CINXE.COM

<!DOCTYPE html> <html lang="en"> <head><meta http-equiv="content-type" content="text/html; charset=utf-8" /> <link rel="contents" title="Archive" href="/blogs/nces/archive" /> <link rel="start" title="NCES Blog" href="/blogs/nces/" /> <link type="application/rsd+xml" rel="edituri" title="RSD" href="http://nces.ed.gov/blogs/nces/rsd.axd" /> <link type="application/rdf+xml" rel="meta" title="SIOC" href="http://nces.ed.gov/blogs/nces/sioc.axd" /> <link type="application/apml+xml" rel="meta" title="APML" href="http://nces.ed.gov/blogs/nces/apml.axd" /> <link type="application/rdf+xml" rel="meta" title="FOAF" href="http://nces.ed.gov/blogs/nces/foaf.axd" /> <link type="application/rss+xml" rel="alternate" title="NCES Blog (RSS)" href="http://nces.ed.gov/blogs/nces/syndication.axd" /> <link type="application/atom+xml" rel="alternate" title="NCES Blog (ATOM)" href="http://nces.ed.gov/blogs/nces/syndication.axd?format=atom" /> <link type="application/opensearchdescription+xml" rel="search" title="NCES Blog" href="http://nces.ed.gov/blogs/nces/opensearch.axd" /> <link href="/blogs/Content/Auto/Global.css" rel="stylesheet" type="text/css" /><meta name="viewport" content="width=device-width, initial-scale=1.0, maximum-scale=1.0, user-scalable=no" /><link href="../Custom/Themes/Standard-New/css/bootstrap.min.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/main.css" rel="stylesheet" /><link href="../Custom/Themes/Standard-New/css/responsive.css" rel="stylesheet" /><link href="//fonts.googleapis.com/css?family=Archivo+Narrow:700" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Lora:400,700" rel="stylesheet" type="text/css" />    <link href="../scripts/syntaxhighlighter/styles/shCore.css" rel="stylesheet" type="text/css" /><link href="../scripts/syntaxhighlighter/styles/shThemeDefault.css" rel="stylesheet" type="text/css" /><link href="//fonts.googleapis.com/css?family=Roboto+Condensed:400,300,700" rel="stylesheet" type="text/css" /> <script type="text/javascript" src="/blogs/nces/en-us.res.axd"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/01-jquery-1.9.1.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/02-jquery.cookie.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/04-jquery-jtemplates.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/05-json2.min.js"></script> <script type="text/javascript" src="/blogs/Scripts/Auto/blog.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/XRegExp.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shCore.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/scripts/shAutoloader.js"></script> <script type="text/javascript" src="/blogs/scripts/syntaxhighlighter/shActivator.js"></script> <meta name="description" content=" All posts tagged 'PIAAC'" /> <meta name="keywords" content="Datasets,FAQs,Findings,General" /> <meta name="author" content="NCES" />   <script async src="https://www.googletagmanager.com/gtag/js?id=G-0EYJGC1REQ"></script> <script> window.dataLayer = window.dataLayer || []; function gtag() { dataLayer.push(arguments); } gtag('js', new Date()); gtag('config', 'G-0EYJGC1REQ'); </script> <script type="text/javascript" src="/js/customevents.js"></script>   <title> NCES Blog | All posts tagged 'PIAAC' </title></head> <body class="ltr"> <form method="post" action="/blogs/nces/?tag=/PIAAC" id="aspnetForm"> <div class="aspNetHidden"> <input type="hidden" name="__EVENTTARGET" id="__EVENTTARGET" value="" /> <input type="hidden" name="__EVENTARGUMENT" id="__EVENTARGUMENT" value="" /> <input type="hidden" name="__VIEWSTATE" id="__VIEWSTATE" value="bhW1u0NNu0Spy4NZ99ss1JgLvpZoBPXsS/2wx2USJqyQCDnz2WzV+k59nBVsSzvrdEmjeHUeM1FTk/YKImZ2376l9FudG5548JbBR2xVO0Jeyffhx0nBCsan0E45uoIgFjLzpim0ldCUwn3+ODWJc3wVMJZJoSnPiLxHm6rCCkJ+f5gT3eWmhferaw3OgxGbc9m+k8dOzRXQa5shGF6Nw1/pR7BAkG1qqBtiEVEDmYB21Huz2Zg6z0fO3FVrriKR0dotc7Ui9ATZrgGJLtoubtDiUUelY2gDjdW75xKEnKn/JaJFzXR7SOEsPgdkY0blVTPOcQVsOmDwwwkbsHOkkIE4Pe/SGxJNo1pdQfNfSDDsvZffaM9stFQtnM5nWuIWE2rm3SXcHSffLUAOIR5+GAWbbGR+xjp3du4rxEoHufmVagkgCFFwC9L7FR/dpdUcojhXZg==" /> </div> <script type="text/javascript"> //<![CDATA[ var theForm = document.forms['aspnetForm']; if (!theForm) { theForm = document.aspnetForm; } function __doPostBack(eventTarget, eventArgument) { if (!theForm.onsubmit || (theForm.onsubmit() != false)) { theForm.__EVENTTARGET.value = eventTarget; theForm.__EVENTARGUMENT.value = eventArgument; theForm.submit(); } } //]]> </script> <script src="/blogs/WebResource.axd?d=pynGkmcFUV13He1Qd6_TZKFmBG-AUY7YwSX-Eh_-So8UKa0fIVRDpGlQdJn4r3q4SNLVEw2&t=638628063619783110" type="text/javascript"></script> <header class="header"> <div class="navbar navbar-inverse" role="navigation"> <span style="float: left; padding: 8px 15px 0 10px;"><a href="/"><img src="http://nces.ed.gov/blogs/nces/Custom/Themes/Standard-New/images/ies-logo-small-white.png" alt="IES" /></a></span> <div class="container"> <div class="navbar-header"> <button type="button" class="navbar-toggle" data-toggle="collapse" data-target=".navbar-collapse"> <span class="sr-only">Toggle navigation</span> <span class="icon-bar"></span> <span class="icon-bar"></span> <span class="icon-bar"></span> </button> </div> <div class="navbar-collapse collapse"> <ul class="nav navbar-nav "> <li><a href="http://nces.ed.gov/blogs/nces/">Home</a></li> <li><a href="http://nces.ed.gov/blogs/nces/archive">Archive</a></li> <li><a href="http://nces.ed.gov/blogs/nces/contact">Contact</a></li> </ul> <ul class="nav navbar-nav navbar-right">  </ul> </div> </div> </div> <div class="title-wrapper"> <div class="container"> <hgroup class="pull-left"> <h1><a href="http://nces.ed.gov/blogs/nces/">NCES Blog</a></h1> <h3>National Center for Education Statistics</h3> </hgroup>  </div> </div> </header> <section class="container"> <div class="row"> <section class="col-md-8 content-wrapper"> <div id="ctl00_cphBody_divError"></div> <div