Dataset describing students to teacher ratios at states and counties US nation wide.

The Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) is a study that is part of the Impact Evaluation of Race to the Top and School Improvement Grants (RTT-SIG Impact Evaluation) program. RTT-SIG Impact Evaluation (https://ies.ed.gov/ncee/projects/evaluation/other_racetotop.asp) is a cross-sectional survey that assesses the implementation of the Race to the Top (RTT) and School Improvement Grant (SIG) programs at the State, local education agency (LEA), and school levels, as well as whether the receipt of RTT and/or SIG funding to implement a school turnaround model has had an impact on outcomes for the lowest-achieving schools. Additionally, the study investigates whether RTT reforms were related to improvements in student outcomes and whether implementation of the four school turnaround models, and the strategies within those models, was related to improvement in outcomes for the lowest-achieving schools. The study was conducted using a combination of telephone interviews and web-based surveys targeted to school administrators at the state, LEA, and school levels. Key statistics produced from RTT-SIG Impact Evaluation include State, LEA, and school adoption levels of policies and practices promoted by RTT and SIG, as well as impacts on student outcomes of RTT and SIG funding.

PEELS is a study that is part of the Pre-Elementary Education Longitudinal Study. PEELS (https://ies.ed.gov/ncser/projects/peels/) is a longitudinal survey that is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from preschool programs to elementary schools. The study was conducted using CATI, paper questionnaires, and child assessments. The study followed a nationally representative sample of children with disabilities who were 3 to 5 years old at the start of the study in 2003 through 2009, examining the achievement of students with disabilities in preschool, kindergarten, and elementary school and determining the factors associated with this achievement. Key statistics produced from PEELS are characteristics of children and their families; characteristics of educational services and providers; transitions from early intervention to preschool, and preschool to elementary school; and school-related readiness and behavior.

The National Longitudinal Transition Study-2 (NLTS2) is a study that is part of the National Longitudinal Transition Study (NLTS) program; program data is available since 2000 at . NLTS2 (https://ies.ed.gov/ncser/projects/nlts2) is a longitudinal survey that was designed to provide a national picture of the experiences and achievements of students in special education during high school and as they transition from high school to adult life. NLTS2 involved five waves of data collection using three main data collection components: (1) telephone interviews with parents and youth who are capable of completing a phone interview; (2) direct assessments and in-person interviews with youth while they are in secondary school; and (3) the collection of school data (e.g., surveys of teachers, special education teachers, principals). A nationally representative sample of students who were 13 to 16 years old and receiving special education services in December 2000 when the study began were sampled, and these students were followed until 2010. Key statistics produced from NLTS2 are characteristics of secondary school students in special education and their households; secondary school experiences of students in special education, including their schools, school programs, related services, and extracurricular activities; experiences of students once they leave secondary school, including adult programs and services, social activities, etc.; and measurement of the secondary school and postschool outcomes of students in the education, employment, social, and residential domains.

The Evaluation of the Comprehensive Technical Assistance Centers 2015 (CTAC Evalution 2015) is a study of the Evaluation of the Comprehensive Technical Assistance Centers (CTAC Evaluation) program. CTAC Evaluation 2015 (https://ies.ed.gov/ncee/projects/evaluation/other_techcenters12.asp) includes cross-sectional surveys, cross-sectional interviews, and ratings of Center products that are designed to examine the Comprehensive Technical Assistance Centers (CTAC) program, a Federally funded program that provides technical assistance to states in connection with the No Child Left Behind Act (NCLB). Specifically, the study examines Center objectives and activities and assesses the quality of Center products. The study was conducted using surveys and interviews of State Education Agencies (SEAs), project participants, and Center staff. The study includes a sample of Center projects for review, a sample of technical assistance recipients (response rate of 80%), and comprehensive center staff (response rate of 100%). Key statistics produced from CTAC Evaluation 2015 are about the quality, relevance, and usefulness of Center projects and descriptive statistics about Center operations.