Vocational education at the turn of the century is an enterprise in transition. This publication addresses the primary question about the size of the enterprise at the secondary and postsecondary levels and whether it is growing, shrinking, or holding constant over time. The report also examines high school transcripts and presents findings about the academic preparation of high school students who participate in vocational education, relevant school reform efforts, and transitions after high school.
Institute of Education Sciences, National Center for Education Statistics
America's Youth contains statistics that addresses important aspects of the lives of youth, including family, schooling, work, community, and health. This report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning. (author abstract)
What are promising programs to help students with disabilities make successful transitions beyond high school? A new review from NCEE suggests that few strategies have strong evidence that they make a difference in students' postsecondary employment, education and training, or independent living.
Description: The Schools and Staffing Survey (SASS) collects data on teacher demand and shortage, teacher and administrator characteristics, school programs, and general conditions in schools. SASS also collects data on many other topics, including principals' and teachers' perceptions of school climate and problems in their schools; teacher compensation; district hiring practices; and basic characteristics of the student population.
Description: The National Household Education Surveys Program (NHES) provides descriptive data on the educational activities of the U.S. population and offers researchers, educators, and policymakers a variety of statistics on the condition of education in the United States. The NHES surveys cover learning at all ages, from early childhood to school age through adulthood. The most recent data collection in 2007 consisted of two surveys: Parent and Family Involvement in Education and School Readiness.
Description: The National Education Longitudinal Study of 1988 (NELS: 88) collects data on topics such as school, work, and home experiences; educational resources and support; the role in education of their parents and peers; neighborhood characteristics; educational and occupational aspirations; and other student perceptions. For the three in-school waves of data collection (when most were eighth-graders, sophomores, or seniors), achievement tests were also administered in reading, social studies, mathematics, and science.
Description: The Education Longitudinal Study of 2002 (ELS:2002) is designed to monitor the transition of a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the workforce. ELS: 2002 has two distinctive features. First, it is a longitudinal study, which means that the same individuals are surveyed repeatedly over time.
The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) focuses on children's early school experiences beginning with kindergarten and following children through middle school. The ECLS-K data provide descriptive information on children's status at entry to school, their transition into school, and their progression through eighth grade. The longitudinal nature of the ECLS-K data enables researchers to study how a wide range of family, school, community, and individual factors are associated with school performance.
Description: The Early Childhood Longitudinal Study - Birth Cohort (ECLS-B) was designed to provide policy makers, researchers, child care providers, teachers, and parents with detailed information about children's early life experiences. Data collected for the ECLS-B focus on children's health, development, care, and education from birth through kindergarten entry.