id="ctl00_cphBody_PostList1_posts" class="posts"> <article class="post" id="post0"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/piaac-2022-23-data-collection-begins">Program for the International Assessment of Adult Competencies (PIAAC) 2022–23 Data Collection Begins</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>October 11, 2022</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/FAQs">FAQs</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fpiaac-2022-23-data-collection-begins"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fpiaac-2022-23-data-collection-begins"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fpiaac-2022-23-data-collection-begins"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>Last month, the National Center for Education Statistics (NCES) kicked off a major survey of adults (ages 16–74) across the nation to learn about their literacy skills, education, and work experience. Information collected through this survey—officially known as Cycle 2 of the <a href="https://nces.ed.gov/surveys/piaac/">Program for the International Assessment of Adult Competencies (PIAAC)</a> in the United States—is used by local, state, and national organizations, government entities, and researchers to learn about adult skills at the state and local levels (explore these data in the <a href="https://nces.ed.gov/surveys/piaac/skillsmap/">PIAAC Skills Map</a>, shown below).</p> <hr /> <p><img alt="Image of PIAAC Skills Map on state and county indicators of adult literacy and numeracy" src="/blogs/nces/image.axd?picture=%2f2022%2f10%2fPIAAC+Data+Collection+1_.png" /></p> <hr /> <p>Specifically, these data are used to support educational and training initiatives organized by local and state programs. For example, the Houston Mayor’s Office for Adult Literacy has used the PIAAC Skills Map data in developing the <a href="https://www.houstontx.gov/adultliteracyblueprint/index.html">Adult Literacy Blueprint</a>, a comprehensive plan for coordinated citywide change to address the systemic crisis of low literacy and numeracy in the city. In addition, the Kentucky Career and Technical College System developed a comprehensive data-driven <a href="http://public-air-kentucky-map.s3-website-us-east-1.amazonaws.com/">app for workforce pipeline planning</a> using the county-level PIAAC Skills Map data as one of the education pipeline indicators.</p> <p>This is not the first time NCES is administering PIAAC. NCES collected PIAAC data three times between 2011 and 2017, when the first cycle of this international study was administered in <a href="https://nces.ed.gov/surveys/piaac/countries.asp">39 countries</a>. Developed by the Organization for Economic Cooperation and Development (OECD), PIAAC measures fundamental cognitive and workplace skills needed for individuals to participate in society and for economies to prosper. Among these fundamental skills are literacy, numeracy, and digital problem-solving. Data from the first cycle of PIAAC (2011–17) provided insights into the relationships between adult skills and various economic, social, and health outcomes—both across the United States as a whole and for specific populations of interest (e.g., adults who are women, immigrants, older, employed, parents, or incarcerated). The OECD and NCES have published extensively using these <a href="https://nces.ed.gov/surveys/piaac/publications.asp">data</a>.</p> <p>The current cycle (Cycle 2) of PIAAC will resemble the first cycle in that interviewers will visit people’s homes to ask if they are willing to answer background questionnaire and take a <a href="https://nces.ed.gov/surveys/piaac/measure.asp">self-administered test of their skills</a>. However, unlike the first cycle when respondents could respond to the survey on paper or on a laptop, this cycle will be conducted entirely on a tablet. PIAAC is completely voluntary, but each respondent is specifically selected to provide invaluable information that will help us learn about the state of adult skills in the country (participants can also receive an incentive payment for completing the survey).</p> <p>PIAAC’s <a href="https://nces.ed.gov/surveys/piaac/measure.asp?open=1">background questionnaire</a> includes questions about an individual’s demographics, family, education, employment, skill use, and (new in Cycle 2 and unique to the United States) financial literacy. The PIAAC test or “direct assessment” measures literacy, numeracy, and (new in Cycle 2) adaptive problem-solving skills of adults.<sup><a href="#_ftn1" name="_ftnref1" title="">1</a></sup></p> <p>Each sampled person’s response is not only kept confidential but also “anonymized” before the data are released (so that no one can ever definitively identify an individual from personal characteristics in the datafile).</p> <p>The international report and data for PIAAC Cycle 2 is <a href="https://nces.ed.gov/surveys/piaac/schedule.asp">scheduled</a> to be released by the OECD in December 2024.</p> <p>Be sure to follow NCES on <a href="https://twitter.com/EdNCES">Twitter</a>, <a href="https://www.facebook.com/EdNCES/">Facebook</a>, <a href="https://www.linkedin.com/company/ednces/">LinkedIn</a>, and <a href="https://www.youtube.com/user/EdNCES">YouTube</a> and subscribe to the <a href="https://ies.ed.gov/newsflash/#nces">NCES News Flash</a> to stay up-to-date on PIAAC report and data releases and resources.</p> <div> <p> </p> <p><em>By Saida Mamedova, AIR, Stephen Provasnik, NCES, and Holly Xie, NCES</em></p> <hr align="left" size="1" width="33%" /> <div id="ftn1"> <p><span style="font-size:11px;"><a href="#_ftnref1" name="_ftn1" title="">[1]</a> Data is collected from adults ages 16–74 in the United States and ages 16–65 in the other countries.