AndreaBozzo/ceres-open-data-index huggingface dataset:
Advanced Telecommunications in U.S. Private Schools, 1998-99

Advanced Telecommunications in U.S. Private Schools, 1998-99 (FRSS 68), 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 68 https://nces.ed.gov/surveys/frss/index.asp is a cross-sectional study that collected data about computer and internet availability and use in private elementary and secondary schools in the United States. The study was conducted using surveys of heads of private schools. Private schools in the United States were sampled. The study's unweighted response rate was 86 percent and the weighted response rate was 84 percent. Key statistics from FRSS 68 are on the availability and use of computers and the internet in private schools.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, computers, elementary-schools, fast-response-survey-system, frss, ies, institute-of-education-sciences, internet, national-center-for-education-statistics, nces, principals, private-schools, religious-schools, secondary-schools, supports, telecommunications
Organization: Department of Education
EDFacts Teacher Quality, 2011-12

EDFacts Teacher Quality, 2011-12 (EDFacts TQ:2011-12), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at <ed.gov/about/inits/ed/edfacts>. EDFacts TQ:2011-12 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states about teacher quality based on the performance on programs and activities supported by the Elementary and Secondary Education Act (ESEA), as amended, determined by whether teachers are classified as highly qualified for their assignment according to state definition. Indicators include the number of elementary and secondary classes in core academic subjects and the designation of a school's poverty quartile. EDFacts TQ:2011-12 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 TQ:2011-12 are from 3 data groups with information on State Poverty Designation, Teacher Quality in Elementary Classes, and Teacher Quality in Secondary Classes. 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: 7c15ea20-6617-4989-aa89-4f48c8a5517a, core-academic-subjects, edfacts, elementary-and-secondary-education, highly-qualified-teachers, lea, schools, sea, state-poverty-designation, teacher-quality
Organization: Department of Education
EDFacts Teacher Quality, 2010-11

EDFacts Teacher Quality, 2010-11 (EDFacts TQ:2010-11), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at <ed.gov/about/inits/ed/edfacts>. EDFacts TQ:2010-11 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states about teacher quality based on the performance on programs and activities supported by the Elementary and Secondary Education Act (ESEA), as amended, determined by whether teachers are classified as highly qualified for their assignment according to state definition. Indicators include the number of elementary and secondary classes in core academic subjects and the designation of a school's poverty quartile. EDFacts TQ:2010-11 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 TQ:2010-11 are from 3 data groups with information on State Poverty Designation, Teacher Quality in Elementary Classes, and Teacher Quality in Secondary Classes. 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: 7c15ea20-6617-4989-aa89-4f48c8a5517a, core-academic-subjects, edfacts, elementary-and-secondary-education, highly-qualified-teachers, lea, schools, sea, state-poverty-designation, teacher-quality
Organization: Department of Education
Evaluation of the Comprehensive Technical Assistance Centers 2015

The Evaluation of the Comprehensive Technical Assistance Centers 2015 (CTAC Evalution 2015) is a study of the Evaluation of the Comprehensive Technical Assistance Centers (CTAC Evaluation) program. CTAC Evaluation 2015 (https://ies.ed.gov/ncee/projects/evaluation/other_techcenters12.asp) includes cross-sectional surveys, cross-sectional interviews, and ratings of Center products that are designed to examine the Comprehensive Technical Assistance Centers (CTAC) program, a Federally funded program that provides technical assistance to states in connection with the No Child Left Behind Act (NCLB). Specifically, the study examines Center objectives and activities and assesses the quality of Center products. The study was conducted using surveys and interviews of State Education Agencies (SEAs), project participants, and Center staff. The study includes a sample of Center projects for review, a sample of technical assistance recipients (response rate of 80%), and comprehensive center staff (response rate of 100%). Key statistics produced from CTAC Evaluation 2015 are about the quality, relevance, and usefulness of Center projects and descriptive statistics about Center operations.

Tags: 34621008-400b-4c5c-b37f-2af6fec112e8, ccs, comprehensive-technical-assistance-centers, content-centers, ctacs, education, educational-technical-assistance-act, etaa, evaluation, leas, lep, limited-english-proficient-children, local-education-agencies, national-center-for-education-evaluation-and-regional-assistance, ncee, nclb, no-child-left-behind, performance-of-centers, program-evaluation, program-monitoring, quality-of-instruction, rcc, regional-comprehensive-centers, seas, services, state-education-agencies, technical-assistance, training
Organization: Department of Education
Evaluation of the Comprehensive Technical Assistance Centers 2007

