The Annual Arts Education survey collects information on student participation in and access to arts education at NYCDOE schools. Please note the following arts-related data are now collected from other sources: The number of certified art teachers and non-certified teachers teaching the arts is collected form the HR and BEDS survey The arts instructional hours provided to elementary students are collected from the Student Transcript and Academic Recording System (STARS) The middle and high school participation in the arts data and the NYSED requirement data are collected form STARS and the HS arts sequence data are also collected form STARS

Teachers' Use of Educational Technology in U.S. Public Schools, 2009 (FRSS 95), is a study that is part of the Fast Response Survey System (FRSS) program; program data is available since 1998-99 at . FRSS 95 (https://nces.ed.gov/surveys/frss/) is a sample survey that provides national estimates on the availability and use of educational technology among teachers in public elementary and secondary schools during 2009. This is one of a set of three surveys (at the district, school, and teacher levels) that collected data on a range of educational technology resources. The study was conducted using surveys via the web or by mail. Telephone follow-up for survey non-response and data clarification was also used. Questionnaires and cover letters for the teacher survey were mailed to sampled teachers at their schools. Public schools and teachers within those schools were sampled. The weighted response rate for schools providing lists of teachers for sampling was 81 percent, and the weighted response rate for sampled teachers completing questionnaires was 79 percent. Key statistics produced from FRSS 95 were information on the use of computers and internet access in the classroom; availability and use of computing devices, software, and school or district networks (including remote access) by teachers; students' use of educational technology; teachers' preparation to use educational technology for instruction; and technology-related professional development activities.

School enrollment data are used to assess the socioeconomic condition of school-age children. Government agencies also require these data for funding allocations and program planning and implementation.

Data on school enrollment and grade or level attending were derived from answers to Question 10 in the 2015 American Community Survey (ACS). People were classified as enrolled in school if they were attending a public or private school or college at any time during the 3 months prior to the time of interview. The question included instructions to “include only nursery or preschool, kindergarten, elementary school, home school, and schooling which leads to a high school diploma, or a college degree.” Respondents who did not answer the enrollment question were assigned the enrollment status and type of school of a person with the same age, sex, race, and Hispanic or Latino origin whose residence was in the same or nearby area.

School enrollment is only recorded if the schooling advances a person toward an elementary school certificate, a high school diploma, or a college, university, or professional school (such as law or medicine) degree. Tutoring or correspondence schools are included if credit can be obtained from a public or private school or college. People enrolled in “vocational, technical, or business school” such as post secondary vocational, trade, hospital school, and on job training were not reported as enrolled in school. Field interviewers were instructed to classify individuals who were home schooled as enrolled in private school. The guide sent out with the mail questionnaire includes instructions for how to classify home schoolers.

Enrolled in Public and Private School – Includes people who attended school in the reference period and indicated they were enrolled by marking one of the questionnaire categories for “public school, public college,” or “private school, private college, home school.” The instruction guide defines a public school as “any school or college controlled and supported primarily by a local, county, state, or federal government.” Private schools are defined as schools supported and controlled primarily by religious organizations or other private groups. Home schools are defined as “parental-guided education outside of public or private school for grades 1-12.” Respondents who marked both the “public” and “private” boxes are edited to the first entry, “public.”

Grade in Which Enrolled – From 1999-2007, in the ACS, people reported to be enrolled in “public school, public college” or “private school, private college” were classified by grade or level according to responses to Question 10b, “What grade or level was this person attending?” Seven levels were identified: “nursery school, preschool;” “kindergarten;” elementary “grade 1 to grade 4” or “grade 5 to grade 8;” high school “grade 9 to grade 12;” “college undergraduate years (freshman to senior);” and “graduate or professional school (for example: medical, dental, or law school).”

In 2008, the school enrollment questions had several changes. “Home school” was explicitly included in the “private school, private college” category. For question 10b the categories changed to the following “Nursery school, preschool,” “Kindergarten,” “Grade 1 through grade 12,” “College undergraduate years (freshman to senior),” “Graduate or professional school beyond a bachelor’s degree (for example: MA or PhD program, or medical or law school).” The survey question allowed a write-in for the grades enrolled from 1-12.

