nces.ed.gov/nationsreportcard/nies/. NIES 2005 (https://nces.ed.gov/nationsreportcard/nies/) is a cross-sectional survey that is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. Students in public, private, Department of Defense, and Bureau of Indian Education-funded schools were sampled using paper-and-pencil assessment in April and May of 2005. Overall weighted response rate for 4th grade reading was 83 percent. Overall weighted response rate for 8th grade reading was 85 percent. Overall weighted response rate for 4th grade math was 86 percent. Overall weighted response rate for 8th grade math was 87 percent. Key statistics produced from NIES 2005 provides educators, policymakers, and the public with information about the academic performance in reading and mathematics of AI/AN fourth- and eighth-graders as well as their exposure to Native American culture.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, achievement-and-education-experiences, alaska-native-education, american-indians-education, assessment, mathematics, reading
Organization: Department of Education