The National Academies Press

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From page 125... ... Theme: Maximize NCES's Unique Value for Evidence Building RECOMMENDATION 2-3: The secretary of education, director of the Institute of Education Sciences, and NCES commissioner should immediately take actions to enable the NCES commissioner to most ef fectively fulfill the responsibilities of the statistical official delineated in the Foundations for Evidence-Based Policymaking Act of 2018 and to support evidence-building needs across the Department of Education. Given the position of the NCES commissioner as the Department of Education's (ED's) Read the entire page →
From page 126... ... Theme: Expand Data-Acquisition Strategies to Gain New Insights RECOMMENDATION 2-5: To improve its efficiency, timeliness, and relevance, NCES should continually explore alternative data sources for potential use in data and statistical products, conduct studies on the quality of these sources and their fitness for use, and expand respon sible access to data from multiple sources and linkage tools. Testing and adoption of new data-science methods for harnessing alternative data should be done in collaboration with other federal statistical agen cies, as well as with other components of the Institute of Education Sciences that are actively exploring ways to strengthen the impact of these techniques. Read the entire page →
From page 127... ... Theme: Expand Engagement and Dissemination for Greater Mission Impact Create engagement feedback loops to ensure relevance of products and services RECOMMENDATION 4-1: NCES should deepen and broaden its engagement with current and potential data users, to gather continu ing feedback about their needs and ways that NCES can meet those needs more effectively. This feedback will help NCES shape its efforts to develop and disseminate standards, provide technical assistance, and strengthen its user community. Read the entire page →
From page 128... ... By helping to set standards for collecting, processing, and analyzing data, NCES can advance the quality and comparability of data collected by nonNCES researchers, creating a larger body of education data and analyses. RECOMMENDATION 4-4: NCES should strengthen state capacity to link data across systems, adopt shared data standards, and provide actionable information to state and local education agencies to help improve student learning outcomes. Read the entire page →
From page 129... ... NCES can learn from other federal statistical agencies who have shortened their review processes, staggered their data releases, or issued revised estimates. Theme: Transform the Internal Structure and Operations to Align with and Directly Support the Strategic Plan while Incentivizing Innovation, Experimentation, and Continuous Learning CONCLUSION 5-1: NCES's current organizational structure, with statistical programs separated by data source type (sample surveys and administrative data) Read the entire page →
From page 130... ... These changes will be challenging, sometimes painful, and will require readiness for innovation. Ultimately, the investments NCES makes into its organization in the coming years will result in the reestablishment of NCES as a leader in the education data ecosystem. Read the entire page →
From page 131... ... . Advisory Committee on Data for Evidence Building: Year 1 Report. Read the entire page →
From page 132... ... public schools and classrooms: 1994–2000. Statistics in Brief. Read the entire page →
From page 133... ... . Assessing the Feasibility of Asking About Sexual Orientation and Gender Identity in the Current Population Survey: Results from Cognitive Interviews. Read the entire page →
From page 134... ... . Compendium of Administrative Data Sources for Self-Sufficiency Research. Read the entire page →
From page 135... ... . Transparency in Statistical Information for the National Center for Science and Engineering Statistics and All Federal Statistical Agencies. Read the entire page →
From page 136... ... . State of the education data infrastructure: What three experts have to say about the National Center for Education Statistics. Read the entire page →
From page 137... ... . Technical Review Panel: Reports and Suggestions from Past IPEDS Technical Review Panels. Read the entire page →
From page 138... ... 4: Release and dissemination of statistical products produced by federal statistical agencies. 73 Federal Register 12625 (March 7, 2008) Read the entire page →
From page 139... ... . Data Governance. Read the entire page →
From page 141... ... Alternative Includes administrative data as well as other data data sources from sources and technologies currently available (e.g., commercial data, web-scraped data, processing of video or audio data) and those that may become available in the future. Read the entire page →
From page 142... ... follows a cohort of students who are enrolled in their first year of postsecondary education. The study collects data on student persistence in, and completion of, postsecondary education programs [including postsecondary transcript studies] Read the entire page →
From page 143... ... CEDS "The Common Education Data Standards (CEDS) are a national, collaborative effort to develop voluntary, common education data standards for a key subset of K–12 (e.g., demographics, program participation, course information) Read the entire page →
From page 144... ... , longitudinal survey of children from birth through kindergarten. Initial collection in 2001. Read the entire page →
From page 145... ... ESRA Education Sciences Reform Act of 2002, established the Institute of Education Sciences (IES) , with the National Center for Education Statistics as one of IES's centers. Read the entire page →
From page 146... ... . Evidence Act Foundations for Evidence-Based Policymaking Act of 2018. Read the entire page →
From page 147... ... HS&B High School and Beyond Longitudinal Survey (1982 and planned for 2022) , two of a series of six longitudinal studies following middle- or high-school students through school and sometimes beyond. Read the entire page →
From page 148... ... IPEDS "The Integrated Postsecondary Education Data System (IPEDS) , established as the core postsecondary education data collection program for NCES, is a system of surveys designed to collect data from all…institutions and educational organizations whose primary purpose is to provide postsecondary education. Read the entire page →
From page 149... ... NLS National Longitudinal Study (1972) , one of a series of six longitudinal studies following middle- or high-school students through school and sometimes beyond. Read the entire page →
From page 150... ... NSOPF The National Study of Postsecondary Faculty was "a nationally representative sample of full- and part time faculty and instructional staff at public and private not-for-profit 2- and 4-year institutions in the United States, designed to provide data about faculty and instructional staff to postsecondary education researchers and policy makers. There are no plans to repeat the study. Read the entire page →
From page 151... ... ORES Office of Research, Evaluation, and Statistics, a statistical office in the Social Security Administration. PEELS The Pre-Elementary Education Longitudinal Study collected data on "the preschool and early elementary school experiences of a nationally representative sample of children with disabilities and the outcomes they achieved, and included children's preschool environments and experiences, their transition to kindergarten, their kindergarten and early elementary education experiences, and their academic and adaptive skills" (National Center for Special Education Research, 2021) Read the entire page →
From page 152... ... 152 A VISION AND ROADMAP FOR EDUCATION STATISTICS PSS The Private School Survey, "a biennial universe collection of private elementary and secondary schools. PSS generates biennial data on the total number of private schools, teachers, and students and builds an accurate and complete list of private schools to serve as a sampling frame for NCES surveys of private schools" (Table B-1) Read the entire page →

From page 125...

... Theme: Maximize NCES's Unique Value for Evidence Building RECOMMENDATION 2-3: The secretary of education, director of the Institute of Education Sciences, and NCES commissioner should immediately take actions to enable the NCES commissioner to most ef fectively fulfill the responsibilities of the statistical official delineated in the Foundations for Evidence-Based Policymaking Act of 2018 and to support evidence-building needs across the Department of Education. Given the position of the NCES commissioner as the Department of Education's (ED's)