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NCES Publications
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NCES Publications and Products from the last 90 days.
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Measuring the Status and Change of NAEP State Inclusion Rates for Students with Disabilities
This report examines the relationship between various characteristics of students with disabilities (SD) and the probability that they would be included in the National Assessment of Educational Progress (NAEP) assessments. Characteristics examined included the type of disability, the severity level of the disability, and whether the student requires accommodations not permitted by NAEP. For various reasons, inclusion of SDs varies from state-to-state, and sometimes within states from year-to-year. Some students, for example, cannot participate meaningfully in the assessments due to the nature of their disabilities or because their Individualized Educational Programs (IEPs) specify an accommodation that is not permitted in NAEP assessments. To address the concern that such fluctuations may affect the validity of reports on achievement trends, NAEP has:- instituted policies for providing test accommodations for students with disabilities;
- developed methodologies to correct for the bias resulting from changing inclusion rates, and
- implemented procedures to increase the number of SDs included in the assessment.
In response to a recent study by the Government Accountability Office (GAO) about the inclusion of students with disabilities in large-scale assessments, NAEP used two statistical models--a state-specific and nation-based model--to measure whether these new strategies for inclusion can be reliably associated with higher state-by-state inclusion rates. The statistical analysis examined the changes in inclusion rates from 2005 to 2007 for 4th and 8th grade mathematics and reading assessments. The results of this Research and Development study indicate that although the majority of the states did not experience statistically significant changes in their rates of inclusion, most states that did change significantly were found less inclusive in 2007 compared to 2005. The states whose inclusion rates significantly increased in 2007 had relatively low inclusion rates in 2005.
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The 2005 High School Transcript Study User's Guide and Technical Report
This publication documents the procedures used to collect and summarize the data from the 2005 High School Transcript Study that was conducted along with the National Assessment of Educational Progress. This guide and report provide information needed to use all publicly released data files produced by the study.
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Numbers and Types of Public Elementary and Secondary Education Agencies From the Common Core of Data: School Year 2006-07 - First Look
This First Look presents findings on the numbers and types of public elementary and secondary local education agencies (LEAs) in the United States and the territories in the 2006-07 school year, using data from the Local Education Agency Universe Survey of the Common Core of Data (CCD) survey system.
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Numbers and Types of Public Elementary and Secondary Schools From the Common Core of Data: School Year 2006-07 - First Look
This report presents findings on the numbers and types of public elementary and secondary schools in the United States and the territories in the 2006-07 school year, using data from the Public Elementary/Secondary School Universe Survey of the Common Core of Data (CCD) survey system.
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Student Victimization in U.S. Public Schools: Results from the 2005 School Crime Supplement to the National Crime Victimization Survey
This report provides estimates of student victimization as defined by the 2005 School Crime Supplement (SCS) to the 2005 National Crime Victimization Survey (NCVS). NCVS is the nation’s primary source of information on crime victimization and the victims of crime in the United States and the SCS is a supplement to NCVS that was created to collect information about school-related victimization on a national level. This report incorporates findings from student respondents ages 12-18 in grades 6-12 that were interviewed during the 2005 school year. It shows that student victims of crime are more likely to report conditions of an unfavorable school climate, security measures at school, and exhibit fear and avoidance behaviors. Additional topics covered in this report include the prevalence and type of student victimization at school and selected characteristics of victims, including their demographic characteristics and school type; and victim and nonvictim reports of the presence of gangs and weapons and the availability of drugs.
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