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State and District Use of Title II, Part A Funds in 2019-20. Appendices. NCEE 2021-011a
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Isenberg, Eric; Webber, Ann – National Center for Education Evaluation and Regional Assistance, 2021
These are the appendices for "State and District Use of Title II, Part A Funds in 2019-20." The study is designed to provide information about how states and districts use Title II-A funds, in response to a statutory requirement to collect and publicly report this information annually. The report is based on surveys of all states and of…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Educational Finance
Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2017-18 National Teacher and Principal Survey. First Look. NCES 2020-142
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Taie, S.; Goldring, R. – National Center for Education Statistics, 2020
The 2017-18 National Teacher and Principal Survey (NTPS) 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. State representative data are also available for public schools, principals, and teachers. NTPS collects data on core topics including…
Descriptors: Elementary Secondary Education, National Surveys, Teachers, Teacher Characteristics
Inside Online Charter Schools. A Report of the National Study of Online Charter Schools
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Gill, Brian; Walsh, Lucas; Wulsin, Claire Smither; Matulewicz, Holly; Severn, Veronica; Grau, Eric; Lee, Amanda; Kerwin, Tess – Mathematica Policy Research, Inc., 2015
Online charter schools--also known as virtual charters or cyber charters--are publicly funded schools of choice that eschew physical school buildings and use technology to deliver education to students in their own homes. These schools typically provide students with computers, software, and network-based resources, while also providing access to…
Descriptors: Charter Schools, Educational Technology, Distance Education, Technology Uses in Education
Value-Added Models for the Pittsburgh Public Schools
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Johnson, Matthew; Lipscomb, Stephen; Gill, Brian; Booker, Kevin; Bruch, Julie – Mathematica Policy Research, Inc., 2012
At the request of Pittsburgh Public Schools (PPS) and the Pittsburgh Federation of Teachers (PFT), Mathematica has developed value-added models (VAMs) that aim to estimate the contributions of individual teachers, teams of teachers, and schools to the achievement growth of their students. The authors' work in estimating value-added in Pittsburgh…
Descriptors: Public Schools, Outcomes of Education, Academic Achievement, Teacher Effectiveness
Characteristics of Public and Private Elementary and Secondary School Teachers in the United States: Results from the 2011-12 Schools and Staffing Survey. First Look. NCES 2013-314
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Goldring, Rebecca; Gray, Lucinda; Bitterman, Amy – National Center for Education Statistics, 2013
This report presents selected findings from the Public School Teacher and Private School Teacher 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. School districts associated with…
Descriptors: Teachers, Teacher Characteristics, Racial Differences, Institutional Characteristics
Documentation for the 2008-09 Teacher Follow-up Survey. NCES 2011-304
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Graham, Shawna; Parmer, Randall; Chambers, Lisa; Tourkin, Steven; Lyter, Deanna M. – National Center for Education Statistics, 2011
The Teacher Follow-up Survey (TFS) is sponsored by the National Center for Education Statistics (NCES) on behalf of the U.S. Department of Education and is conducted by the U.S. Census Bureau. TFS is a follow-up survey of selected elementary and secondary school teachers who participated in the Schools and Staffing Survey (SASS). SASS is the…
Descriptors: Elementary Secondary Education, Elementary School Teachers, Secondary School Teachers, Teaching (Occupation)