Question/Concept History – Since 1999, the ACS enrollment status question (Question 10a) refers to “regular school or college,” while the 1996-1998 ACS did not restrict reporting to “regular” school, and contained an additional category for the “vocational, technical or business school.” The 1996-1998 ACS used the educational attainment question to estimate level of enrollment for those reported to be enrolled in school, and had a single year write-in for the attainment of grades 1 through 11. Grade levels estimated using the attainment question were not consistent with other estimates, so a new question specifically asking grade or level of enrollment was added starting with the 1999 ACS questionnaire.

Limitation of the Data – Beginning in 2006, the population universe in the ACS includes people living in group quarters. Data users may see slight differences in levels of school enrollment in any given geographic area due to the inclusion of this population. The extent of this difference, if any, depends on the type of group quarters present and whether the group quarters population makes up a large proportion of the total population. For example, in areas that are home to several colleges and universities, the percent of individuals 18 to 24 who were enrolled in college or graduate school would increase, as people living in college dormitories are now included in the universe.

This data collection contains information from the first wave of High School and Beyond (HSB), a longitudinal study of American youth conducted by the National Opinion Research Center on behalf of the National Center for Education Statistics (NCES). Data were collected from 58,270 high school students (28,240 seniors and 30,030 sophomores) and 1,015 secondary schools in the spring of 1980. Many items overlap with the NCES's NATIONAL LONGITUDINAL STUDY OF THE CLASS OF 1972 (ICPSR 8085). The HSB study's data are contained in eight files. Part 1 (School Data) contains data from questionnaires completed by high school principals about various school attributes and programs. Part 2 (Student Data) contains data from surveys administered to students. Included are questionnaire responses on family and religious background, perceptions of self and others, personal values, extracurricular activities, type of high school program, and educational expectations and aspirations. Also supplied are scores on a battery of cognitive tests including vocabulary, reading, mathematics, science, writing, civics, spatial orientation, and visualization. To gather the data in Part 3 (Parent Data), a subsample of the seniors and sophomores surveyed in HSB was drawn, and questionnaires were administered to one parent of each of 3,367 sophomores and of 3,197 seniors. The questionnaires contain a number of items in common with the student questionnaires, and there are a number of items in common between the parent-of-sophomore and the parent-of-senior questionnaires. This is a revised file from the one originally released in Autumn 1981, and it includes 22 new analytically constructed variables imputed by NCES from the original survey data gathered from parents. The new data are concerned primarily with the areas of family income, liabilities, and assets. Other data in the file concentrate on financing of post-secondary education, including numerous parent opinions and projections concerning the educational future of the student, anticipated financial aid, student's plans after high school, expected ages for student's marriage and childbearing, estimated costs of post-secondary education, and government financial aid policies. Also supplied are data on family size, value of property and other assets, home financing, family income and debts, and the age, sex, marital, and employment status of parents, plus current income and expenses for the student. Part 4 (Language Data) provides information on each student who reported some non-English language experience, with data on past and current exposure to and use of languages. In Parts 5-6, there are responses from 14,103 teachers about 18,291 senior and sophomore students from 616 schools. Students were evaluated by an average of four different teachers who had the opportunity to express knowledge or opinions of HSB students whom they had taught during the 1979-1980 school year. Part 5 (Teacher Comment Data: Seniors) contains 67,053 records, and Part 6 (Teacher Comment Data: Sophomores) contains 76,560 records. Questions were asked regarding the teacher's opinions of their student's likelihood of attending college, popularity, and physical or emotional handicaps affecting school work. The sophomore file also contains questions on teacher characteristics, e.g., sex, ethnic origin, subjects taught, and time devoted to maintaining order. The data in Part 7 (Twins and Siblings Data) are from students in the HSB sample identified as twins, triplets, or other siblings. Of the 1,348 families included, 524 had twins or triplets only, 810 contained non-twin siblings only, and the remaining 14 contained both types of siblings. Finally, Part 8 (Friends Data) contained the first-, second-, and third-choice friends listed by each of the students in Part 2, along with identifying information allowing links between friendship pairs.

Overall educational attainment measures the highest level of education attained by a given individual: for example, an individual counted in the percentage of the measured population with a master’s or professional degree can be assumed to also have a bachelor’s degree and a high school diploma, but they are not counted in the population percentages for those two categories. Overall educational attainment is the broadest education indicator available, providing information about the measured county population as a whole.

Only members of the population aged 25 and older are included in these educational attainment estimates, sourced from the U.S. Census Bureau American Community Survey (ACS).

