National Household Education Survey (NHES)

The National Household Education Surveys Program (NHES) is a data collection system of the National Center for Education Statistics (NCES) that is designed to address a wide range of education-related issues. The NHES has been conducted in the springs of 1991, 1993, 1995, 1996, 1999, and 2001. Surveys, conducted by telephone interview, include adult education, before- and after-school program activities, civic involvement, early childhood program participation, household and library use, parent and family involvement in education, school readiness, and school safety and discipline.

Participation in English as a Second Language (ESL) Programs

The National Household Education Survey, 1994-95, found that for adults, aged 16 or over, and whose primary language at home was not English:

• 41.9% participated in ESL classes in the last 12 months as part of a college program,
• 28.9% participated to improve their communication skills,
• 14.1% for a personal, family, or social reason, and
• 15.1% for other main reasons.
  (Kwang, p15, Table 2)

The National Household Education Survey, 1994-95, reported the following statistics for adults, aged 16 or over, with less than a high school diploma, who participated in ESL classes in the last 12 months:

• 31.6% participated as part of a college program,
• 33.9% participated to improve their communication skills,
• 13.5% for a personal, family, or social reason and
• 21.0% for other main reasons.

For the same population with a high school diploma or equivalent:

• 48.8% participated as part of a college program,
• 20.2% participated to improve their communication skills,
• 15.9% for a personal, family, or social reason, and
• 15.2% for other main reasons.

For the same population with some postsecondary or more education:

• 39.8% participated as part of a college program,
• 41.8% participated to improve their communication skills,
• 11.1% for a personal, family, or social reason, and
• 7.3% for other main reasons.
  (Kwang, p15, Table 2)

The National Household Education Survey, 1994-95, found that for civilian, noninistitutionalized adults, aged 16 or over, and whose primary language at home was not English:

• 64.5% did not enroll in ESL classes in the last 12 months and were not interested in taking any,
• 10.8% took ESL classes in the past 12 months,
• 15.5% did not take classes, but were very interested in taking classes, and
• 9.2% did not take classes and were somewhat/slightly interested in taking classes.

Of the 64.5% that did not enroll in ESL classes in the last 12 months and were not interested in taking any:

• 19.0% of these adults reported that they read English "very well,"
• 18.4% reported that they read English "well,"
• 14.2% read English "not well," and
• 12.9% read English "not at all."
  (Kwang, p3, Figure 1)

27.7% of civilian, noninistitutionalized adults, aged 16 or over, whose primary language at home was not English and who did not participate in ESL classes in the last 12 months, were interested in taking ESL classes, compared to 72.3% who were not interested.

Of the 27.7% who were interested in taking ESL classes:

• 30.6% had less than a high school education,
• 27.9% had a high school diploma or equivalent, and
• 21.8% had some postsecondary education or more.
• 8.8% reported being able to read English "very well,"
• 24.6% reported being able to read English "well,"
• 42.8% reported being able to read English "not well," and
• 32.6% reported being able to read English "not at all."

10.8% of civilian, noninistitutionalized adults, aged 16 or over, whose primary language at home was not English, participated in ESL classes in the last 12 months. Of this population:

• 7.6% had less than a high school education,
• 14.3% had a high school diploma or equivalent, and
• 10.7% had some post-secondary education or more.
• 31.4% had been in the U.S. for 2 years or less,
• 27.1% had been in the U.S. for 3 to 5 years,
• 9.3% had been in the U.S. for 6 to 9 years,
• 8.8% had been in the U.S. for 10 to 24 years,
• 2.9% had been in the U.S. for 25 years or longer, and
• 1.7% had been born in the U.S.
  (Kwang, p14, Table 1)

73.7% of the adults participating in ESL classes had found out about the classes through family, friends, neighbors, employers, or schools; 26.3% had found the class information in a newspaper, radio, TV, poster, or flyer.
(Kwang, p16, Table 3)

Barriers to Participation in ESL Programs

The National Household Education Survey, 1994-95, found that 58.8% of adults, aged 16 or over who were interested in taking ESL classes, did not know of any ESL classes, compared to 41.2% who were interested and knew of some ESL classes.

In 1994-95, 61.6% of civilian, noninistitutionalized adults, aged 16 or over, whose primary language at home was not English, who had less than a high school education, and who did not participate in ESL classes in the last 12 months, were interested in taking ESL classes, but did not know of any classes, compared to 56.3% of those with a high school diploma or equivalent.
(Kwang, p17, Table 4)

In 1994-95, of the civilian, noninistitutionalized population, aged 16 and over, whose primary language at home was not English and who were interested in participating in ESL classes:

• 40.1% reported that the main barrier to participation was time,
• 26.0% money/cost,
• 23.4% child care or transportation, and
• 10.6% reported other barriers.

