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Two Spring 1999 surveys collected data weighted to provide national estimates of occupational program activities. Respondents in public secondary schools (SSs) were asked about program activities for 28 selected occupations within 6 broad occupational areas; those in less than four-year postsecondary institutions (PIs) were asked about activities for 32 selected occupations in the same 6 occupational areas. A majority of SSs and 90 percent of PIs offered at least one occupational program. Respondents of both surveys indicated that procedures for ensuring a match between course content and occupational skill requirements were used. Most SSs and PIs had developed or adopted skill competency lists. The most commonly used vocational completer criterion for SSs was passage of specific vocational courses. PIs offered a variety of educational or occupational credentials. (The 29-page report presents selected highlights from the 29 tables in narrative form and in 13 figures. Tables 1 and 2 present data for both surveys; tables 3-19 present data from the SS survey; and tables 20-29 show data from the PI survey. Every table, except Table 1, is presented as part of a pair. For each pair, the first page or pages are tables of counts and percentages of schools or institutions listed for certain program or sample characteristics followed by tables of the standard errors associated with those counts and percentages. Appendixes consist of a methodology section and survey instruments.) (YLB)

In 2000, researchers conducted surveys on teacher preparation and qualifications, measuring change since 1998. Respondents were 5,253 K-12 teachers nationwide. The survey repeated some indicators of teacher quality examined in 1998 and explored new issues. Virtually all teachers held bachelor's degrees, and nearly half held master's degrees. Teachers were more likely to have participated in professional development emphasizing state or district curriculum and performance standards. For all but one content area of professional development, teachers reported having spent 1-8 hours on the activity during the preceding 12 months. Number of hours spent in professional development related to extent to which teachers believed that participation improved their teaching. Collaboration with other teachers was the most frequent collaborative activity. Over 60 percent of teachers felt very well prepared to meet the overall demands of teaching. They most often reported feeling very well prepared to maintain order and discipline in the classroom. The proportion of teachers participating in professional development was lower in 2000 than 1998 for three of seven content areas. For most classroom activities, teachers in 2000 were more likely than teachers in 1998 to report feeling very well prepared. Appended are research methodology, technical notes, and the survey instrument. (SM)

This report provides national data for 903 U.S. public elementary and secondary schools on the condition of public schools in 1999 and the costs to bring them into good condition. Additionally provided are school plans for repairs, renovations, and replacements; data on the age of public schools; and overcrowding and practices used to address overcrowding. Among the findings are: about a quarter of the schools reported at least one type of onsite building in less than adequate condition; half reported at least one building feature in less than adequate condition; and about 4 out of 10 reported at least one unsatisfactory environmental condition. Data also suggest that the oldest schools are most in need of attention but that many of these schools do not have plans for improvement. About three-quarters of public schools do not have problems with overcrowding, but nearly 10 percent have enrollments that are more than 25 percent greater than the capacity of their permanent buildings. Appendices provide survey methodology, tables of standard errors, and the survey questionnaire. (Contains 34 references.) (GR)

This document presents information from and about two 1999 surveys conducted by the National Center for Education Statistics: "Vocational Programs in Secondary Schools" and "Occupational Programs in Postsecondary Education Institutions." The first 25% of the document consists of an introduction and selected findings. The introduction provides overviews of the various policy initiatives that have intensified the push for standards and accountability in occupational education and the methods and assumptions underlying the two surveys. The selected findings focus on the following three areas: (1) use of skill competencies (large proportions of secondary and postsecondary schools had developed or adopted skill competency lists for some or all of their programs); (2) industry input in skill competency development (substantial proportions of secondary and postsecondary institutions had at least some industry input in developing skill competency lists); and (3) skill certificates and industry-related credentials (half of secondary schools and most postsecondary institutions offering one or more occupational programs reported that at least one of their programs prepared students to earn skill certificates or work toward industry-related credentials). The remainder of the document contains 35 tables summarizing the study findings and three appendixes that include the following: methodology and technical notes; and survey instruments examining vocational programs in secondary and postsecondary schools. (MN)

This report discusses the outcomes of a survey of 2-year and 4-year postsecondary education institutions (n=5,040) about students with disabilities. It includes information about enrollment of postsecondary students with disabilities and support services and accommodations. Results found: (1) an estimated 428,280 students with disabilities were enrolled at 2-year and 4-year postsecondary educational institutions in 1996-97 or 1997-98; (2) learning disability was the most frequent disability with almost half of the students with disabilities in this category; (3) 72 percent of the institutions enrolled students with disabilities; (4) almost all of the institutions that enrolled students with disabilities (98 percent) had provided at least one support service or accommodation, with most providing alternative examination formats or additional time; (5) public institutions were more likely than private institutions to have provided a service or accommodation; (6) almost all (95 percent) of the institutions provided at least one kind of educational material or activity for faculty and staff designed to assist them in working with students with disabilities; and (7) 28 percent of the institutions indicated that their counts of students with disabilities include only those students to whom services or accommodations were provided. Appendices include the survey questionnaire and tables of standard errors. (CR)