Champaign County has high educational attainment: over 48 percent of the county's population aged 25 or older has a bachelor's degree or graduate or professional degree as their highest level of education. In comparison, the percentage of the population aged 25 or older in the United States and Illinois with a bachelor's degree in 2023 was 21.8% (+/-0.1) and 22.8% (+/-0.2), respectively. The population aged 25 or older in the U.S. and Illinois with a graduate or professional degree in 2022, respectively, was 14.3% (+/-0.1) and 15.5% (+/-0.2).

Educational attainment data was sourced from the U.S. Census Bureau’s American Community Survey 1-Year Estimates, which are released annually.

As with any datasets that are estimates rather than exact counts, it is important to take into account the margins of error (listed in the column beside each figure) when drawing conclusions from the data.

Due to the impact of the COVID-19 pandemic, instead of providing the standard 1-year data products, the Census Bureau released experimental estimates from the 1-year data in 2020. This includes a limited number of data tables for the nation, states, and the District of Columbia. The Census Bureau states that the 2020 ACS 1-year experimental tables use an experimental estimation methodology and should not be compared with other ACS data. For these reasons, and because data is not available for Champaign County, no data for 2020 is included in this Indicator.

For interested data users, the 2020 ACS 1-Year Experimental data release includes a dataset on Educational Attainment for the Population 25 Years and Over.

Sources: U.S. Census Bureau; American Community Survey, 2023 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (16 October 2024).; U.S. Census Bureau; American Community Survey, 2022 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (29 September 2023).; U.S. Census Bureau; American Community Survey, 2021 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (6 October 2022).; U.S. Census Bureau; American Community Survey, 2019 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2018 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using data.census.gov; (4 June 2021).; U.S. Census Bureau; American Community Survey, 2017 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018).; U.S. Census Bureau; American Community Survey, 2016 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (13 September 2018). U.S. Census Bureau; American Community Survey, 2015 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (19 September 2016).; U.S. Census Bureau; American Community Survey, 2014 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2013 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2012 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2011 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2010 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2009 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2008 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2007 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2006 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).; U.S. Census Bureau; American Community Survey, 2005 American Community Survey 1-Year Estimates, Table S1501; generated by CCRPC staff; using American FactFinder; (16 March 2016).

Every year, all parents, all teachers, and students take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement.

The Culturally Based Education for American Indian/Alaska Native Students: School Feasibility Survey, 2003-04 (CBE 2003-04) is a survey that is part of the Regional Educational Laboratory Program (REL) program. CBE 2003-04 (https://ies.ed.gov/ncee/edLabs/regions/) was a cross-sectional survey that assessed the feasibility of conducting experimental research in culturally based education (CBE) programs. The study was conducted using paper questionnaires and telephone follow-ups of educators. Educators of CBE programs were sampled. Key statistics produced from CBE 2003-04 can be used to inform a request for proposal for a feasible experimental study of culturally based education. The results can also be used to design new programs or funding initiatives that combine program development with embedded experimental research to test the effectiveness of new approaches.

Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally. Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement. The NYC School Survey helps school leaders understand what key members of the school community say about the learning environment at each school. The information captured by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn.

According to a survey conducted in 2023, ** percent of Americans were very concerned about bullying in public schools in their local area in the United States. Students not meeting learning objectives, the banning of books, sexual abuse, and depression and anxiety among students rounded out the top five issues that Americans were very concerned about in that year.

This dataset contains data from the National Center for Education Statistics' Academic Library Survey, which was gathered every two years from 1996 - 2014, and annually in IPEDS starting in 2014 (this dataset has continued to only merge data every two years, following the original schedule). This data was merged, transformed, and used for research by Starr Hoffman and Samantha Godbey.This data was merged using R; R scripts for this merge can be made available upon request. Some variables changed names or definitions during this time; a view of these variables over time is provided in the related Figshare Project. Carnegie Classification changed several times during this period; all Carnegie classifications were crosswalked to the 2000 classification version; that information is also provided in the related Figshare Project. This data was used for research published in several articles, conference papers, and posters starting in 2018 (some of this research used an older version of the dataset which was deposited in the University of Nevada, Las Vegas's repository).SourcesAll data sources were downloaded from the National Center for Education Statistics website https://nces.ed.gov/. Individual datasets and years accessed are listed below.[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Academic Libraries Survey (ALS) Public Use Data File, Library Statistics Program, (2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/surveys/libraries/aca_data.asp[dataset] U.S. Department of Education, National Center for Education Statistics, Institutional Characteristics component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Enrollment component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014, 2012, 2010, 2008, 2006, 2004, 2002, 2000, 1998, 1996), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Human Resources component, Integrated Postsecondary Education Data System (IPEDS), (2020, 2018, 2016, 2014, 2012, 2010, 2008, 2006), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Employees Assigned by Position component, Integrated Postsecondary Education Data System (IPEDS), (2004, 2002), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7[dataset] U.S. Department of Education, National Center for Education Statistics, Fall Staff component, Integrated Postsecondary Education Data System (IPEDS), (1999, 1997, 1995), https://nces.ed.gov/ipeds/datacenter/login.aspx?gotoReportId=7

