Strategies for Longitudinal Analysis of the Career Paths of Beginning Teachers: Results From the First Through Fourth Waves of the 2007-08 Beginning Teacher Longitudinal Study
Released in August 2013. To learn more about the early career patterns of beginning teachers, the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education undertook the Beginning Teacher Longitudinal Study (BTLS). BTLS is a nationally representative longitudinal study of public school teachers who began teaching in 2007 or 2008. It provides data on teacher characteristics (e.g., age and gender) and attitudes (e.g., teacher satisfaction) of teachers who stay in the prekindergarten through 12th-grade teaching profession and those who leave teaching. The survey also collects data on teachers' mobility across schools and/or districts. In addition, data on school characteristics (e.g., community type) are collected. The BTLS, therefore, provides researchers with the opportunity to examine the career paths of beginning teachers as well as factors that may influence those paths.
Characteristics of Public and Private Elementary and Secondary Schools in the United States: Results From the 2011-12 Schools and Staffing Survey
Released in August 2013. This report presents selected findings from the Public School and Private School Data Files of the 2011-12 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public and private K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. The selected samples include about 3,000 private schools and their principals; and 7,100 private school teachers.
Improving Post-High School Outcomes for Transition-Age Students with Disabilities: An Evidence Review
Released in August 2013 Nearly four decades have passed since the Individuals with Disabilities Education Act (IDEA) ensured access to public education for students with disabilities in the United States. During the years following its adoption, there was growing recognition that to lead productive and fulfilling lives as adults, many students need support in the transition from secondary school to post-high school environments. Despite the efforts of policymakers and practitioners, a gap remains between post-high school outcomes of students with disabilities and outcomes for other students. To help close that gap, this report reviews the research literature on programs (strategies, interventions, or sets of services) designed to help students with disabilities make transitions. Although written for public school teachers and staff, much of the research has implications in private school settings as well.
Released in August 6, 2013. Obese children are more likely to become obese adults and suffer lifelong physical and mental health problems. According to the latest statistics from the Center for Disease Control and Prevention (CDC), obesity rates in low-income preschoolers, after decades of rising, began to level off from 2003 through 2008 and now are showing small declines in many states.
Parent and Family Involvement in Education, From the National Household Education Surveys Program of 2012
Released in August 2013. This report presents data on students in the United States attending kindergarten through grade 12. The main focus of the report is on parents and family involvement in the students' education during the 2011-12 school year as reported by the students' parents. It also includes the percentage of students who participated in family activities, as well as the number of children who were homeschooled. Demographic information about students and families is presented. The data for this report come from the National Household Education Surveys Program of 2012 (NHES:2012), Parents and Family Involvement in Education (PFI) Survey. The PFI survey is designed for students who are enrolled in kindergarten through grade 12 or are homeschooled for equivalent grades and asks questions about various aspects of parent involvement in education. For homeschooled students, the survey asks questions related to the student's homeschooling experiences, the sources of the curriculum, and the reasons for homeschooling.
Released in July 16, 2013. In a survey of 2,462 Advanced Placement and National Writing Project teachers, a majority say digital tools encourage students to be more invested in their writing by encouraging personal expression and providing a wider audience for their work. Most also say digital tools make teaching writing easier, despite an increasingly ambiguous line between formal and informal writing and students’ poor understanding of issues such as plagiarism and fair use. These teachers see the internet and digital technologies such as social networking sites, cell phones and texting, generally facilitating teens’ personal expression and creativity, broadening the audience for their written material, and encouraging teens to write more often in more formats than may have been the case in prior generations. At the same time, they describe the unique challenges of teaching writing in the digital age, including the "creep" of informal style into formal writing assignments and the need to better educate students about issues such as plagiarism and fair use.
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