The Evaluation of the Comprehensive Technical Assistance Centers 2007 (CTAC Evalution 2007) is a study of the Evaluation of the Comprehensive Technical Assistance Centers (CTAC Evaluation) program. CTAC Evaluation 2007 (https://ies.ed.gov/ncee/projects/evaluation/other_techcenters05.asp) includes cross-sectional surveys, cross-sectional interviews, and ratings of Center products that are designed to examine the Comprehensive Technical Assistance Centers (CTAC) program, a Federally funded program that provides technical assistance to states in connection with the No Child Left Behind Act (NCLB). Specifically, the study examines Center objectives and activities and assesses the quality of Center products. The study was conducted using surveys and interviews of State Education Agencies (SEAs), project participants, and Center staff. The study includes a sample of Center projects for review, a sample of project participants (response rate between 73% and 76%), and a census of SEAs (response rate of 90%). Key statistics produced from CTAC Evaluation 2007 are about the quality, relevance, and usefulness of Center projects and descriptive statistics about Center operations.

Tags: 34621008-400b-4c5c-b37f-2af6fec112e8, ccs, comprehensive-technical-assistance-centers, content-centers, ctacs, education, educational-technical-assistance-act, etaa, evaluation, leas, lep, limited-english-proficient-children, local-education-agencies, national-center-for-education-evaluation-and-regional-assistance, ncee, nclb, no-child-left-behind, performance-of-centers, program-evaluation, program-monitoring, quality-of-instruction, rcc, regional-comprehensive-centers, seas, services, state-education-agencies, technical-assistance, training
Organization: Department of Education
EDFacts Assessment, 2014-15

EDFacts Assessment, 2014-15 (EDFacts ASSMT:2014-15) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2014-15 (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:2014-15 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:2014-15 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
Impact Evaluation of Race to the Top and School Improvement Grants

The Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) is a study that is part of the Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) program. RTT-SIG Impact Evaluation (https://ies.ed.gov/ncee/projects/evaluation/other_racetotop.asp) is a cross-sectional survey that assesses the implementation of the Race to the Top (RTT) and School Improvement Grant (SIG) programs at the State, local education agency (LEA), and school levels, as well as whether the receipt of RTT and/or SIG funding to implement a school turnaround model has had an impact on outcomes for the lowest-achieving schools. Additionally, the study investigates whether RTT reforms were related to improvements in student outcomes and whether implementation of the four school turnaround models, and the strategies within those models, was related to improvement in outcomes for the lowest-achieving schools. The study was conducted using a combination of telephone interviews and web-based surveys targeted to school administrators at the state, LEA, and school levels. Key statistics produced from RTT-SIG Impact Evaluation include State, LEA, and school adoption levels of policies and practices promoted by RTT and SIG, as well as impacts on student outcomes of RTT and SIG funding.

Tags: 34621008-400b-4c5c-b37f-2af6fec112e8, american-recovery-and-reinvestment-act-of-2009, arra, closure, data-systems, education-reform, effective-teachers-and-school-leaders, evaluation, impact-evaluation, implementation, local-education-agencies-leas, low-performing-schools, lowest-performing-schools, race-to-the-top, recovery, restart, rtt, school-improvement-grants, sig, standards-and-assessments, state-education-agencies-seas, stm, title-i, transformation, turnaround, turning-around-persistently-lowest-achieving-schools
Organization: Department of Education
EDFacts Assessment, 2015-16

EDFacts Assessment, 2015-16 (EDFacts ASSMT:2015-16) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2015-16 (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:2015-16 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:2015-16 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
EDFacts Technology, 2010-11

EDFacts Techonology, 2010-11 (EDFacts Tech:2010-11), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts Tech:2010-11 (ed.gov/about/inits/ed/edfacts) annually collects cross-sectional data from states about techonology education at the school, Local Education Agency, and State Education Agency levels. Key statistics produced from EDFacts Tech:2010-11 are from four data groups with information on 8th Grade Techonology Literacy, Internet Access, Integrated Technology Status, and Personnel Skilled in Technology. 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: 0ee4621b-38be-46bb-8360-219726022a58, edfacts, elementary-and-secondary-education
Organization: Department of Education
EDFacts Assessment, 2016-17

EDFacts Assessment, 2016-17 (EDFacts ASSMT:2016-17) is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study). EDFacts ASSMT:2016-17 (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:2016-17 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:2016-17 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, 2004

The National Assessment of Educational Progress, 2004 (NAEP 2004), 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 2004 (https://nces.ed.gov/nationsreportcard/) is a cross-sectional survey that assesses what America's students know and can do in foreign language assessment. The study was conducted using paper and pencil assessments of students. Students in grade 12 were sampled for the field test in 2003. The field test collection's response rate was between 90 and 92 percent. Key statistics produced from NAEP 2004 are results on foreign language assessment achievement, instructional experiences, and school environments for students and groups within those populations (e.g. female students, Hispanic students).