</span></p> </div> </div> </section> </article> <article class="post" id="post1"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/rescaled-data-files-for-analyses-of-trends-in-adult-skills">Rescaled Data Files for Analyses of Trends in Adult Skills</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>July 12, 2022</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Datasets">Datasets</a>, <a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2frescaled-data-files-for-analyses-of-trends-in-adult-skills"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2frescaled-data-files-for-analyses-of-trends-in-adult-skills"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2frescaled-data-files-for-analyses-of-trends-in-adult-skills"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p>In January 2022, NCES released the rescaled data files for three adult literacy assessments conducted several decades earlier: the 1992 <a href="https://nces.ed.gov/naal/nals_products.asp">National Adult Literacy Survey (NALS)</a>, the 1994 <a href="https://nces.ed.gov/surveys/ials/">International Adult Literacy Survey (IALS)</a>, and the 2003 <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022007">Adult Literacy and Lifeskills Survey (ALL)</a>. By connecting the rescaled data from these assessments with data from the current adult literacy assessment, the <a href="https://nces.ed.gov/surveys/piaac/datafiles.asp">Program for the International Assessment of Adult Competencies (PIAAC)</a>, researchers can examine trends on adult skills in the United States going back to 1992. This blog post traces the history of each of these adult literacy assessments, describes the files and explains what “rescaling” means, and discusses how these files can be used in analyses in conjunction with the PIAAC files. The last section of the post offers several example analyses of the data.</p> <p><strong>A Brief History of International and National Adult Literacy Assessments Conducted in the United States</strong></p> <p>The rescaled data files highlighted in this blog post update and combine historical data from national and international adult literacy studies that have been conducted in the United States.</p> <p>NALS was conducted in 1992 by NCES and assessed U.S. adults in households, as well as adults in prisons. IALS—developed by Statistics Canada and ETS in collaboration with 22 participating countries, including the United States—assessed adults in households and was administered in three waves between 1994 and 1998. ALL was administered in 11 countries, including the United States, and assessed adults in two waves between 2003 and 2008.</p> <p>PIAAC seeks to ensure continuity with these previous surveys, but it also expands on their quality assurance standards, extends the definitions of literacy and numeracy, and provides more information about adults with low levels of literacy by assessing reading component skills. It also, for the first time, includes a problem-solving domain to emphasize the skills used in digital (originally called “technology-rich”) environments.</p> <p><strong>How Do the Released Data Files From the Earlier Studies of Adult Skills Relate to PIACC?</strong></p> <p>All three of the released restricted-use data files (for NALS, IALS, and ALL) relate to PIAAC, the latest adult skills assessment, in different ways.</p> <p>The <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022008">NALS</a> data file contains literacy estimates and background characteristics of U.S. adults in households and in prisons in 1992. It is comparable to the PIAAC data files for 2012/14 and 2017 through rescaling of the assessment scores and matching of the background variables to those of PIAAC.</p> <p>The <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022006">IALS</a> and <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022007">ALL</a> data files contain literacy (IALS and ALL) and numeracy (ALL) estimates and background characteristics of U.S. adults in 1994 (IALS) and 2003 (ALL). Similar to NALS, they are comparable to the <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016668REV">PIAAC restricted-use data (2012/14</a>) through rescaling of the literacy and numeracy assessment scores and matching of the background variables to those of PIAAC. These estimates are also comparable to the international estimates of skills of adults in several other countries, including in Canada, Hungary, Italy, Norway, the Netherlands, and New Zealand (see the recently released Data Point <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022005">International Comparisons of Adult Literacy and Numeracy Skills Over Time</a>). While the NCES datasets contain only the U.S. respondents, IALS and ALL are international studies, and the data from other participating countries can be requested from Statistics Canada (see the <a href="https://nces.ed.gov/surveys/ials/data.asp">IALS Data Files/Publications</a> and <a href="https://nces.ed.gov/surveys/all/data.asp">ALL Data</a> pages for more detail). See the <a href="https://nces.ed.gov/surveys/piaac/history.asp">History of International and National Adult Literacy Assessments</a> page for additional background on these studies. </p> <p>Table 1 provides an overview of the rescaled NALS, IALS, and ALL data files.</p> <hr /> <p><strong>Table 1. Overview of the rescaled data files for the National Adult Literacy Survey (NALS), International Adult Literacy Survey (IALS), and Adult Literacy and Lifeskills Survey (ALL) </strong></p> <p><img alt="Table showing overview of the rescaled data files for the National Adult Literacy Survey (NALS), International Adult Literacy Survey (IALS), and Adult Literacy and Lifeskills Survey"src="/blogs/nces/image.axd?picture=%2f2022%2f07%2fPIAAC_table1_rev.PNG" /></p> <hr /> <p><strong>What Does “Rescaled” Mean?