Released November 2011. This report provides estimates of student criminal victimization as defined by the 2009 School Crime Supplement (SCS) to the 2009 National Crime Victimization Survey (NCVS). The NCVS is the nation’s primary source of information on criminal victimization and the victims of crime in the United States. The survey is designed to assist policymakers, as well as researchers and practitioners at the federal, state, and local levels, in making informed decisions concerning crime in schools. Criminal victimizations in this report are categorized as “serious violent,” “violent,” or “theft.” Serious violent victimization includes rape, sexual assault, robbery, and aggravated assault and is a subset of violent victimization.
Beginning Teacher Attrition and Mobility: Results From the First Through Third Waves of the 2007-08 Beginning Teacher Longitudinal Study
Released September 2011. While the National Center for Education Statistics (NCES) has conducted surveys of attrition and mobility among school teachers for two decades, little was known specifically about the early career patterns of beginning teachers. In order to inform discussions and decisions among policymakers, researchers, and parents, the Beginning Teacher Longitudinal Study (BTLS), sponsored by NCES of the Institute of Education Sciences within the U.S. Department of Education, was initiated as a longitudinal study of public school teachers who began teaching in 2007 or 2008. This report is a first look at data from the first three waves of data collection.
High School Longitudinal Study of 2009: A First Look at Fall 2009 Ninth-Graders’ Parents, Teachers, School Counselors, and School Administrators
Released in September 2011. The findings presented here are a small sample of the rich and extensive data that are part of the High School Longitudinal Study of 2009 (HSLS:09). This First Look focuses on information gathered from ninth-graders’ parents, mathematics and science teachers, school counselors, and school administrators. The focus is on mathematics assessment and student beliefs, expectations, and exposure to different mathematics and science courses. Private school students were included in this study.
One important aspect of student leadership is the supported ability of students to take appropriate responsibility for their individual progress in school as they both undertake a mission-appropriate curriculum as well as follow their passions. ISM supports the practice of student-led conferences as being both a symbol of that student leadership, as well as the visible outcome of an educational process that is student-centered. Here are ways to plan for student conferences in the 21st Century School.
Student Reports of Bullying and Cyber-Bullying: Results From the 2009 School Crime Supplement to the National Crime Victimization Survey
Released August 2011. In school year 2008–09, some 7,066,000 U.S. students ages 12 through 18, or 28.0% of all such students, reported they were bullied at school, and about 1,521,000, or 6.0%, reported they were cyber-bullied anywhere (i.e., on or off school property). These Web Tables use data from the 2009 School Crime Supplement (SCS) to the National Crime Victimization Survey (NCVS) to show the extent to which bullying and cyber-bullying are reported by students with different personal characteristics. Estimates are included for the following student characteristics: student sex, race/ethnicity, grade, and household income.
Released April 13, 2011. This report presents information about the types of courses that high school graduates in the class of 2009 took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school course taking records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from about 610 public schools and 130 private schools for the 2009 High School Transcript Study (HSTS). These transcripts constituted a nationally representative sample of 37,700 high school graduates, representing approximately 3 million 2009 high school graduates. The 2009 results are compared to the results of earlier transcript studies dating back to 1990, and differences among graduates by race/ethnicity, gender, and parent education are examined.
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