WORKSHOP TO EXAMINE CURRENT AND POTENTIAL USES OF NCES LONGITUDINAL SURVEYS BY THE EDUCATION RESEARCH COMMUNITY

The National Center for Education Statistics (NCES) provides a highly important resource for the nation through its longitudinal surveys of student growth and achievement. These surveys have yielded evidence to support a wide range of scientific investigations of learning and development for more than 40 years. Over this time, however, significant changes have occurred in the demography of the U.S. student population, in the technology available for research, and in the data available beyond the national surveys.

With funding from the Institute of Education Sciences, the National Academy of Education and NCES convened a workshop in November 2013 to explore ideas regarding how NCES surveys could better align with changing needs of education researchers and maximize the potential of evolving research methodologies. The workshop resulted in a rich collection of papers (linked below) that examine opportunities to improve NCES longitudinal surveys from a variety of research perspectives.

STEERING COMMITTEE MEMBERS


  • Adam Gamoran (Chair)
    William T. Grant Foundation
  • W. Steven Barnett
    Rutgers University
  • Laura Desimone
    University of Pennsylvania
  • Pascal (Pat) Forgione
    ETS
  • Pat Rubio Goldsmith
    Texas A&M University
  • Jennifer Lee
    Indiana University
  • Sean Reardon
    Stanford University
  • Barbara Schneider
    Michigan State University

Introduction

Introduction from Workshop Chair

Adam Gamoran
William T. Grant Foundation

Commissioned Papers

Improving Outcome Measures Other Than Achievement

Kristin Anderson Moore, Laura Lippman, and Renee Ryberg
Child Trends

New Tools for Measuring Context

Chandra Muller
University of Texas at Austin

Using NCES Surveys to Understand the Experiences of Immigrant-Origin Students

Rubén G. Rumbaut
University of California,Irvine

Summary & Reflections

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