</strong></p> <p>“Rescaling” the literacy (NALS, IALS, ALL) and numeracy (ALL) domains from these three previous studies means that the domains were put on the same scale as the PIAAC domains through the derivation of updated estimates of proficiency created using the same statistical models used to create the PIAAC skills proficiencies. Rescaling was possible because PIAAC administered a sufficient number of the same test questions used in NALS, IALS, and ALL.<sup><a href="#_ftn1" name="_ftnref1" title="">1</a></sup> These rescaled proficiency estimates allow for trend analysis of adult skills across the time points provided by each study.</p> <p><strong>What Can These Different Files Be Used For?</strong></p> <p>While mixing the national and international trend lines isn’t recommended, both sets of files have their own distinct advantages and purposes for analysis.</p> <p><strong><em>National files</em></strong></p> <p>The rescaled NALS 1992 files can be used for national trend analyses with the PIAAC national trend points in 2012/2014 and 2017. Some potential analytic uses of the NALS trend files are to</p> <ul> <li>Provide a picture of the skills of adults only in the United States;</li> <li>Examine the skills of adults in prison and compare their skills with those of adults in households over time, given that <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=94102">NALS</a> and <a href="https://nces.ed.gov/surveys/piaac/prison_summary.asp">PIAAC</a> include prison studies conducted in 1992 and 2014, respectively;</li> <li>Conduct analyses on subgroups of the population (such as those ages 16–24 or those with less than a high school education) because the larger sample size of NALS allows for more detailed breakdowns along with the U.S. PIAAC sample;</li> <li>Focus on the subgroup of older adults (ages 66–74), given that NALS sampled adults over the age of 65, similar to PIAAC, which sampled adult ages 16–74; and</li> <li>Analyze U.S.-specific background questions (such as those on race/ethnicity or health-related practices).</li> </ul> <p><strong><em>International files</em></strong></p> <p>The rescaled IALS 1994 and ALL 2003 files can be used for international trend analyses among six countries with the U.S. PIAAC international trend point in <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016668REV">2012/2014</a>: Canada, Hungary, Italy, Norway, the Netherlands, and New Zealand. Some potential analytic uses of the IALS and ALL trend files are to</p> <ul> <li>Compare literacy proficiency results internationally and over time using the results from IALS, ALL, and PIAAC; and</li> <li>Compare numeracy proficiency results internationally and over time using the results from ALL and PIAAC.</li> </ul> <p><strong>Example Analyses Using the U.S. Trend Data on Adult Literacy</strong></p> <p>Below are examples of a national trend analysis and an international trend analysis conducted using the rescaled NALS, IALS, and ALL data in conjunction with the PIAAC data.</p> <p><strong><em>National trend estimates</em></strong></p> <p>The literacy scores of U.S. adults increased from 269 in NALS 1992 to 272 in PIAAC 2012/2014. However, the PIAAC 2017 score of 270 was not significantly different from the 1992 or 2012/2014 scores.</p> <div> <hr /> <p><strong>Figure 1. Literacy scores of U.S. adults (ages 16–65) along national trend line: Selected years, 1992–2017 </strong></p> <p><img alt="Line graph showing literacy scores of U.S. adults (ages 16–65) along national trend line for NALS 1992, PIAAC 2012/2014, and PIAAC 2017"src="/blogs/nces/image.axd?picture=%2f2022%2f07%2fPIAAC_Figure1_cropped.jpg" /></p> <p><span style="font-size:11px;">* Significantly different (<em>p</em> < .05) from NALS 1992 estimate.<br /> SOURCE: U.S. Department of Education, National Center for Education Statistics, National Adult Literacy Survey (NALS), NALS 1992; and Program for the International Assessment of Adult Competencies (PIAAC), PIAAC 2012–17.</span></p> <hr /> <p><strong><em>International trend estimates </em></strong></p> <p>The literacy scores of U.S. adults decreased from 273 in IALS 1994 to 268 in ALL 2003 before increasing to 272 in PIAAC 2012/2014. However, the PIAAC 2012/2014 score was not significantly different from the IALS 1994 score.</p> <hr /> <p><strong>Figure 2. Literacy scores of U.S. adults (ages 16–65) along international trend line: Selected years, 1994–2012/14</strong></p> <p><img alt="Line graph showing literacy scores of U.S. adults (ages 16–65) along international trend line for IALS 1994, ALL 2003, and PIAAC 2012/2014"src="/blogs/nces/image.axd?picture=%2f2022%2f07%2fPIAAC_Figure2_cropped.jpg" /></p> <p><span style="font-size:11px;">* Significantly different (<em>p</em> < .05) from IALS 1994 estimate.<br /> SOURCE: U.S. Department of Education, National Center for Education Statistics, Statistics Canada and Organization for Economic Cooperation and Development (OECD), International Adult Literacy Survey (IALS), 1994–98; Adult Literacy and Lifeskills Survey (ALL), 2003–08; and Program for the International Assessment of Adult Competencies (PIAAC), PIAAC 2012/14. See figure 1 in the <a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2022005">International Comparisons of Adult Literacy and Numeracy Skills Over Time</a> Data Point.</span></p> <hr /> <p><strong>How to Access the Rescaled Data Files</strong></p> <p>More complex analyses can be conducted with the NALS, IALS, and ALL rescaled data files. These are restricted-use files and researchers must obtain a <a href="https://nces.ed.gov/pubsearch/licenses.asp">restricted-use license</a> to access them. Further information about these files is available on the <a href="https://nces.ed.gov/surveys/piaac/datafiles.asp">PIAAC Data Files page</a> (see the “International Trend Data Files and Data Resources” and “National Trend Data Files and Data Resources” sections at the bottom of the page).