2015 NYC School Survey parent data for all schools To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success.

The Higher Education General Information Survey (HEGIS) series was designed to provide comprehensive information on various aspects of postsecondary education in the United States and its territories (American Samoa, Guam, Puerto Rico, the Virgin Islands, and the Marshall Islands) and Department of Defense schools outside the United States. Data are available for both public and private two-year and four-year institutions. The HEGIS Fall Enrollment component for 1969 sought enrollment data from 2,814 institutions of higher education. Key data elements, presented for up to five record types for each institution, include total enrollments of full-time and part-time students by class level, sex, race, and first-time enrollment status, as well as information on the institutions' type of accreditation, type of calendar system, and total number of students.

About NHESThe National Household Education Surveys Program (NHES) was developed by NCES to complement its school-based and institutional surveys (surveys of students, teachers, school administrators, and administrative records). Surveys that comprise the NHES are integral data collection tools for addressing topics that cannot be studied efficiently through institutional data collections. Those data collections provide a wealth of information but cannot tell us about learning that occurs outside of the formal education structure (such as homeschooling or early childhood education) or how families interact with and view the education system. By surveying households, the NHES allows NCES to generate a richer, more comprehensive view of American education.Data OrganizationEach table has an associated excel and excel SE file, which are grouped together in a folder in the dataset (one folder per table).In the root folder, there is a catalog csv that provides a crosswalk between the folder names and file names and the original table titles.In addition to the tables, this project contains (1) codebooks for NHES generated in NCES datalabs and found in the NCES resource library, (2) questionnaires for NHES downloaded from the study website and (3) documentation and user manuals related to NHES found in the NCES resource library.

New York City Department of Education 2015 School Survey. Every year, all parents, all teachers, and students in grades 6 - 12 take the NYC School Survey. The survey ranks among the largest surveys of any kind ever conducted nationally.

Survey results provide insight into a school's learning environment and contribute a measure of diversification that goes beyond test scores on the Progress Report. NYC School Survey results contribute 10% - 15% of a school's Progress Report grade (the exact contribution to the Progress Report is dependant on school type). Survey questions assess the community's opinions on academic expectations, communication, engagement, and safety and respect. School leaders can use survey results to better understand their own school's strengths and target areas for improvement

A broad and generalized selection of 2014-2018 US Census Bureau 2018 5-year American Community Survey education data estimates, obtained via Census API and joined to the appropriate geometry (in this case, New Mexico counties). The selection is not comprehensive, but allows a first-level characterization of educational attaiment by grade level and sex (for all persons 25 years and older), plus enrollment estimates at key educational levels (for the universe of all persons 3+ years old). The determination of which estimates to include was based upon level of interest and providing a manageable dataset for users. The U.S. Census Bureau's American Community Survey (ACS) is a nationwide, continuous survey designed to provide communities with reliable and timely demographic, housing, social, and economic data every year. The ACS collects long-form-type information throughout the decade rather than only once every 10 years. As in the decennial census, strict confidentiality laws protect all information that could be used to identify individuals or households.The ACS combines population or housing data from multiple years to produce reliable numbers for small counties, neighborhoods, and other local areas. To provide information for communities each year, the ACS provides 1-, 3-, and 5-year estimates. ACS 5-year estimates (multiyear estimates) are “period” estimates that represent data collected over a 60-month period of time (as opposed to “point-in-time” estimates, such as the decennial census, that approximate the characteristics of an area on a specific date). ACS data are released in the year immediately following the year in which they are collected. ACS estimates based on data collected from 2009–2014 should not be called “2009” or “2014” estimates. Multiyear estimates should be labeled to indicate clearly the full period of time. The primary advantage of using multiyear estimates is the increased statistical reliability of the data for less populated areas and small population subgroups. Data are based on a sample and are subject to sampling variability. The degree of uncertainty for an estimate arising from sampling variability is represented through the use of a margin of error. While each full Data Profile contains margin of error (MOE) information, this dataset does not. Those individuals requiring more complete data are directed to download the more detailed datasets from the ACS American FactFinder website. This dataset is organized by New Mexico county boundaries.