In 1994-95, of the male, civilian, noninistitutionalized population, aged 16 and over, whose primary language at home was not English and who were interested in participating in ESL classes,

• 46.8% reported that the main barrier to participation was time,
• 36.2% money/cost,
• 2.9% child care or transportation, and
• 14.1% other barriers.

In 1994-95, of the female, civilian, noninistitutionalized population, aged 16 and over, whose primary language at home was not English and who were interested in participating in ESL classes,

• 34.8% reported that the main barrier to participation was time,
• 17.9% money/cost,
• 39.6% child care or transportation, and
• 7.8% other barriers.

In 1994-95, of the civilian, noninistitutionalized adults, aged 16 and over, whose primary language at home was not English, who had less than a high school education and who were interested in participating in ESL classes,

• 41.2% reported that the main barrier to participation was time,
• 20.7% money/cost,
• 26.6% child care or transportation, and
• 11.5% other barriers.

In 1994-95, of the civilian, noninistitutionalized adult population, aged 16 and over, whose primary language at home was not English, who had a high school diploma or more education and who were interested in participating in ESL classes,

• 39.3% reported that the main barrier to participation was time,
• 29.9% money/cost,
• 20.9% child care or transportation, and
• 9.8% other barriers.
  (Kwang, p18, Table 5)

Reading

According to the 1999 National Household Education Survey, the percentage of the population aged 25 and over that read a newspaper at least once a week, read one or more magazines regularly, and read a book in the past 6 months was:

• 50.2% of the population aged over 25,
• 53.7% of the employed population,
• 48.1% of the unemployed, looking for work, and
• 42.4% of the population not in the labor force;
• 30.5% of people with a household income of less than $15,000,
• 43.9% with a household income of $15,001 - $30,000,
• 49.9% with a household income of $30,001 - $50,000,
• 53.6% with a household income of $50,001 - $75,000, and
• 65.8% with a household income over $75,000;
• 53.1% of the White population,
• 46.9% of the Black population,
• 28.5% of the Hispanic population, and
• 50.2% of the population of other race/ethnicities.
  (Wirt, p132, Table 15-1)

Parental Involvement in Learning

The National Household Education Survey found the following for 3-5 year olds not yet enrolled in kindergarten in 1999:

• 61% whose mother's highest education was less than high school were read to three or more times in the past week by a family member, compared with
• 76% whose mother had a high school diploma or equivalent,
• 85% whose mother completed vocational education or some college,
• 91% whose mother had a college degree, and
• 93% whose mother had graduate/professional training or degree.
  (Nord, p3, Table 1)
• 36% visited a library at least once in the last month with a family member.
• 39% did arts and crafts three or more times in the past week with a family member.
• 64% were taught letters, words, or numbers three or more times in the past week by a family member.
• 81% were read to three or more times in the past week by a family member.
• 50% were told a story three or more times in the past week by a family member.
• 49% were taught songs or music three or more times in the past week by a family member.
  (Nord, p4, Table 1)

The National Household Education Survey found the following for parents with children in grades K-12 in 1999:

• 92.0% reported attending a general meeting, a scheduled meeting with a teacher, a school event, acting as a volunteer, or serving on a committee.
• 79.0% reported attending a general meeting in their child's school.
• 73.0% reported attending a scheduled meeting with a teacher.
• 66.2% reported attending a school event.

Of parents that reported attending a general meeting, a scheduled meeting with a teacher, a school event, acting as a volunteer, or serving on a committee in 1999:

• 77.0% had less than a high school education,
• 88.7% had a high school diploma/GED,
• 93.6% had some college/vocational/technical education,
• 97.1% had a bachelor's degree, and
• 96.7% had a graduate/professional school education.

Of parents that reported acting as a volunteer or serving on a committee in 1999:

• 13.5% had less than a high school education,
• 26.7% had a high school diploma/GED,
• 38.1% had some college/vocational/technical education,
• 50.4% had a bachelor's degree, and
• 54.6% had a graduate/professional school education.

Of parents that reported attending a general meeting in 1999:

• 57.9% had less than a high school education,
• 72.8% had a high school diploma/GED,
• 79.6% had some college/vocational/technical education,
• 87.4% had a bachelor's degree, and
• 89.3% had a graduate/professional school education.