</p> <p>Additional resources:</p> <ul> <li><a href="https://nces.ed.gov/naal/nals_products.asp">NALS home page</a></li> <li><a href="https://nces.ed.gov/surveys/ials/">IALS home page</a></li> <li><a href="https://nces.ed.gov/surveys/all/index.asp">ALL home page</a></li> <li><a href="https://nces.ed.gov/surveys/piaac/">PIAAC home page</a><br />  </li> </ul> <p><em>By Emily Pawlowski, AIR, and Holly Xie, NCES</em></p> <hr align="left" size="1" width="33%" /> <div id="ftn1"> <p><span style="font-size:11px;"><a href="#_ftnref1" name="_ftn1" title="">[1]</a> In contrast, the 2003 National Assessment of Adult Literacy (NAAL), another assessment of adult literacy conducted in the United States, was not rescaled for trend analyses with PIAAC. For various reasons, including the lack of overlap between the NAAL and PIAAC literacy items, NAAL and PIAAC are thought to be the least comparable of the adult literacy assessments.</span></p> </div> </div> </section> </article> <article class="post" id="post2"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/education-and-training-opportunities-in-america-s-prisons">Education and Training Opportunities in America’s Prisons</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>January 11, 2017</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2feducation-and-training-opportunities-in-america-s-prisons"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2feducation-and-training-opportunities-in-america-s-prisons"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2feducation-and-training-opportunities-in-america-s-prisons"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p class="subtitle">By Dana Tofig, Communications Director, Institute of Education Sciences</p> <p>The latest results from the Program for the International Assessment of Adult Competencies (PIAAC) reinforce some of what we know about the connection between education and incarceration—adults in prison, on average, have less formal education and lower literacy and numeracy skills than adults living in U.S. households.  But what about the education and training adults receive while in prison?</p> <p>A recent publication—<a href="https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016040"><em>Highlights from the U.S. PIAAC Survey of Incarcerated Adults</em></a>—provides information about the education and training that is received inside prison walls, in addition to providing data on the skills of incarcerated adults. This information is important because more than half of the prisoners surveyed (54 percent) were scheduled to be released within two years of their participating in PIAAC and most will likely try to enter the work force.</p> <h3><strong>A look at PIAAC</strong></h3> <p>The PIAAC Survey of Incarcerated Adults was conducted in 2014 and involved a representative sample of 1,300 prisoners who took assessments in literacy, numeracy, and problem solving in technology-rich environments. Most of them also completed a questionnaire that asked about their demographics and educational attainment, among other things. The results were compared to non-incarcerated adults in U.S. households who took the same assessments and completed a similar questionnaire as part of the national PIAAC program.  </p> <p>The results show that 30 percent of incarcerated adults had attained less than a high school diploma—twice the percentage for U.S. households (14 percent). And more incarcerated adults scored at the lowest levels in both the literacy and numeracy assessments (see chart).</p> <hr /> <p><img src="/blogs/nces/image.axd?picture=%2f2017%2f01%2fPicture1.png" /></p> <p><small>SOURCE:<em> National Center for Education Statistics, U.S. Program for the International Assessment of Adult Competencies, U.S. National Supplement: Prison Study 2014, PIAAC 2012/14</em></small></p> <hr /> <h3><strong>Education and Training in Prison</strong></h3> <p>The survey results show that at least some of the prisoners had opportunities to work, take academic classes, and receive job training and certification during their current incarceration. About 61 percent of those surveyed reported having a job in prison. But many prisoners reported that their jobs “never” needed them to use the type of literacy and numeracy skills which are important in the work force.</p> <p>For instance, nearly half (47 percent) of incarcerated adults with jobs reported “never” reading directions or instructions as part of their current prison job, and 82 percent reported “never” working with fractions, decimals, or percentages. By comparison, in the household population surveyed as part of PIAAC, approximately 12 percent of adults reported “never” reading directions or instructions as part of their current job, and 34 percent reported “never” working with fractions, decimals, or percentages.</p> <p>In terms of education, 70 percent of prisoners who were not currently taking an academic class or program said they wanted to participate in one. Among those prisoners, the programs they most wanted to participate in were to earn a certificate from a college or trade school (29 percent), a high school diploma/GED (18 percent), an Associate’s degree (18 percent), a Bachelor’s degree (14 percent), and a pre-associate education (13 percent).</p> <p>However, despite the high interest in academic programs, most prisoners surveyed (58 percent) had not furthered their education during their current incarceration (see chart).</p> <hr /> <p><img src="/blogs/nces/image.axd?picture=%2f2017%2f01%2fPicture3.png" /></p> <p><small># Rounds to zero.