Search Results: (1-14 of 14 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009481 | Basic Reading Skills and the Literacy of the America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies
The 2003 NAAL assessed the English literacy skills of a nationally representative sample of 18,500 U.S. adults (age 16 and older) residing in private households. NAAL is the first national assessment of adult literacy since the 1992 National Adult Literacy Survey (NALS). The NAAL project comprised four assessment components: the core literacy tasks, the main literacy assessment, the Fluency Addition to NAAL (FAN), and the Adult Literacy Supplemental Assessment (ALSA). Results from the main literacy assessment are reported as averages and as the percentage of adults in each of four literacy levels: Below Basic, Basic, Intermediate, and Proficient. This report focuses on results from the FAN and the ALSA. The Adult Literacy Supplemental Assessment (ALSA) was administered to adults unable to successfully answer the core literacy tasks. Instead of completing the main literacy assessment, these adults completed the ALSA, which gathered information about their letter-reading, word-reading, word-identification, and basic comprehension skills. The Fluency Addition to NAAL (FAN) measures the basic reading skills of America’s adults. The FAN was administered to all adults who participated in the NAAL project following the completion of the main literacy assessment or the supplemental assessment. |
5/6/2009 |
| NCSER 20093016 | The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study
The National Center for Special Education Research has released the third major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, "The Early School Transitions and the Social Behavior of Children with Disabilities: Selected Findings from the Pre-Elementary Education Longitudinal Study." This report describes changes in services and eligibility at times of transition, transitions into kindergarten, and social skills and problem behavior of young children with disabilities from 2003-04 to 2005-06. |
2/25/2009 |
| NCER 20082009REV | Effects of Preschool Curriculum Programs on School Readiness: Report from the Preschool Curriculum Evaluation Research Initiative
In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Twelve research teams implemented one or two curricula in preschool settings serving predominantly low-income children under an experimental design. For each team, preschools or classrooms were randomly assigned to the intervention curricula or control curricula and the children were followed from pre-kindergarten through kindergarten. IES contracted with RTI International (RTI) and Mathematica Policy Research (MPR) to evaluate the impact of each of the 14 curricula implemented using a common set of measures with the cohort of children beginning preschool in the summer-fall of 2003. This report provides the individual results for each curriculum from the evaluations by RTI and MPR. Chapter 1 describes the PCER initiative and details the common elements of the evaluations including the experimental design, implementation, analysis, results, and findings. Chapters 2-13, respectively, provide greater detail on the individual evaluations of the curricula implemented by each research team including information on the curricula, the demographics of the site-specific samples, assignment, fidelity of implementation, and results. Appendix A presents results from a secondary analysis of the data. Appendix B provides greater detail regarding the data analyses conducted. Appendixes C and D provide additional information regarding the outcome measures. |
7/28/2008 |
| NCSER 20083011 | Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report
The National Center for Special Education Research within the Institute of Education Sciences has released the second major report from the Pre-Elementary Education Longitudinal Study (PEELS) titled "Changes in the Characteristics, Services, and Performance of Preschoolers with Disabilities from 2003-04 to 2004-05: PEELS Wave 2 Overview Report." PEELS involves a nationally representative sample of children, 3 to 5 years of age when they entered the study, with diverse disabilities who are receiving preschool special education services in a variety of settings. Topics covered in the report include declassification ( children leaving special education), reclassification (movement from one primary disability group to another), changes over time in the special education and related services provided to preschoolers with disabilities, and changes in children's performance on a series of direct and indirect assessments in the areas of emerging literacy, early math skills, social behavior, and motor skills from 2003-04 to 2004-05. |
6/10/2008 |
| NCSER 20083009 | Facts From NLTS2: Substance Use Among Young Adults With Disabilities
This report was released by the National Center for Special Education Research (NCSER) on May 20, 2008. The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to answer questions about the use of alcohol, cigarettes and illegal drugs such as marijuana, cocaine, and LSD among young adults with disabilities. The report compares substance use among this population with substance use in the general population, and compares different disability categories and demographic groups in substance use and in the receipt of substance abuse prevention education and services. The NLTS2 is funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. |
5/20/2008 |
| NCSER 20083007 | Facts From NLTS2: Orientation and Mobility Skills of Secondary School Students With Visual Impairments
This report was released by the National Center for Special Education Research (NCSER) on January 23, 2008. Orientation refers to one's ability to determine his/her location and relationship with other objects in the environment. Mobility refers to one's ability to move about in the environment. Orientation and mobility training may be provided to students with visual impairments as part of their individual programs of special education and related services. This report presents information on the percentages of students with visual impairments who receive orientation and mobility services, including percentages for different segments of the population (blind vs. partially sighted, regular vs. special school placement, and demographic groups). It also discusses the levels of orientation and mobility skills in this population, and factors associated with their skill levels. Data are from The National Longitudinal Transition Study-2 (NLTS2), funded by the National Center for Special Education Research at the Institute of Education Sciences, U. S. Department of Education. NLTS2 was initiated in 2001 and has a nationally-representative sample of more than 11,000 students with disabilities. |
