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The Forum on Child and Family Statistics’ mission is to promote coordination and collaboration among member agencies and to improve efforts to collect and report Federal data on children and families. This forum is unique in that it compiles key findings across many domains of children’s lives. </p> <p>The <a href="https://nces.ed.gov/">National Center for Education Statistics (NCES)</a> has been involved with the Forum on Child and Family Statistics since the early stages of its development. Founded in 1994, the Forum on Child and Family Statistics was formally established by <a href="http://www.gpo.gov/fdsys/pkg/FR-1997-04-23/pdf/97-10695.pdf">Executive Order No. 13045</a> in 1997. The Forum’s main activity is to produce the report, America's Children: Key National Indicators of Well-Being, which is a collection of national indicators of child well-being. Through the report, the Forum aims to improve the reporting of Federal data on children and families; make these data available in an easy-to-use, nontechnical format; and stimulate discussions among policymakers and the public, and between the statistical and policy communities.</p> <p>Using Federal data, the America’s Children series presents a set of key indicators on aspects of children’s lives that measure their well-being and influence the likelihood that a child will become a well-educated, economically secure, productive, and healthy adult. While there are many, interrelated aspects of children’s well-being, America’s Children reports on seven major domains:  family and social environment, economic circumstances, health care, physical environment and safety, behavior, education, and health. Currently, <a href="http://www.childstats.gov/americaschildren/members.asp">23 agencies</a> contribute to the report, including NCES, the Environmental Protection Agency, the Bureau of Justice Statistics, the Bureau of Labor Statistics, the Economic Research Service, the U. S. Census Bureau, and the National Center for Health Statistics and the Substance Abuse and Mental Health Services Administration. </p> <p>The Forum on Child and Family Statistics has published the America’s Children report since 1997. Beginning in 2004, the Forum started producing a brief report, America’s Children in Brief: Key National Indicators of Well-Being in even-numbered years; the full report is still published in odd years. Although this shortened version of the report focuses on selected indicators, data for all indicators are updated on the <a href="http://www.childstats.gov/index.asp">website</a> each year. In 2014, the Forum published a one-time, special issue report titled <em><a href="http://www.childstats.gov/pubs/pubs.asp?PlacementID=2&SlpgID=27">America’s Young Adults</a></em>. In addition to producing reports, the Forum collaborates with partner and other organizations on a number of research projects and in supporting conferences, workshops, and policy seminars. Most recently, NCES experts participated in a day-long workshop on <a href="http://www.childstats.gov/pdf/KeyPoints.pdf">Measuring and Reporting Social-Emotional Development in Early Childhood</a>. NCES experts also authored the <a href="http://www.childstats.gov/pubs/pubs.asp?PlacementID=2&SlpgID=25">2013 special feature</a> on the academic knowledge and skills of kindergarten students using data from the <a href="https://nces.ed.gov/ecls/kindergarten2011.asp">Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K: 2011)</a>.<br />  <br /> The 2015 America’s Children report shows several improvements in children’s well-being. The number of babies born prematurely has continued to decline, and recently, the percentage of children with asthma has decreased. High school completion rates have increased, particularly for Hispanic students. On the other hand, some aspects have not improved. The percentage of children experiencing a major depressive episode has continued to increase over the past several years. </p> <p>This year’s report also contains a special feature on health care quality, which provides information on well-child and well-adolescent visits, preschool vision screenings, asthma management plans, and access to care.</p> <p>Learn more about the Forum on Child and Family Statistics and its activities, and the 2015 America’s Children report at the <a href="http://www.childstats.gov/index.asp">website</a>. Also, tune in to a <a href="http://www.childstats.gov/mp3/ChildStats2015.mp3">recent podcast</a> describing findings from the latest report.