Search Results: (1-15 of 44 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/25/2008 |
| NCES 2007493 | CD ROM: National Assessment of Adult Literacy (NAAL) 2003 Restricted-Use Data
This CD-ROM includes the 2003 NAAL household and prison restricted-use data files, including items from the background questionnaire; prose, document, and quantitative items (including health items); and items from the oral reading fluency assessment. Both files are in the electronic codebooks. Instructions for installing the data from the electronic codebook are included. The CD-ROM also includes a combined household-prison file for use with AM software and the Restricted-Use Data File User’s Guide. |
7/31/2007 |
| NCES 2007469 | CD ROM: National Assessment of Adult Literacy (NAAL) 2003 and National Adult Literacy Survey (NALS) 1992 Public-Use Data Files
This CD-ROM contains the household and prison public-use data files for the 2003 National Assessment of Adult Literacy (NAAL) and the re-released public-use data files for the 1992 National Adult Literacy Survey (NALS). It provides electronic codebook software to be used in conjunction with the data files on the CD. In addition, the CD contains files to run on AM software and the National Assessment of Adult Literacy Public-Use Data File User's Guide. The Public-Use Data File User’s Guide, provides instructions for using AM Software to analyze the data. |
7/31/2007 |
| NCES 2007017 | Digest of Education Statistics, 2006
The 42nd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
7/26/2007 |
| NCES 2007473 | Literacy Behind Bars: Results From the 2003 National Assessment of Adult Literacy Prison Survey
The 2003 National Assessment of Adult Literacy (NAAL) included the first assessment of the English literacy of incarcerated adults since 1992. The assessment was administered to approximately 1,200 adults (age 16 and older) incarcerated in state and federal prisons, as well as approximately 18,000 adults living in households. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and four literacy levels—Below Basic, Basic, Intermediate, and Proficient. The findings in this report—Literacy Behind Bars—indicate the changes in literacy among incarcerated adults between 1992 and 2003. The report also compares the literacy of adults in the prison and household populations and across groups of prison inmates with different characteristics, including race/ethnicity, gender, educational attainment, age, language spoken before starting school, and parents’ educational attainment. The report looks at the relationship between literacy, education, and job training, including traditional academic education, vocational education, and skill certification. Additionally, the report examines the relationship between literacy and experiences in prison other than education, including prison work assignments, library use, computer use, and reading frequency. Finally, the report looks at the relationship between literacy, criminal history, and current offense. The results show how the relationship between literacy, type of offense, expected length of incarceration, expected date of release, and previous criminal history has changed since 1992. |
5/10/2007 |
| NCES 2007480 | Literacy in Everyday Life: Results from the 2003 National Assessment of Adult Literacy
The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey. Three types of literacy were measured: Prose, Document, and Quantitative. Results were reported in terms of scale scores (on a 500-point scale) and in terms of four literacy levels—Below Basic, Basic, Intermediate, and Proficient. This report, Literacy in Everyday Life, presents findings from the 2003 assessment. It examines changes in literacy levels for the total adult population of the United States, as well as for adults with different demographic characteristics (gender, race, age, and ethnicity). Changes in literacy levels are reported for 2003 as well as between 1992 and 2003. In addition, the report describes how American adults age 16 and older at varying literacy levels use written information in their everyday lives. Specifically, this report describes the relationship between literacy and a number of self-reported background characteristics including education, employment, earnings, job training, family literacy practices, civics activities, and computer usage. It examines the relationship between educational attainment and literacy and reports changes between 1992 and 2003. In addition, the relationship between literacy and adult education, including basic skills classes, English as a second language classes, and information technology certification is reported. The findings discuss the relationship between literacy and employment status, occupation, weekly wage or salary, job training, and participation in public assistance programs. Moreover, the report examines how parents, grandparents, and guardians at different literacy levels interact with the children living in their homes around issues related to literacy and school. Finally, the report discusses how adults at different literacy levels participate in government and community affairs by voting, staying informed, and volunteering. |
4/3/2007 |
| NCES 2007464 | 2003 National Assessment of Adult Literacy
Public-Use Data File User’s Guide
The U.S. Department of Education’s National Center for Education Statistics has updated the household and prison public-use data files for the 2003 National Assessment of Adult Literacy and the 1992 National Adult Literacy Survey. The accompanying 2003 National Assessment of Adult Literacy Public-Use Data File User's Guide explains how the data was collected and how it can be analyzed and includes codebooks for the datasets as well as instructions for using AM Software to analyze the data. The data derive from one-on-one interviews with adults in homes and prisons across the United States. Household interviews were conducted in 2003 and prison interviews were conducted in 2004. The household sample was multi-stage and selected on the basis of Census-defined geographical areas, while the prison sample was institution-based. |
3/20/2007 |
| NCES 2006483 | The Health Literacy of America’s Adults: Results from the 2003 National Assessment of Adult Literacy
The Health Literacy of America’s Adults is the first release of the National Assessment of Adult Literacy (NAAL) health literacy results. The results are based on assessment tasks designed specifically to measure the health literacy of adults living in the United States. Health literacy was reported using four performance levels: Below Basic, Basic, Intermediate, and Proficient. The majority of adults (53 percent) had Intermediate health literacy. About 22 percent had Basic and 14 percent had Below Basic health literacy. Relationships between health literacy and background variables (such as educational attainment, age, race/ethnicity, where adults get information about health issues, and health insurance coverage) were also examined and reported. For example, adults with Below Basic or Basic health literacy were less likely than adults with higher health literacy to get information about health issues from written sources (newspapers, magazines, books, brochures, or the Internet) and more likely than adults with higher health literacy to get a lot of information about health issues from radio and television. |
