Search Results: (1-15 of 16 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008017 | The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)
This report summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001. The results show that the average reading comprehension score of U.S. fourth-grade students in 2006 was higher than the average score of students in 22 of the 44 other countries and educational jurisdictions that participated in the PIRLS assessment. Ten countries and educational jurisdictions had average scores higher than the scores of U.S. students; average scores of students in the remaining 12 countries and educational jurisdictions were not significantly different from the scores of U.S. students. The performance of U.S. students on PIRLS in 2006 did not measurably differ from their performance in 2001. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. fourth-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2006 in the United States and in the other participating jurisdictions. |
11/28/2007 |
| 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 |
| NCES 2006010 | Characteristics of U.S. 15-Year-Old Low Achievers in an International Context: Findings From PISA 2000
This report analyzes results of reading literacy among 15-year-olds based on the 2000 Program for International Student Assessment (PISA), sponsored by the Organization for Economic Cooperation and Development (OECD) and carried out in 32 countries, including the United States. It focuses on the characteristics of students who perform at the lowest levels of reading literacy. The report has two objectives: first, to explore how the demographic and educational characteristics of low performing students compare to other students within the United States; second, to analyze if the United States differs from the other PISA countries in terms of the characteristics of its low performing students. It describes the extent to which a particular characteristic is more or less likely to be observed among the low performers than on average. |
11/30/2005 |
| NCES 2005021 | Comparative Indicators of Education in the United States and Other G8 Countries: 2004
This report shows how the U.S. education system compares to other major industrialized countries (Canada, France, Germany, Italy, Japan, Russian Federation, United Kingdom) in four areas: (1) the context of education; (2) preprimary and primary education; (3) secondary education; and (4) higher education. This report is an update of the 2002 G8 Report, and is part of a series to be published in alternate years. |
2/18/2005 |
| NCES 2005003 | International Outcomes of Learning in Mathematics Literacy and Problem Solving: PISA 2003 Results from the U.S. Perspective
This report provides key findings from the 2003 Program for International Student Assessment (PISA). The report focuses on the performance of U.S. 15-year-olds in the two major areas assessed in 2003, mathematics literacy and problem solving, compared to their peers in 38 other countries. Information about achievement in reading literacy and science literacy is also provided, along with some discussion of changes in performance since 2000. |
12/6/2004 |
| NCES 2004016 | Progress in International Reading Literacy Study (PIRLS) 2001 National Data File
This CD-ROM contains PIRLS 2001 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
8/9/2004 |
| NCES 2004006 | Program for International Student Assessment (PISA) 2000 Data File
This CD-ROM contains PISA 2000 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
7/6/2004 |
| NCES 200321 | U.S. 2001 U.S. PIRLS Nonresponse Bias Analysis
The Progress in International Reading Literacy Study (PIRLS) of 2001 is a large international comparative study of the reading literacy of young students. The student population for the U.S. 2001 PIRLS was the set of all fourth-graders in the United States, corresponding to the grade in which the highest proportion of nine-year-olds are enrolled. Because the response rate from the original sample was below 85 percent, NCES investigated the potential magnitude of nonresponse bias at the school level. The methodology and results of this investigation are presented in this report. |
10/21/2003 |
| NCES 200305 | PIRLS-IEA Reading Literacy Framework: Comparative Analysis of the 1991 IEA Reading Study and the Progress in International Reading Literacy Study
In 1991, the United States participated in the International Evaluation of Educational Achievement (IEA) Reading Literacy Study that assessed the reading literacy of fourth-grade students in 32 countries. When a new study of fourth-grade reading literacy was being planned for 2001, the IEA decided to create a new assessment: Progress in International Reading Literacy Study (PIRLS). This Working Paper compares the frameworks, texts, and items of these two international studies. |
4/8/2003 |
| NCES 2003073 | International Comparisons in Fourth-Grade Reading Literacy: Findings from the Progress in International Reading Literacy Study (PIRLS) of 2001
This report describes the reading literacy of fourth-graders in 35 countries, including the United States. The report provides information on a variety of reading topics, but with an emphasis on U.S. results. Included in the report are comparisons of average scores across the 35 countries on two reading subscales and a combined reading scale, as well as achievement broken out by sex, internationally. Within the U.S. comparisons by race/ethnicity, by public and private schools, and by poverty levels of the school are provided. The report also presents information on reading and instruction in the classroom and explores the reading habits of fourth-graders outside of school. This report defines reading literacy for fourth-graders, highlights the performance and distribution of fourth-graders relative to fourth-graders in other countries, and illustrates, through international benchmarking, the performance of assessed students. A sample reading passage and a few related test items are provided. The report also presents data on a related reading trend study in which the U.S. participated. Technical notes about the assessment are provided as an appendix, and there is also a section that compares the similarities and differences of PIRLS and the National Assessment of Educational Progress (NAEP). |
4/8/2003 |
| NCES 200310 | A Comparison of the NAEP and PIRLS Fourth-Grade Reading Assessments
In anticipation of questions about how the 2001 PIRLS fourth-grade assessment and the 2002 NAEP fourth grade reading assessment compare, NCES convened an expert panel to compare the content of the PIRLS and NAEP assessment to determine if they measured the same construct. This involved a close examination of how PIRLS and NAEP define reading, the texts used as the basis for the assessments, and the reading processes required of students in each. |
4/7/2003 |
| NCES 2002115 | Outcomes of Learning: Results from the 2000 Program for International Student Assessment of 15-Year-Olds in Reading, Mathematics, and Science Literacy
This report provides initial findings from the first cycle of the Program for International Student Assessment (PISA). The report gives information on achievement of 15-year-olds in reading literacy, mathematics literacy, and science literacy in the United States and 31 other participating nations. |
12/4/2001 |
| NCES 2002116 | Highlights from the 2000 Program for International Student Assessment (PISA)
This 12-page brochure summarizes the key findings from the new Program for International Student Assessment (PISA). |
12/4/2001 |
| NCES 200101 | Cross-National Variation in Educational Preparation for Adulthood: From Early Adolescence to Young Adulthood
This paper presents key indicators of educational and employment status for students making the transition from early adolescence to young adulthood. |
4/17/2001 |
| NCES 97875 | Reading Literacy in an International Perspective: Collected Papers from the IEA Reading Literacy Study
These papers provide an interesting view of issues regarding reading literacy that are of concern to all nations engaged in the teaching of reading and in the amelioration of persistent inequalities in literacy. These papers also provide a view of the statistical complexities that are required to mirror the substantive complexities of cross-national analyses. |
1/31/1997 |
Publications & Products