</p> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/college-and-career-readiness-using-els-2002-to-study-important-educational-outcomes">College and career readiness: Using ELS:2002 to study important educational outcomes</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>July 22, 2015</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fcollege-and-career-readiness-using-els-2002-to-study-important-educational-outcomes"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fcollege-and-career-readiness-using-els-2002-to-study-important-educational-outcomes"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fcollege-and-career-readiness-using-els-2002-to-study-important-educational-outcomes"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p class="subtitle">By Elise Christopher and Lauren Musu-Gillette</p> <p>Researchers, educators, and policy makers are interested in knowing what makes students ready for college and careers, and the Department of Education has identified <a href="http://www.ed.gov/k-12reforms/standards">college and career readiness</a> as a priority. In 2011, the Department announced that it would allow for <a href="http://www2.ed.gov/policy/elsec/guid/esea-flexibility/index.html">Elementary/Secondary Education Act (ESEA) flexibility</a> for states that developed plans for reforms in certain key areas of education, including college and career readiness.  In order to investigate what factors may be associated with college and career outcomes, several important questions arise. For example:</p> <ul> <li>How do students’ high school experiences relate to whether or not they have to enroll in remedial courses in college?</li> <li>How do these same experiences relate to whether or not they successfully complete college?</li> <li>What high school and college experiences are associated with successful career choices?</li> </ul> <p>Questions like these are best answered with longitudinal surveys, which track the paths of students as they transition from school to college and the work force.  The longitudinal surveys conducted by NCES contain a wide variety of survey components that enable researchers to address policy-related topics across disciplines.  Such longitudinal data can be expensive and time consuming to collect, particularly if they are nationally representative with sufficient sample sizes to analyze barriers faced by disadvantaged young adults. Building a sound statistical foundation for these important analyses is one of the key contributions NCES makes when producing datasets such as the Education Longitudinal Study of 2002 (ELS:2002) for the education and research community.</p> <p><a href="http://nces.ed.gov/surveys/els2002/">ELS:2002</a> began by collecting data from a nationally representative cohort of students who were in the 10<sup>th</sup> grade in 2002. Follow up surveys were collected from these same students in 2004, 2006, and 2012. Some students enrolled in postsecondary institutions after high school, while others entered the workforce. ELS:2002 can be used to examine the educational and occupational paths of students over time, as well as the different factors that are associated with those paths.</p> <p>ELS:2002 collected a <a href="http://nces.ed.gov/surveys/els2002/questionnaires.asp">wide variety of information</a> including students’ school experiences and activities, plans for the future, family circumstances, and beliefs about themselves. Many variables in the ELS:2002 dataset are <a href="http://nces.ed.gov/edat/">available to the public</a> with no restrictions. The data are easily accessible for individuals who may be interested in examining how a variety of different backgrounds and experiences may affect students’ college and career readiness. Some variables are not in the public datasets to ensure that identities of survey respondents are protected, but are available to researchers who apply for a <a href="http://nces.ed.gov/surveys/els2002/obtainingrest.asp">restricted use license</a>.</p> <p>Use of datasets such as ELS:2002 can assist researchers, educators and policy makers in answering important questions about how to prepare our students for college and careers.  For more information on accessing and using ELS:2002 data, please refer to information about <a href="http://nces.ed.gov/surveys/els2002/avail_data.asp">available data</a>, see our detailed selection of <a href="http://nces.ed.gov/surveys/els2002/manuals.asp">users manuals</a>, or <a href="mailto:els2002@ed.gov">email</a> the ELS:2002 staff.</p> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/social-and-emotional-development">Does the Department of Education collect information on young children’s social and emotional development?