</small></p> <p><small>SOURCE:<em> National Center for Education Statistics, U.S. Program for the International Assessment of Adult Competencies, U.S. National Supplement: Prison Study 2014, PIAAC 2012/14</em></small></p> <hr /> <p>Nearly a quarter (23 percent) of prisoners surveyed said they had participated in some type of job training during their current incarceration and another 14 percent were on a waiting list for such training. Among those who participating in job training, 63 percent said self-improvement was an important reason for participating and 43 percent said it was to improve their post-incarceration job opportunities (respondents could choose more than one answer).</p> <p>Of those who had not participated in training and were not on the wait list, 30 percent said they were not eligible to attend, 19 percent said they were not interested in the programs offered, and 11 percent said they did not have the necessary qualifications.</p> <p>The results of the 2014 PIAAC Survey of Incarcerated Adults provide a tremendous amount of information that can inform the work of researchers, policymakers, and others who are interested in the skills, education, and training of America’s prison population. Anyone interested in exploring these data can do so online through the International Data Explorer (IDE) at <a href="http://nces.ed.gov/surveys/international/ide/">http://nces.ed.gov/surveys/international/ide/</a>. For more information on PIAAC, please go to <a href="http://nces.ed.gov/surveys/piaac/">http://nces.ed.gov/surveys/piaac/</a>.</p> <p> </p> </section> </article> <article class="post" id="post3"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/examining-the-workforce-skills-of-u-s-unemployed-young-and-older-adults-updated-data-from-the-piaac">Examining the workforce skills of U.S. unemployed, young, and older adults: Updated data from the PIAAC</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>March 10, 2016</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fexamining-the-workforce-skills-of-u-s-unemployed-young-and-older-adults-updated-data-from-the-piaac"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fexamining-the-workforce-skills-of-u-s-unemployed-young-and-older-adults-updated-data-from-the-piaac"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fexamining-the-workforce-skills-of-u-s-unemployed-young-and-older-adults-updated-data-from-the-piaac"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p class="subtitle"><em>By Stephen Provasnik and Holly Xie</em></p> <p>Educational attainment is one of the most common measures of workforce preparation and is certainly an important indicator of whether someone is job-ready. But this one metric does not fully capture the variety of skills that can be important to potential employers. One way that NCES measures the basic workplace skills and abilities of U.S. adults is through the <a href="https://nces.ed.gov/surveys/piaac/">Program for the International Assessment of Adult Competencies (PIAAC)</a>.<a href="#_ftn1" name="_ftnref1" title="">[1]</a> </p> <p>PIAAC includes a number of assessments designed to evaluate real-world skills in three important areas:</p> <ul> <li><strong><a href="https://nces.ed.gov/surveys/piaac/literacy.asp">Literacy</a></strong>: The literacy assessment measures the extent to which respondents can understand, evaluate, use, and engage with written text in different contexts, such as home, work, and community;</li> <li><a href="https://nces.ed.gov/surveys/piaac/numeracy.asp"><strong>Numeracy</strong></a>: The numeracy assessment evaluates respondents’ ability to access, use, interpret and communicate mathematical information that is deemed to be important in the workplace; and</li> <li><a href="https://nces.ed.gov/surveys/piaac/problem-solving.asp"><strong>Problem solving in technology-rich environments</strong></a>: This skill area assesses respondents’ use of digital technology, communication tools, and networks to gather and evaluate information, communicate with others, and perform practical tasks.</li> </ul> <p>The newly released <a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016039"><em>Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014</em></a> describes the workforce skill levels of unemployed adults (age 16-65), young adults (age 16-34), and older adults (age 66-74). The report, along with additional data on the <a href="https://nces.ed.gov/surveys/piaac/">NCES website</a>, includes results from the assessments described above, as well as information about respondents’ educational background, work history, the skills they use on the job and at home, their civic engagement, and their health and well-being.</p> <p>The PIAAC results show a connection between skills and employment. For instance, more than 75 percent of unemployed adults (age 16-65) had attained a high school credential or less. Roughly one-third of these adults (with a high school credential or less) scored at the lowest levels in literacy and about half scored at the lowest levels in numeracy. Overall, adults who were unemployed or out of the labor force performed worse than their employed peers in all areas of the PIAAC.</p> <hr /> <div> <h3><strong>Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC numeracy scale, by employment status: 2012 and 2014<sup>1</sup></strong></h3> <p><small><img src="/blogs/nces/image.axd?picture=%2f2016%2f03%2fPIAAC_fig1.jpg" style="font-size:13px; line-height:20.8px" /><sup>1</sup>United States data are the U.S. PIAAC 2012/2014 data. PIAAC international average is calculated from the U.S. PIAAC 2012/2014 data and international data from 2012 for all other countries shown in this report. Country- and region-specific results are available at <a href="http://nces.ed.gov/surveys/piaac/results/makeselections.aspx">http://nces.ed.gov/surveys/piaac/results/makeselections.aspx</a>.