Tags: 0ee4621b-38be-46bb-8360-219726022a58, foreign-language-assessment, national-assessment-of-educational-progress, students
Organization: Department of Education
EDFacts Assessment, 2010-11

EDFacts Assessment, 2010-11 (EDFacts ASSMT:2010-11), is one of 17 'topics' identified in the EDFacts documentation (in this database, each 'topic' is entered as a separate study); program data is available since 2005 at <ed.gov/about/inits/ed/edfacts>. EDFacts ASSMT:2010-11 (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:2010-11 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:2010-11 are from 12 data groups with information on Academic Achievement, Academic Achievement-Flexibility, Assessment Participation, and Assessment Participation-Flexibility in Mathematics, Reading/Language Arts, and Science. 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, edfacts, elementary-and-secondary-education, elementary-school, esea, esea-flexibility, high-school, language-arts, lea, mathematics, middle-school, reading, reading-language-arts, readinglanguage-arts, schools, science, sea, students
Organization: Department of Education
Early Childhood Longitudinal Study, Kindergarten Class of 2010-11

The Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011), is part of the Early Childhood Longitudinal Study (ECLS) program; program data is available since 1998-99 at <https://nces.ed.gov/ecls/dataproducts.asp>. ECLS-K:2011 is a longitudinal study that focuses on children's early school experiences beginning with kindergarten and continuing through the fifth grade. It includes the collection of data from parents, teachers, school administrators, and before- and after-school  care providers, as well as direct child assessments of students. ECLS-K:2011 is exceptionally broad in its scope and coverage of child development, early learning, and school progress, drawing together information from multiple sources to provide rich data about the population of children who were kindergartners in the 2010-11 school year. The survey was conducted using computer-assisted interviews and paper questionnaires. The primary respondents in this study are students and their parents, general classroom teachers, special education teachers, school administrators, and before- and after-school care providers.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessment, cognitive-interviews, early-childhood, early-childhood-education, first-grade, fourth-grade, kindergarten, medical-information, national-sample, parents, progress-through-school, school, second-grade, teachers
Organization: Department of Education
Early Childhood Longitudinal Study, Kindergarten Class of 1998-99

The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), is part of the Early Childhood Longitudinal Study (ECLS) program; program data is available since 1998-99 at <https://nces.ed.gov/ecls/dataproducts.asp>. ECLS-K (https://nces.ed.gov/ecls/kindergarten.asp) is a longitudinal study that collected information about children's early learning and development, transition into kindergarten, and progress through school. A nationally representative sample of kindergartners in the 1998-99 school year was selected and followed over time. The study was conducted using direct assessments of children in their schools, telephone interviews with parents, and self-administered questionnaires for teachers and school administrator. Key information available in ECLS-K includes information on children's cognitive, social, emotional, and physical development, children's home environment, home educational activities, school environment, classroom environment, classroom curriculum, teacher qualifications, and before- and after-school care.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessment, early-childhood-education, eighth-grade, fifth-grade, first-grade, kindergarten, middle-childhood-education, progress-through-school, summer-learning, third-grade
Organization: Department of Education
Early Childhood Longitudinal Study, Birth Cohort

The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), is a study that is part of the Early Childhood Longitudinal Study program; program data is available since 1998-99 at <https://nces.ed.gov/ecls/dataproducts.asp>. ECLS-B (https://nces.ed.gov/ecls/birth.asp) is a longitudinal study that is designed to provide policy makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. The study was conducted using multiple data collection methods (computer-assisted in-person interviews, computer-assisted telephone interviews, self-administered questionnaires, and direct observation) to collect information about children's characteristics, behaviors, development, and experiences from the adults who were important in the children's lives, including mothers, fathers, early care and education providers, and teachers. Direct child assessments were used to measure children's development, knowledge, and skills from the time the children were about 9 months old. A nationally representative sample of approximately 14,000 children born in the U.S. in 2001 was fielded. Key statistics produced from ECLS-B focus on children's health, development, care, and education during the formative years from birth through kindergarten entry.

Tags: 0ee4621b-38be-46bb-8360-219726022a58, assessment, child-care, childrenaaeaaaaaaaaaas-first-experiences, childrens-first-experiences, early-childhood-education, early-education, early-learning, health, home-learning, kindergarten, preschool, reading-with-parents, school-readiness, socio-emotional-development, transition-to-kindergarten, transitions
Organization: Department of Education