0f parents that reported attending a school event in 1999:

• 39.2% had less than a high school education (42.2% in 1996),
• 59.0% had a high school diploma/GED (60.2% in 1996),
• 67.2% had some college/vocational/technical education (69.2% in 1996),
• 76.2% had a bachelor's degree (76.4% in 1996), and
• 79.0% had a graduate/professional school education (81.9% in 1996).

Percentage of parents that reported attending a scheduled meeting with a teacher in 1999:

• 61.6% had less than a high school education,
• 69.6% had a high school diploma/GED,
• 74.4% had some college/vocational/technical education,
• 79.1% had a bachelor's degree, and
• 75.3% had a graduate/professional school education.
  (U.S. Department of Education, NCES, p171, Table 59-1)

Relationship to Parents' Educational Level

The National Household Education Survey found the following for 3-5 year olds not yet enrolled in kindergarten in 1999:

Percentage who could read or pretend to read storybooks:

• 53% with mothers whose highest education was less than high school,
• 69% with mothers who had a high school diploma or equivalent,
• 79% with mothers who completed vocational education or some college,
• 84% with mothers who had a college degree, and
• 83% with mothers who had a graduate/professional training or degree.

Percentage who could write their name:

• 32% with mothers whose highest education was less than high school,
• 49% with mothers who had a high school diploma or equivalent,
• 52% with mothers who completed vocational education or some college,
• 61% with mothers who had a college degree, and
• 64% with mothers who had a graduate/professional training or degree.

Percentage who could count to 20 or higher:

• 36% with mothers whose highest education was less than high school,
• 48% with mothers who had a high school diploma or equivalent,
• 60% with mothers who completed vocational education or some college,
• 73% with mothers who had a college degree, and
• 73% with mothers who had a graduate/professional training or degree.

Percentage who could recognize all the letters:

• 7% with mothers whose highest education was less than high school,
• 17% with mothers who had a high school diploma or equivalent,
• 25% with mothers who completed vocational education or some college,
• 35% with mothers who had a college degree, and
• 40% with mothers who had a graduate/professional training or degree.

Percentage who had 3-4 of the following skills: recognizes all letters, counts to 20 or higher, writes name, and reads or pretends to read storybooks:

• 15% with mothers whose highest education was less than high school,
• 31% with mothers who had a high school diploma or equivalent,
• 42% with mothers who completed vocational education or some college,
• 54% with mothers who had a college degree, and
• 57% with mothers who had a graduate/professional training or degree.
  (Nord, p7, Table 2)

Outcomes of Parent Involvement

The National Household Education Survey found the following for 3-5 year olds not yet enrolled in kindergarten in 1999:

• 24% who were read to fewer than 3 times in the past week by a family member had 3-4 of the following skills: recognizes all letters, counts to 20 or higher, writes name, and reads or pretends to read storybook, compared to
• 42% who were read to more than 3 times in the past week.
• 57% who were read to fewer than 3 times in the past week by a family member could read or pretend to read storybooks, compared to
• 77% of 3-5 year olds who were read to more than 3 times in the past week.
• 14% who were read to fewer than 3 times in the past week by a family member could recognize all the letters, compared to
• 26% who were read to more than 3 times in the past week.
• 34% who were told a story fewer than 3 times in the past week by a family member had 3-4 of the following skills: recognizes all letters, counts to 20 or higher, writes name, and reads or pretends to read storybook, compared to
• 44% who were told a story more than 3 times in the past week.
• 20% who were told a story fewer than 3 times in the past week by a family member could recognize all the letters, compared to
• 28% who were told a story more than 3 times in the past week.
• 68% who were told a story fewer than 3 times in the past week by a family member could read or pretend to read storybooks, compared to
• 79% who were told a story more than 3 times in the past week.
• 31% who were taught letters, words, and numbers by a family member fewer than 3 times in the past week had 3-4 of the following skills: recognizes all letters, counts to 20 or higher, writes name, and reads or pretends to read storybooks, compared to
• 43% who were taught letters, words, and numbers more than 3 times in the past week.
• 69% who were taught letters, words, and numbers by a family member fewer than 3 times in the past week could read or pretend to read storybooks, compared to
• 76% of 3-5 year olds who were taught letters, words, and numbers more than 3 times in the past week.
• 17% who were taught letters, words, and numbers by a family member fewer than 3 times in the past week could recognize all the letters, compared to
• 27% who were taught letters, words, and numbers more than 3 times in the past week.
  (Nord, p9, Table 3)