To understand the perceptions of families, students, and teachers regarding their school. School leaders use feedback from the survey to reflect and make improvements to schools and programs. Also, results from the survey used to help measure school quality. Each year, all parents, teachers, and students in grades 6-12 take the NYC School Survey. The survey is aligned to the DOE's Framework for Great Schools. It is designed to collect important information about each school's ability to support student success. Please note: The larger complete data file is downloadable under the Attachments Section

The Institutional Data Archive on American Higher Education (IDA) contains academic data on 384 four-year colleges and universities in the United States. The IDA is one of two databases produced by the Colleges and Universities 2000 project based at the University of California, Riverside. This release, the third compilation of the IDA, is updated through academic year 2010-2011, and includes longitudinal and cross-sectional data from multiple sources. The collection is organized into nine datasets based on the unit of analysis and whether identifiers linking the data to particular institutions are present; seven of the datasets can be linked by a common identifier variable (PROJ_ID), and two cannot be linked due to confidentiality agreements. The seven identifiable datasets contain information on institutions, university systems, programs and academic departments, earned degrees, graduate schools, medical schools, and institutional academic rankings over time. Data regarding student enrollments, average SAT and ACT scores, and tuition and fees has been recorded, as well as institutional information concerning libraries, research activity, revenue and expenditures, faculty salaries, and quality rankings for program faculty. The identifiable datasets also include census information for neighborhoods surrounding IDA colleges and universities. The two non-identifiable datasets contain confidential survey responses from IDA institution presidents, chancellors, provosts, and academic vice presidents; survey questions pertained to governance structures, institutional goals and achievements, and solicited opinions on current and future issues facing the respondent's institution and higher education in general.

According to a survey conducted in 2022, ** percent of students in higher education agreed that the quality of online instruction in higher education is the same as the quality of in-person instruction in the United States, while ** percent said that the quality was worse.

The Institute of Education Sciences (IES) is the statistics, research, and evaluation arm of the U.S. Department of Education. We are independent and non-partisan. Our mission is to provide scientific evidence on which to ground education practice and policy and to share this information in formats that are useful and accessible to educators, parents, policymakers, researchers, and the public.

IES conducts six broad types of work that addresses school readiness and education from infancy through adulthood and includes special populations such as English Learners and students with disabilities.

• We provide data that describes how well the United States is educating its students. We collect and analyze official statistics on the condition of education, including adult education and literacy; support international assessments; and carry out the National Assessment of Educational Progress (NAEP).

 • We conduct surveys and sponsor research projects to understand where education needs improvement and how these improvements might be made.  Our longitudinal surveys provide nationally representative data on how students are progressing through school and entering the workforce. Our cross-sectional surveys provide a snapshot of how students and the education system are doing at specific points in time. We fund research that uses these and other data to gain a deeper understanding of the nature and context of needed education improvements.

 • We fund development and rigorous testing of new approaches for improving education outcomes for all students.  We support development of practical solutions for education from the earliest design stages through pilot studies and rigorous testing at scale. With IES support, researchers are learning what works for improving instruction, student behavior, teacher learning, and school and system organization.

 • We conduct large-scale evaluations of federal education programs and policies.  Our evaluations address complex issues of national importance, such as the impact of alternative pathways to teacher preparation, teacher and leader evaluation systems, school improvement initiatives, and school choice programs.

 • We provide resources to increase use of data and research in education decision making.  Through the What Works Clearinghouse, we conduct independent reviews of research on what works in education. The Regional Educational Laboratories offer opportunities to learn what works as well as coaching, training, and other support for research use. Our Statewide Longitudinal Data System grants enable states to more efficiently track education outcomes and provide useful, timely information to decision makers.

 • We support advancement of statistics and research through specialized training and development of methods and measures.  We fund pre-doctoral and post-doctoral training programs, as well as database training and short courses on cutting-edge topics for working statisticians and researchers. Our empirical work on new methods and measures ensures continued advances in the accuracy, usefulness, and cost-effectiveness of education data collections and research.

2010 school survey with ratings in categories such as parental academic expectations, teacher academic expectations, student engagement, safety, and other categories