</small><br /> <small>SOURCE: U.S. Department of Education, National Center for Education Statistics, Program for the International Assessment of Adult Competencies (PIAAC), <em><a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016039">Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First Look</a></em>. </small></p> <hr /> <p>Among young adults age 16-34, the higher the level of education completed, the larger the percentages of young adults at the highest proficiency levels in all three skill areas, and the smaller the percentages at the lowest levels. This pattern was not seen among older U.S. adults (age 66-74). Among older U.S. adults, there was no measurable difference in the percentage performing at the highest levels in literacy or numeracy between those who had a bachelor’s degree and those who had a graduate or professional degree.</p> <hr /> <h3><strong>Percentage of adults age 66 to 74 at each level of proficiency on the PIAAC literacy scale, by highest level of educational attainment: 2014</strong></h3> <p><small><img src="/blogs/nces/image.axd?picture=%2f2016%2f03%2fPIAAC_fig2.jpg" style="font-size:13px; line-height:20.8px" /># Rounds to zero.</small><br /> <small>&Dagger; Reporting standards not met. Sample size insufficient to permit a reliable estimate.</small><br /> <small>SOURCE: U.S. Department of Education, National Center for Education Statistics, Program for the International Assessment of Adult Competencies (PIAAC), <em><a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016039">Skills of U.S. Unemployed, Young, and Older Adults in Sharper Focus: Results from the Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: First Look</a></em><span style="font-size:10.8333px">.</span></small></p> <hr /> <p>Much more data can be read in the <a href="http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2016039">full report</a>. Additional PIAAC data will be released later this year, including information about adults who were incarcerated.</p> <p>For more information, check out this video:</p> <p><iframe width="560" height="315" src="https://www.youtube.com/embed/p_iCyWkVGUM?rel=0" frameborder="0" allowfullscreen></iframe><p> <p> </p> <hr /> <div> <p><small><a href="#_ftnref1" name="_ftn1" title="">[1]</a> The PIAAC survey is coordinated internationally by the OECD. NCES implements PIAAC in the United States. PIAAC is a household survey administered by trained data collectors to a nationally-representative sample of adults, ages 16 through 65, in each country, in the official language(s), and in most cases, in respondents’ homes on a laptop computer. PIAAC was first conducted in 2011-2012 and results were released in October 2013 with data from 23 countries, including the United States.</small></p> <p><small>The findings reported here are based on data from the first round of PIAAC and a second round conducted in 2013-2014 in the United States to collect additional data on key subgroups of the adult population. To learn more about the U.S. administration and reporting of PIAAC, as well as related data tools, see <a href="https://nces.ed.gov/surveys/piaac/">https://nces.ed.gov/surveys/piaac/</a>.</small></p> <p> </p> </div> </div> </section> </article> <article class="post" id="post4"> <header class="post-header"> <h2 class="post-title"> <a href="/blogs/nces/post/behind-the-degree">Behind the degree: Direct measures of cognitive skills or reports of highest degree earned</a> </h2> <div class="post-info clearfix"> <span class="post-date"><i class="glyphicon glyphicon-calendar"></i>September 29, 2015</span> <span class="post-author"><i class="glyphicon glyphicon-user"></i><a href="/blogs/nces/author/ncesblogeditor">NCES Blog Editor</a></span> <span class="post-category"><i class="glyphicon glyphicon-folder-close"></i><a href="/blogs/nces/category/Findings">Findings</a>, <a href="/blogs/nces/category/General">General</a></span>  <span class="pull-right post-socialmedia"><a rel="nofollow" href="http://www.twitter.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fbehind-the-degree"><img src="/blogs/Custom/Themes/Standard-New/images/twitter.png" height="24" width="24" alt="Share on Twitter"></a><a rel="nofollow" href="https://www.facebook.com/sharer/sharer.php?u=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fbehind-the-degree"><img src="/blogs/Custom/Themes/Standard-New/images/facebook.png" height="24" width="24" alt="Share on Facebook"></a><a rel="nofollow" href="https://plus.google.com/share?url=http%3a%2f%2fnces.ed.gov%2fblogs%2fnces%2fpost%2fbehind-the-degree"><img src="/blogs/Custom/Themes/Standard-New/images/googleplus.png" height="24" width="24" alt="Share on Google+"></a></span> </div> </header> <section class="post-body text"> <p class="subtitle">By<strong> </strong>Heidi Silver-Pacuilla</p> <p>Categories of educational attainment – or highest degree earned – are often used in social science research as an indicator of a person’s knowledge and skills. This measure is objective and readily available, easily understood by survey respondents as well as by consumers of research and survey data, strongly tied to policies (such as those promoting high school graduation and college completion rates), and widely used in the labor market by employers. Moreover, strong connections between educational attainment and positive life outcomes, such as employment, earnings, health, and civic engagement, are well established.</p> <p>Yet, this measure is an imprecise indicator of the amount of knowledge and skills an individual acquired during the years of education it took to complete the degree. It also masks variation across individuals and programs of study. In addition, adults continue to acquire skills and knowledge from a variety of sources and activities over their lifetimes <em>after</em> completing a degree, while on the job or through employer-sponsored training, continuing education, family and household management, hobbies and interests, etc. Adults also lose fluency with skills that are not put to regular use.