New Release: Current Expenditures per Pupil for Public PreK-12 Education in 2021-22

An item from the folks at IES that may have some interest among readers of this space.

Today, NCES released Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2021–22 (Fiscal Year 2022). This first look report presents state-level data on revenues by source and expenditures by function and object for public elementary and secondary education for school year 2021–22. Total revenues for education increased by 1.3 percent after adjusting for inflation (from $897.2 to $909.2 billion) from FY 21 to FY 22. Federal revenues for education increased by 31.8 percent (from $94.8 to $124.9 billion) from FY 21 to FY 22, which follows a 43.2 percent increase in federal revenues between FY 20 and FY 21. Current expenditures per pupil for the day-to-day operation of public elementary and secondary schools rose to $15,591 in FY 22, an increase of 1.8 percent from FY 21, after adjusting for inflation. The slight increase in current expenditures per pupil on a national basis from FY 21 to FY 22 follows an increase of 3.5 percent between FY 20 and FY 21. View the report. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

NCES Newsletter

An item from the folks at IES that may have some interest among readers of this space.

This monthly IES NewsFlash provides a high-level overview of NCES publication activities for the past month and promotes upcoming NCES resources and events. For more NCES news, join our mailing list or follow us on X (formerly Twitter), Facebook, LinkedIn, and YouTube. What’s New Digest of Education Statistics State Dashboard (data tool) This dashboard provides state-level data on topics of current interest in American education. Hover over a state or other entity to see an at-a-glance profile or click to access a detailed profile. Detailed profiles provide data on public schools (e.g., enrollment, pupil/teacher ratios, teacher salaries, graduation rates, assessment scores, expenditures); private schools (e.g., enrollment, numbers of schools, teachers, and graduates); and postsecondary institutions (e.g., enrollment, student charges). Explore the Dashboard. A Retrospective Look at U.S. Education: 10 new profiles (report) Explore 10 new profiles added to our commemorative report on the history and use of federal education statistics. Browse the profiles. High School Longitudinal Study of 2009 (HSLS:09): A First Look at the 2021 Postsecondary Enrollment, Completion, and Financial Aid Outcomes of Fall 2009 Ninth-Graders (report) This First Look report provides selected findings from the High School Longitudinal Study of 2009 (HSLS:09) Postsecondary Education Administrative Records Collection (PEAR). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from high school into postsecondary education and the workforce. The PEAR data collection was conducted in 2021, approximately 8 years after high school graduation for most of the cohort. These data provide information on whether fall 2009 ninth-graders enrolled in postsecondary education by June 2021, and allow researchers to examine enrollment characteristics, degree completion, and financial aid awards for the subset of fall 2009 ninth-graders who enrolled in postsecondary education. Read the report. NAEP 2017 and 2019 National Mathematics Student Responses (Grades 4 and 8) Restricted-Use Data Files (data files) This restricted-use dataset contains over 260,000 open-ended student responses to 10 constructed response items from the NAEP 2017 and 2019 grades 4 and 8 mathematics assessments. The dataset includes scored student responses and demographic information for each test item. The dataset also includes student responses to other parts of the same item in other formats (e.g., fill-in, forced choice) which provide more context about the student response. This data can be used for conducting many different types of research using natural language student responses and has high accuracy in human inter-rater reliability ratings (e.g. QWK > 0.95). Data documentation is included with the dataset, such as a variable dictionary, the original version of the questions as the student would have seen them, the scoring guide/rubric for the questions, and exemplar papers used by human scorers. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. Explore the data. Spotlight NCES Asian American and Pacific Islander Heritage Month with Updated Fast Fact (Fast Fact) Celebrate Asian American and Pacific Islander (AAPI) Heritage Month by exploring data on the learning experiences of AAPI students throughout their education careers and the characteristics of AAPI teachers and faculty. Read the Fast Fact. New Data from NCES: School Pulse Panel February 2024 Collection (data release) The School Pulse Panel (SPP) is a monthly data collection of vital information on public education. The data from the February 2024 administration of the SPP examine concerns from school leaders and parents, social and emotional skills, and state assessment programs. Key Findings from February 2024: Concerns From School Leaders and Parents Eighty-five percent of public schools reported that parents/guardians have expressed concerns about bullying and/or cyberbullying during the 2023–24 school year. This estimate includes 32 percent that reported hearing this concern from “several” or “many” parents/guardians. Social and Emotional Skills Eighty-five percent of public schools agreed that the culture at their school supports the development of students’ social and emotional skills in school. This estimate includes 49 percent of public schools that “strongly agree” with this statement and 36 percent that “somewhat agree.” State Assessment Perceptions Leaders of public schools that participate in state-mandated testing for mathematics (96 percent) or for English language arts and literacy (96 percent for ELA) were asked about the extent to which they agreed or disagreed with statements related to the main state-mandated tests that their students will be given during the 2023–24 school year. Around 60 percent of these schools “somewhat agree” or “strongly agree” with the statement “I support the use of the current statewide tests to measure student mastery of state [subject] standards” (66 percent for ELA; 62 percent for Math). Around three-quarters of these schools “somewhat agree” or “strongly agree” with the statement “Results from state-mandated [subject] tests will provide useful data to inform classroom instruction” (75 percent for ELA; 74 percent for Math). Explore the data. By the Numbers Learn more here. Upcoming Releases May 2nd: High School & Beyond 2022 Base Year Web Tables May 7th: Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2021–22 (Fiscal Year 2022) May 9th: School Pulse Panel March 2024 Collection May 30th: Condition of Education: 2024 For more information, visit the SAP informational website or the NCES website. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

NCES Releases New Digest State Dashboard

An item from the folks at IES that may have some interest among readers of this space.

