TY - BOOK AU - National Research Council A2 - Alexandra Beatty A2 - Judith A. Koenig TI - Key National Education Indicators: Workshop Summary SN - DO - 10.17226/13453 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13453/key-national-education-indicators-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - The education system in the United States is continually challenged to adapt and improve, in part because its mission has become far more ambitious than it once was. At the turn of the 20th century, less than one-tenth of students enrolled were expected to graduate from high school. Today, most people expect schools to prepare all students to succeed in postsecondary education and to prosper in a complex, fast-changing global economy. Goals have broadened to include not only rigorous benchmarks in core academic subjects, but also technological literacy and the subtler capacities known as 21st-century skills. To identify the most important measures for education and other issues and provide quality data on them to the American people, Congress authorized the creation of a Key National Indicators System (KNIS). This system will be a single Web-based information source designed to help policy makers and the public better assess the position and progress of the nation across a wide range of areas. Identifying the right set of indicators for each area is not a small challenge. To serve their purpose of providing objective information that can encourage improvement and innovation, the indicators need to be valid and reliable but they also need to capture the report committee's aspirations for education. This report describes a workshop, planned under the aegis of the Board on Testing and Assessment and the Committee on National Statistics of the National Research Council. Key National Education Indicators is a summary of the meeting of a group with extensive experience in research, public policy, and practice. The goal of the workshop was not to make a final selection of indicators, but to take an important first step by clearly identifying the parameters of the challenge. ER - TY - BOOK AU - National Research Council A2 - Margaret Hilton TI - Protecting Student Records and Facilitating Education Research: A Workshop Summary SN - DO - 10.17226/12514 PY - 2009 UR - https://nap.nationalacademies.org/catalog/12514/protecting-student-records-and-facilitating-education-research-a-workshop-summary PB - The National Academies Press CY - Washington, DC LA - English KW - Policy for Science and Technology KW - Computers and Information Technology KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - Designed to protect the privacy of individual student test scores, grades, and other education records, the Family Educational Rights and Privacy Act (FERPA) of 1974 places limits the access of educational researches, and slows research not only in education but also in related fields, such as child welfare and health. Recent trends have converged to greatly increase the supply of data on student performance in public schools. Education policies now emphasize education standards and testing to measure progress toward those standards, as well as rigorous education research. At the same time, private firms and public agencies, including schools, have replaced most paper records with electronic data systems. Although these databases represent a rich source of longitudinal data, researchers' access to the individually identifiable data they contain is limited by the privacy protections of FERPA. To explore possibilities for data access and confidentiality in compliance with FERPA and with the Common Rule for the Protection of Human Subjects, the National Academies and the American Educational Research Association convened the Workshop on Protecting Student Records and Facilitating Education Research in April 2008. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Mark B. Rosenberg A2 - Margaret L. Hilton A2 - Kenne A. Dibner TI - Indicators for Monitoring Undergraduate STEM Education SN - DO - 10.17226/24943 PY - 2018 UR - https://nap.nationalacademies.org/catalog/24943/indicators-for-monitoring-undergraduate-stem-education PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - Science, technology, engineering and mathematics (STEM) professionals generate a stream of scientific discoveries and technological innovations that fuel job creation and national economic growth. Ensuring a robust supply of these professionals is critical for sustaining growth and creating jobs growth at a time of intense global competition. Undergraduate STEM education prepares the STEM professionals of today and those of tomorrow, while also helping all students develop knowledge and skills they can draw on in a variety of occupations and as individual citizens. However, many capable students intending to major in STEM later switch to another field or drop out of higher education altogether, partly because of documented weaknesses in STEM teaching, learning and student supports. Improving undergraduate STEM education to address these weaknesses is a national imperative. Many initiatives are now underway to improve the quality of undergraduate STEM teaching and learning. Some focus on the national level, others involve multi-institution collaborations, and others take place on individual campuses. At present, however, policymakers and the public do not know whether these various initiatives are accomplishing their goals and leading to nationwide improvement in undergraduate STEM education. Indicators for Monitoring Undergraduate STEM Education outlines a framework and a set of indicators that document the status and quality of undergraduate STEM education at the national level over multiple years. It also indicates areas where additional research is needed in order to develop appropriate measures. This publication will be valuable to government agencies that make investments in higher education, institutions of higher education, private funders of higher education programs, and industry stakeholders. It will also be of interest to researchers who study higher education. ER -