9/6/2006 |
| NCES 2006030 | Digest of Education Statistics, 2005
The 41st in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. Some examples of highlights from the report include the following items. Enrollment in public elementary and secondary schools rose 22 percent between 1985 and 2005. The fastest public school growth occurred in the elementary grades (prekindergarten through grade 8), where enrollment rose 24 percent over this period, from 27.0 million to 33.5 million. Public secondary school enrollment declined 8 percent from 1985 to 1990, but then rose 31 percent from 1990 to 2005, for a net increase of 20 percent. The number of public school teachers has risen faster than the number of students over the past 10 years, resulting in declines in the pupil/teacher ratio. Between 1994 and 2004, the number of full-time college students increased by 30 percent compared to an 8 percent increase in part-time students. During the same time period, the number of men enrolled rose 16 percent, while the number of women enrolled increased by 25 percent. |
8/10/2006 |
| NCES 2006072 | The Condition of Education in Brief 2006
The Condition of Education 2006 in Brief contains a summary of 19 of the 50 indicators in The Condition of Education 2006. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
6/1/2006 |
| NCES 2006073 | Findings from the Condition of Education 2006: U.S. Student and Adult Performance on International Assessments of Educational Achievement
This report contains a special analysis that is republished from the Condition of Education 2006 in a booklet form. This analysis presents key findings of recent international assessments that examine the performance of U.S. students in reading, mathematics, science, and the literacy of adults compared with the performance of their peers in other countries. |
6/1/2006 |
| NCEE 20053002 | Third National Even Start Evaluation: Follow-Up Findings From the Experimental Design Study
The third national Even Start evaluation included two complementary studies: (1) the Even Start Performance Information Reporting System (ESPIRS) provided annual data on the universe of Even Start projects from 1997–1998 through 2000–2001, and (2) the Experimental Design Study (EDS) was an experimental study of Even Start's effectiveness in 18 projects, reflecting the way that projects were implemented during 1999–2000 and 2000–2001. The major set of evaluation findings are contained in the recently-released report by St.Pierre, Ricciuti, Tao, Creps, Swartz, Lee, Parsad & Rimdzius (2003). The analysis for that report relied on a comparison of pretest data collected at the beginning of the school year with posttest data collected at the end of the same school year from Even Start and control group families who participated in the EDS. The present document updates the findings from the St.Pierre, Ricciuti, Tao, et al (2003) report by comparing pretest data with follow-up data collected about nine months after the posttest. The findings presented in this document are consistent with and lead to the same conclusions as findings contained in the earlier report. |
6/1/2006 |
| NCES 2006614 | Education Statistics Quarterly-Vol. 7 Issues 1&2
The Quarterly offers a comprehensive overview of work done across all of NCES. Each issue includes short publications and summaries covering all NCES publications and data products released in a given time period as well as notices about training and funding opportunities. In addition, each issue includes a featured topic with invited commentary, and a note on the topic from NCES. |
1/17/2006 |
| NCES 2006470 | A First Look at the Literacy of America’s Adults in the 21st Century
The 2003 National Assessment of Adult Literacy (NAAL) measures the English literacy of America's adults (people age 16 and older living in households and prisons). NAAL builds on the previous national assessment of literacy completed in 1992. The 2003 assessment defines literacy as “using printed and written information to function in society, to achieve one’s goals, and to develop one’s knowledge and potential.” Results are reported in terms of scale score averages and literacy levels on three literacy scales: prose, document, and quantitative. The literacy levels were described as below basic, basic, intermediate, and proficient. Each level corresponded to a specific range of scale scores and was described in terms of the abilities associated with each level and the types of tasks that adults could complete at that level. An additional component comprising 5 percent of the adult population was the non-literate in English. The non-literate in English included the 2 percent who could not be tested because they could not communicate in English or Spanish, and the 3 percent who took an alternative assessment because they were unable to complete a minimum number of simple literacy screening questions. Results showed that the average quantitative literacy scores of adults increased 8 points between 1992 and 2003, though average prose and document literacy did not differ significantly from 1992. Among Blacks, average prose literacy scores increased by 6 points and average document literacy scores rose by 8 points between 1992 and 2003 (figure 1). The average prose scores of Asians/Pacific Islanders increased as well, rising 16 points between 1992 and 2003.The average prose literacy scores of Hispanics fell 18 points from 1992 to 2003, while average document literacy scores decreased by 14 points. Average prose and document literacy scores among Whites did not change significantly. |
12/15/2005 |
| NCES 2006471 | Key Concepts and Features of the 2003 National Assessment of Adult Literacy
The 2003 National Assessment of Adult Literacy (NAAL) is the first assessment of the nation’s progress in adult literacy since the 1992 National Adult Literacy Survey (NALS). The 2003 NAAL is a complex assessment with several components and various types of data. The primary purpose of this publication is to describe this assessment’s key features and data types. The publication reviews key elements carried over from the 1992 assessment, including a “functional” view of adult literacy and three distinct literacy areas (prose, document, and quantitative). It also introduces critical new aspects of the 2003 assessment, including new performance levels that are used to report results and new components that provide expanded data about the least-literate adults and the role of basic skills in adult literacy performance. |
12/15/2005 |
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