Today, NCES released a new dashboard that centralizes state-level data from the Digest of Education Statistics. The Digest State Dashboard provides users with a compilation of state-specific data, presented in an easy-to-use format. As the first-ever Digest data tool, the Dashboard was developed to visualize state-level Digest data on topics of interest in U.S. education. With individual pages for each of the 50 states, DC, the Bureau of Indian Education, American Samoa, Guam, Northern Marianas, Puerto Rico, and the U.S. Virgin Islands, users can explore state- and entity-specific data, all in one place. Selected state findings from the Digest State Dashboard include: Overall trends of public school enrollment In Puerto Rico , 434,609 students were enrolled in public elementary and secondary schools in 2012 and 250,668 were enrolled in 2022. Characteristics of public school students In Arizona in 2022, some 48 percent of public school students were Hispanic, 35 percent were White, and 6 percent were Black. Also in 2022, some 13 percent of Arizona public school students had a disability. Private school education In the District of Columbia in 2021, there were 80 private elementary and secondary schools, which enrolled 20,620 students and employed 2,370 full-time-equivalent teachers. 4-year adjusted cohort graduation rate (ACGR) In 2021–22 in Kentucky, the overall 4-year ACGR was 90 percent. For economically disadvantaged students the ACGR was 88 percent, and for students with disabilities it was 80 percent. Each figure in the Dashboard features the most recently published data from the Digest. The Dashboard will be continuously updated throughout the year, as data become available in the Digest, including two postsecondary figures on enrollment and institutions and student charges in May 2024. To learn more about the features of this new tool, read the blog post NCES Centralizes State-Level Data in New Digest State Dashboard. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

From the IES Director: Statistically Significant Doesn’t Mean Meaningful

An item from the folks at IES that may have some interest among readers of this space.  I know I’m particularly interested in the discussion, as it is these kinds of myths that underpin so much of how educational research is view.  Another example would be the “gold standard” of research that is housed in the What Works Clearinghouse.

Starting with our very first statistics course, most of us were taught that random variation can lead us to misidentify a difference between groups or a change over time when there is no meaningful difference or change. All measurement includes some amount of random error, which means randomness can fool us into putting too much stock into apparent differences that do not reflect meaningful differences in true values. To minimize these mistakes, we’re taught to calculate p-values to assess “statistical significance.” Many of us were led to believe that a p-value < .05—which serves as the bright line for statistical significance in education and many other fields—indicates that there is under a 5 percent likelihood that the differences we see in our data are due to chance. Unfortunately, that’s not what p-values mean at all. As the American Statistical Association has been warning for years, a p-value doesn’t directly translate into the probability that a finding is due to chance. (Readers should check out the ASA statement and its accompanying commentary.) Moreover, p-values and tests of statistical significance say nothing about the size of an effect or whether a difference is educationally meaningful. In a large sample, a difference that is statistically significant might be trivial; in a small sample, substantively important differences might not reach statistical significance. How can we do better? Below, Brian Gill and I discuss how Bayesian statistics can help us better understand recent NAEP results while moving the field away from the p<.05 bright line that leads to misinterpretations of the data. Read the full blog. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).

Apply to Participate in the IES Methods Training in Economic Evaluation

An item from the folks at IES that may have some interest among readers of this space.

The IES Methods Training in Economic Evaluation is currently accepting applications for two workshops at the University of Pennsylvania (Philadelphia, PA) providing foundational skills in both cost-effectiveness and economic evaluation. Researcher/Evaluator Cohort: May 20-24, 2024 (Click here to apply) This 5-day workshop focuses on the application of economic evaluation methods to education policy issues. It covers the estimation of costs for cost and cost-benefit analysis. State/Local Analyst Cohort: May 29-31, 2024 (Click here to apply) This 3-day workshop is designed for state/local decision-makers in educational policy, including state, legislative, and district personnel responsible for resource allocation decisions. Teams of up to four individuals are encouraged to apply. The course covers economic evaluation concepts and their application to decision-making and policy. Researcher/evaluator cohort applicants must have— A doctorate or master’s degree Employment in the field of education research U.S. citizenship or permanent residency Clear intention to apply economic evaluation methods to their work State/local analyst cohort applicants must have— At least a bachelor’s degree (a master’s degree is preferred) U.S. citizenship or permanent residency Employment as a state or local education analyst or as a researcher working in partnership with states and districts Intended application of economic analysis to decision-making and policy, especially related to the Everyf Student Succeeds Act (ESSA). Preference will be given to those responsible for evidence-based federal fund allocation under ESSA. Applications for both workshops are due Friday, February 16, 2024. Visit the training website for more information and details about applying. Visit the IES Methods Training for Education Research webpage for topic information and funding opportunities. The Institute of Education Sciences, a part of the U.S. Department of Education, is the nation’s leading source for rigorous, independent education research, evaluation, statistics, and assessment.

You have received this message because you subscribed to a newsflash service through IES or one of its centers. Change your options or unsubscribe from this service.By visiting Newsflash you may also sign up to receive information from IES and its four Centers NCES, NCER, NCEE, & NCSER to stay abreast of all activities within the Institute of Education Sciences (IES).