1/23/2008 |
| NCSER 20083008 | Characteristics of States' Monitoring and Improvement Practices: State Responses to the Part B and Part C Mail Survey from the Evaluation of States' Monitoring and Improvement Practices Under the Individuals with Disabilities Education Act
The National Center for Special Education Research released the first report on the Evaluation of States' Monitoring and Improvement Practices Under IDEA study. Under IDEA, states must monitor special education and early intervention programs. Prior to the reauthorization in 2004, IDEA did not explicitly detail monitoring requirements. Provisions in the 2004 reauthorization now require states to monitor priority areas using quantifiable indicators. The current report discusses states' monitoring practices in the year prior to the enforcement of these new requirements. The two most commonly reported focus areas for monitoring programs for individuals ages 3 through 21 (Part B) were free and appropriate public education in the least restrictive environment (35 states) and access to the general curriculum (30 states). The two most commonly reported focus areas for monitoring programs for infants and toddlers (Part C) were Individualized Family Service Plan requirements and procedures (35 states) and transition to preschool (33 states). |
10/25/2007 |
| NCSER 20073006 | Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2)
Perceptions and Expectations of Youth With Disabilities. A Special Topic Report of Findings From the National Longitudinal Transition Study-2 (NLTS2): released on September 11, this report from NCSER provides a picture of the self-representations and expectations of youth with disabilities, how they differ across disability categories and demographic groups, and how they compare with youth in the general population. The National Longitudinal Transition Study-2 (NLTS2), funded by IES, was initiated in 2001 and has a nationally representative sample of more than 11,000 students with disabilities. This report presents findings drawn primarily from telephone interviews or self-administered mail surveys collected from youth when they were ages 15 through 19. The report addresses questions such as how youth with disabilities describe their feelings about themselves and their lives, their secondary school experiences, their personal relationships, and their expectations for the future. |
9/11/2007 |
| NCSER 20073005 | Facts From NLTS2: Secondary School Experiences of Students With Autism
The National Center for Special Education Research at the Institute of Education Sciences has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism. |
5/14/2007 |
| NCSER 20063004 | An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2)
In 2001, the U.S. Department of Education funded the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the characteristics, experiences, and outcomes of secondary school students with disabilities as they transition to young adulthood. NLTS2 includes a sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. The sample is nationally representative of youth with disabilities as a group and youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. Data are being collected in five waves over a 9-year period and include information from parents, youth, school staff, and school records. NLTS2 is the only source of information on such key aspects of youths' experiences as their academic achievement, school completion, and postsecondary education and employment. |
9/21/2006 |
| NCSER 20063003 | Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)
The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) has released the first major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, Preschoolers with Disabilities: Characteristics, Services, and Results. PEELS includes a nationally representative sample of more than 2900 children who were ages 3 through 5 and receiving preschool special education services in 2003-2004. This report describes characteristics of the participating children and their families, children's school-related readiness and behavior, and characteristics of educational services and providers. |
9/14/2006 |
| NCSER 20063000 | The Academic Achievement and Functional Performance of Youth with Disabilities:
A Report From the National Longitudinal Transition Study-2 (NLTS2)
The National Center for Special Education at the Institute of Education Sciences has released the twelfth report from the National Longitudinal Transition Study-2 (NLTS2). NLTS2 includes a nationally representative sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. This report discusses results from the direct assessment of NLTS2 sample members when they were in the 16-18-year-old age range. |
8/16/2006 |
| NCSER 2005NLTS2 | Facts From NLTS2: High School Completion by Youth with Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: High School Completion by Youth with Disabilities. There has been an increase over time in the percentage of youth with disabilities who complete high school. However, this mark of success is much more common for some youth than others. Those with sensory or orthopedic impairments finish school at much higher rates, for example, than youth with multiple disabilities or emotional disturbances. Whether youth with disabilities finish or drop out of high school is associated with marked differences in their experiences in the early postschool years. A high school diploma gives graduates with disabilities access to a college education that is unavailable to most dropouts. Although the two groups are equally likely to be working for pay after school, dropouts work longer hours, on average, thereby generating greater income. |
5/24/2006 |
| NCSER 2006NLTS2F | Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: School Behavior and Disciplinary Experiences of Youth With Disabilities. Although most secondary-school-age youth with disabilities are reported to behave appropriately, approximately 20 percent to 40 percent are reported to exhibit problem behaviors at school, including not controlling behavior and arguing with others in class. One-third of students with disabilities have experienced disciplinary actions at school, such as suspensions, expulsions, referrals to the principal’s office, or detentions, and they are more likely than their peers in the general population to have faced these types of disciplinary actions. Students with emotional disturbances are significantly more likely to have been suspended or expelled in one school year or over their school careers than youth in all other disability categories. |
5/2/2006 |
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