</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>April 28, 2015</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fsocial-and-emotional-development"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fsocial-and-emotional-development"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fsocial-and-emotional-development"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p class="subtitle">By Jill Carlivati McCarroll and Gail M. Mulligan</p> <p>Yes, we do! During their early years, children are developing socially and emotionally. This includes the development of social skills, relationships, and regulation of emotions. Children’s socioemotional development can affect school experiences and outcomes, so it makes sense that the Department of Education is interested in this topic.</p> <p><a href="https://nces.ed.gov/bibliography/">Researchers</a> are using NCES’s <a href="http://nces.ed.gov/ecls/">Early Childhood Longitudinal Studies (ECLS)</a> to examine questions about socioemotional development, for instance, how children’s growth in this area is related to background characteristics such as race/ethnicity and parents’ educational attainment, as well as home and school experiences. The ECLS studies collect information from the children themselves, as well as from their parents, their care providers, and their teachers. Being longitudinal, the ECLS data allow researchers to study how children’s socioemotional skills develop over time. Additionally, these surveys are some of the only nationally representative studies with data on children in these age groups.</p> <p>The <a href="http://nces.ed.gov/ecls/birth.asp">Early Childhood Longitudinal Study, Birth Cohort (ECLS-B)</a> followed a group of children born in 2001 until they entered kindergarten. The ECLS-B was designed to describe children’s earliest experiences and relationships, and the first home visit data collection occurred when the children were only 9 months old. Socioemotional development was <a href="https://nam10.safelinks.protection.outlook.com/?url=https%3A%2F%2Fnces.ed.gov%2Fecls%2Fpdf%2Fbassessments.pdf&data=05%7C01%7Cmbarnett%40air.org%7C24b681efd9564658dcaf08da9bf66490%7C9ea45dbc7b724abfa77cc770a0a8b962%7C0%7C0%7C637993779982807517%7CUnknown%7CTWFpbGZsb3d8eyJWIjoiMC4wLjAwMDAiLCJQIjoiV2luMzIiLCJBTiI6Ik1haWwiLCJXVCI6Mn0%3D%7C3000%7C%7C%7C&sdata=Yf3qeRCSK4YO%2Fkk%2FGXo2sRADWfK71sdpPOlLe8wDuNU%3D&reserved=0">measured in several ways</a> in this study. During home visits, researchers observed the children’s interactions with a parent during specific tasks, such as while the parent was reading a book aloud to the child, and reported on the children’s attentiveness, interest, affect, and social engagement. The quality of the children’s attachment relationship to their parent was also <a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006043">measured at age 2</a>. When the children were in kindergarten, their teachers provided information about the children’s socioemotional skills. </p> <p>Socioemotional development has also been measured in ECLS studies that have followed groups of kindergartners over time: the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) and the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Teachers provided information about children’s social skills, problem behaviors, learning behaviors, and their own closeness and conflict with the students. Parents provided their own reports on much of the same information. One analysis of data from the <a href="https://nces.ed.gov/programs/coe/pdf/coe_tga.pdf">teacher reports</a> shows that children who enter kindergarten on time and those who had a delayed entry show positive “approaches to learning” (for example, eagerness to learn, self-direction, and attentiveness) more often than children who repeat kindergarten.</p> <p>In later rounds of the ECLS-K and ECLS-K:2011, when the children were older, they were asked to provide information about themselves. In the ongoing ECLS-K:2011, children are reporting on aspects of socioemotional development such as their relationships with peers, social distress, peer victimization, and their satisfaction with different aspects of their lives.</p> <p>For more information on the measures of socioemotional development included in the ECLS studies, please see our <a href="http://nces.ed.gov/ecls/">homepage</a>, review our <a href="http://nces.ed.gov/training/datauser/">online training modules</a> for the ECLS-B and ECLS-K, or <a href="mailto:ECLS@ed.gov">email the ECLS study team</a>.</p> </section> </article> </div> <div id="postPaging" style="display: none"> <a id="ctl00_cphBody_PostList1_hlNext" style="float:right">Newer posts >></a> </div> <div style="clear:both; display:block"> </div> </section> <aside class="col-md-4 sidebar-wrapper"> <div id="widgetzone_be_WIDGET_ZONE" class="widgetzone"> <div class="widget search" id="widgetfb38ecdd-5813-4d10-8c5f-8d901c7c731e"> <div class="widget-content"> 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