Search Results: (1-15 of 22 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009050 | User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of a comparison of PIRLS and NAEP reading assessments and a nonresponse bias analysis of PIRLS 2006 data. |
3/30/2009 |
| NCES 2009061 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/30/2009 |
| NCES 2009051 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/25/2009 |
| NCES 2009058 | Restricted-Use Data Supplement to the User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 restricted-use data for the United States is a supplement to the PIRLS 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
3/25/2009 |
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| NCES 2007048 | Program for International Student Assessment (PISA) 2003: U.S. Public-Use Data Files, Electronic Codebook, and User's Guide
This CD-ROM contains PISA 2003 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/23/2008 |
| 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 |
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