This volume examines education-reform efforts in U.S. public schools. The report, which focuses on higher standards for student achievement, is based on two nation-wide studies: the Public School Teacher Survey on Education Reform and the Public School Survey on Education Reform. The survey included questions on teachers' understanding of higher standards for student achievement; how prepared teachers feel to set or apply new higher standards of achievement for their students; and the extent to which teachers are implementing reform activities. Survey findings are presented throughout the report in aggregates for all schools; where significant differences were found, they are presented by school characteristics. Among the findings, 42 percent of elementary and secondary public school teachers reported understanding the concept of new higher standards for student achievement very well, and 35 percent said they felt very well equipped to set or apply new higher standards for their students; two activities associated with education reform were frequently cited by teachers as being incorporated into their classes to a great extent; and instructional strategies were aligned with high standards to help all students succeed. Three appendices present the survey methodology, reference and standard error tables, and the survey form. (RJM)

This sourcebook is a comprehensive compilation of data on American Indian and Alaska Native participation in higher education, primarily 4-year and 2-year universities and colleges, including tribal colleges. Data cover undergraduate students, graduate students, and faculty, as well as student outcomes following graduation. Data sources include the National Center for Education Statistics, the Bureau of the Census, and various published surveys and reports. The introduction explains terminology, data limitations, and structure of the sourcebook. Chapters cover: (1) American Indian and Alaska Native demography and a historical overview of Native American postsecondary education in the United States; (2) Native American access to higher education in terms of high school performance and graduation, scores on college entrance examinations, and student risk factors; (3) Native postsecondary enrollment, 1976-94, (by institution level and control and student sex, attendance status, degree level, major field of study, institution, and state), as well as student persistence and graduation rates; (4) degree completions, characteristics of degree recipients, and institutions awarding the largest number of degrees to Native Americans; (5) receipt and use of student financial aid; (6) American Indian and Alaska Native college faculty and staff, salaries, tenure, and distribution; and (7) historical overview and highlights of each of the 30 tribal colleges. Many data tables and figures are included. Appendices contain 80 references, supplemental data tables for the first six chapters, standard error tables, a glossary and list of acronyms, and over 200 additional sources of information. (SV)

This 1995 federal survey designed to provide the first nationally representative data about higher education distance education course offerings. Data were collected in fall 1995 from 2-year and 4-year higher education institutions and were weighted to provide national estimates. The study includes information about the percentage of institutions that offer or plan to offer distance education courses in the next three years; course offerings, including the types of technologies used to deliver distance education and the sites to which such courses are directed; enrollments and completions; characteristics of distance education courses and programs; program goals; future plans; and factors inhibiting distance education programs. Among the results reported by the survey were the following: one- third of higher education institutions offered distance education courses, and an estimated 25,730 courses were offered; approximately 753,640 students were formally enrolled in distance education courses in academic year 1994-95; public 2-year institutions accounted for 55 percent, public 4-year institutions for 31 percent, and private 4-year institutions for 14 percent of the students enrolled in distance education; about 25 percent of the institutions offered degrees that could be completed through taking distance education courses exclusively. An estimated 3,430 students received degrees in 1994-95 by taking distance education course exclusively. Appended are tables of standard errors and the survey form. (JLS)

Findings from a principal survey on safety, discipline, and drug use prevention are presented in this report. A national questionnaire mailed to 884 public elementary and secondary school principals yielded 830 usable returns, a 94 percent response rate. Respondents were asked about the extent of discipline problems within their schools and the nature and effectiveness of their schools' current policies and drug education programs. Data are presented by instructional level, type of school location, enrollment size, region, and percentage of students receiving free or reduced-price lunches. After a list of definitions, 17 statistical tables illustrate the problems in schools, disciplinary actions, services and procedures, limitations to maintaining order and discipline, programs and policies, drug use education, and community support. Highlights of the findings include the following facts: (1) student alcohol use was considered a serious or moderate problem by 11 percent of all public school principals; (2) over 90 percent of public schools--both elementary and secondary--offer referrals to social services outside the school system for disruptive behavior; and (3) general discipline programs and policies were considered to be highly effective in reducing disruptive behavior by 33 percent of public school principals. Appendices contain standard error tables and the questionnaire. (LMI)