Digest of educational statistics.

"OE-10024."

From data to information : new directions for the National Center for Education Statistics : conference proceedings /

"NCES 96-901."

Statistics of local public school systems; staff.

Mode of access: Internet.

Library statistics of colleges and universities ... institutional data.

1959/60- issued also as United States. Office of Education. Circular; <1969-1975> as Library statistics; < > as DHEW publication; <1975, 1977> as NCES; 1976 as University of Illinois, Graduate School of Library Science. Monograph no. 16

Library statistics of colleges and universities:

Mode of access: Internet.

National Center For Education Statistics, Education In States And Nations, Indicators Comparing U.S. States With Other Industrialized Countries In 1991

Mode of access: Internet.

Statistics of public education in England and Wales.

Includes, also, "List of statistical publications", 1912/1913-

Introducció a l'estadística aplicada per a educadors [versió html]

Es tracta d’un material docent, amb què s’intenta facilitar als estudiants del camp de l’educació l’aprenentatge dels fonaments de l’estadística descriptiva i aplicada. Aquesta publicació vol ajudar a comprendre els conceptes bàsics per utilitzar-los amb seguretat en contextos de recerca i per entendre les dades d’estudis educatius i socials. El document està organitzat en cinc apartats i cada apartat conté una explicació sobre el concepte o conceptes que s’hi treballen, un o dos exemples d’exercicis desenvolupats, propostes d’exercicis i les respostes a aquests exercicis. Finalment, hi ha un sisè capítol amb exercicis de recopilació

Introducció a l'estadística aplicada per a educadors [versió comprimida]

Es tracta d’un material docent, amb què s’intenta facilitar als estudiants del camp de l’educació l’aprenentatge dels fonaments de l’estadística descriptiva i aplicada. Aquesta publicació vol ajudar a comprendre els conceptes bàsics per utilitzar-los amb seguretat en contextos de recerca i per entendre les dades d’estudis educatius i socials. El document està organitzat en cinc apartats i cada apartat conté una explicació sobre el concepte o conceptes que s’hi treballen, un o dos exemples d’exercicis desenvolupats, propostes d’exercicis i les respostes a aquests exercicis. Finalment, hi ha un sisè capítol amb exercicis de recopilació

La integración de las tecnologías digitales en las escuelas de América Latina y el Caribe: una mirada multidimensional

Prólogo de Alicia Bárcena

Persisting to Graduation: A Grounded Theory Exploration of Nontraditional Undergraduate Women's Enrollment

While women maintain a numerical majority in undergraduate college enrollments and degrees earned, they also represent the numerical majority among students over 29 years old, students of color, students who are in the lowest income category, students who are single parents, and students who attend college part-time (Peter & Horn, 2005; Planty, et al., 2008). The National Center for Educational Statistics (NCES) has identified seven characteristics that place students at risk of not completing an undergraduate degree; (a) delayed enrollment between high school and college, (b) part-time enrollment, (c) financial independence, (d) students with dependents, (e) students who are single parents, (f) students who work full-time while enrolled, and (g) students who completed a GED as opposed to earning a high school diploma (Choy, 2002; Dickerson & Stiefer, 2006; Horn & Premo, 1995). The above characteristics overlap with the categories where women have a numerical majority, thereby placing women in greater jeopardy of not completing a bachelor's degree. A review of the existing persistence literature demonstrates a lack of research devoted to understanding the persistence experiences, challenges, strategies, and decisions of nontraditional undergraduate in favor of the "traditional" undergraduate student (Pascarella & Terenzini, 2005; Reason 2003). For this doctoral dissertation, I have based the research on a critical race feminist framework, informed by my experience working with the population of nontraditional undergraduate women at a women's college and employed a critique of the persistence literature as sensitizing concepts. Using a modified grounded theory research design, I collected and analyzed data which led to the development of a grounded theory of nontraditional undergraduate women's persistence. The emergent concepts of commitment, environment, and support interact in a theory of academic momentum and I offer a critical race feminist reading of the findings and theory to expose race neutrality, honor the voices of women of color, and deconstruct the evidence presented. The implications of this research include student, institutional, and inclusive excellence approaches to increasing the persistence of nontraditional undergraduate women and contribute to the success of this unique population of learners.

1993-94 schools and staffing survey : sample design and estimation /

"NCES 96-089."

NAEP 1996 mathematics state report for Connecticut /

"NCES 97-974 CT"--P. [4] of cover.

NAEP 1996 mathematics state report for Department of Defense dependents schools /

"NCES 97-974 DoDDS"--P. [4] of cover.

NAEP 1996 mathematics state report for Department of Defense domestic dependent elementary and secondary schools /

"NCES 97-974 DDESS"--P. [4] of cover.