Data Collection for Improving Elementary/Secondary Education.

To better understand ways to improve education, large longitudinal data sets are required, such as the National Education Longitudinal Study of 1988 which follows students through their schooling and into the labor market. In addition, data comparing the performance of state and local school systems is essential for educational accountability. The following data collection activities are needed: (1) data that accurately compare states and local education agencies; (2) measures of educational outcomes; (3) achievement test scores by subject, age group, minority status, and state; (4) performance on minimum competency tests for high school graduation and changing requirements, by state; (5) changes in test performance of particular cohorts, by state; (6) achievement test scores and gains, adjusted for each state's population demographics; (7) assessment of higher order cognitive skills; (8) international comparisons; (9) assessment of study habits; (10) assessment of locus of control; (11) measures of the economic outcomes of schooling; and (12) development of causal models of educational improvement. Additional data would also improve NCES's Current Population Survey on attendance and completion of schooling. (GDC)