</p> <p>The Program for the International Assessment of Adult Competencies (PIAAC) survey<a href="#_edn1" name="_ednref1" title="">[i]</a> provides direct measures of working-age adults’ cognitive skills based on their performance on literacy, numeracy, and problem-solving tasks set in real-life contexts. Performance is reported on a scale of 1-5 for literacy and numeracy and a scale of 1-3 for problem solving. It pairs these measures with a background questionnaire that asks about the use of skills at work and in daily life, work history, and other social, behavioral, and demographic indicators.</p> <hr /> <h3><strong>Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC literacy scale, by highest level of educational attainment: 2012</strong><img alt="Percentage of adults age 16 to 65 at each level of proficiency on the PIAAC literacy scale, by highest level of educational attainment: 2012" src="/blogs/nces/image.axd?picture=%2f2015%2f09%2fPIAAC-blog.jpg" style="line-height:20.8px" /></h3> <p><small># Rounds to zero</small><br /> <small>NOTE: Percentages of adults age 16 to 65 by highest level of educational attainment appear in parentheses. Detail may not sum to totals because of rounding.</small><br /> <small>SOURCE: U.S. Department of Education, National Center for Education Statistics, Organization for Economic Cooperation and Development (OECD), Program for the International Assessment of Adult Competencies (PIAAC), 2012.</small></p> <div> <hr /> <p>The direct measures of cognitive skills offer researchers the ability to study actual skills rather than only using attainment of a particular degree as a general indicator of skills, and to investigate how those assessed skills relate to behaviors and life outcomes. To illustrate how directly measured skills and educational attainment are not always aligned, we can compare direct performance to highest degrees earned. In the United States, of all adults who have attained only a high school degree, 20% performed in the lowest levels (Level 1 and Below Level 1) of literacy, while 7% of adults with an associate’s degree and 5% of those with a bachelor’s degree performed at this level. At the same time, the results showed that 6% of adults with no more than a high school diploma, 14% with only an associate’s degree, and 24% with a bachelor’s degree have very high literacy skills, at Level 4 or 5 on the same scale. See the full range of educational attainment and skill performance in literacy in the chart above.</p> <p>Findings such as this can help inform policy, interventions, and communication strategies to better meet the needs of the recipients.</p> <p>To read more about direct measures versus educational attainment, see Chapter 8 of the OECD <a href="http://www.oecd.org/site/piaac/Skills%20(vol%202)-Reader%20companion--v7%20eBook%20(Press%20quality)-29%20oct%200213.pdf"><em>Survey of Adult Skills – Reader's Companion</em></a>.</p> </div> <div> <hr /> <div> <p><small><a href="#_ednref1" name="_edn1" title="">[i]</a> The PIAAC survey is coordinated internationally by the OECD. NCES implements PIAAC in the United States. Results were first released in October 2013 with data from 23 countries. It is a household survey administered by trained data collectors to a nationally-representative sample of adults, ages 16 through 65, in each country, in the official language(s), and in most cases, in respondents’ homes on a laptop computer.</small></p> <p><small>In the United States, the survey was first administered in 2012 and additional results, based on an expanded sample, will be released in 2015-2016. To learn more about the U.S. administration and reporting of the survey, as well as related data tools, see <a href="https://nces.ed.gov/surveys/piaac/">https://nces.ed.gov/surveys/piaac/</a>.  </small></p> </div> </div> </section> </article> </div> <div id="postPaging" style="display: none"> <a id="ctl00_cphBody_PostList1_hlNext" style="float:right">Newer posts >></a> </div> <div style="clear:both; display:block"> </div> </section> <aside class="col-md-4 sidebar-wrapper"> <div id="widgetzone_be_WIDGET_ZONE" class="widgetzone"> <div class="widget search" id="widgetfb38ecdd-5813-4d10-8c5f-8d901c7c731e"> <div class="widget-content"> <div id="searchbox"> <label for="searchfield" style="display:none">Search</label><input type="text" value="Enter search term" id="searchfield" onkeypress="if(event.keyCode==13) return BlogEngine.search('/blogs/nces/')" onfocus="BlogEngine.searchClear('Enter search term')" onblur="BlogEngine.searchClear('Enter search term')" /><input type="button" value="Search" id="searchbutton" onclick="BlogEngine.search('/blogs/nces/');" onkeypress="BlogEngine.search('/blogs/nces/');" /></div> </div> </div> <div class="widget calendar" id="widgetdf4c80bc-a2f3-4da9-8dab-1adbaf30e073"> <h4 class="widget-header"> Calendar <span class="pull-right"></span> </h4> <div class="widget-content"> <div style="text-align: center"> <div id="calendarContainer"><table class="calendar" summary="" style=";border-collapse:collapse;"><tr><td><a href="javascript:BlogEngine.Calendar.nav('2024-10-24')"><<</a>  </td><td style="text-align:center;width:100px">November 2024</td><td align="right">  >></td></tr></table><table id="ctl00_widgetContainerdf4c80bca2f34da98dab1adbaf30e073_df4c80bca2f34da98dab1adbaf30e073_PostCalendar1" class="calendar" cellspacing="0" cellpadding="2" summary="Post calendar" title="Calendar" style="border-width:0px;border-collapse:collapse;"> <tr><th align="center" abbr="Monday" scope="col">Mon</th><th align="center" abbr="Tuesday" scope="col">Tue</th><th align="center" abbr="Wednesday" scope="col">Wed</th><th align="center" abbr="Thursday" scope="col">Thu</th><th align="center" abbr="Friday" scope="col">Fri</th><th align="center" abbr="Saturday" scope="col">Sat</th><th align="center" abbr="Sunday" scope="col">Sun</th></tr><tr><td class="other" align="center" style="width:14%;">28</td><td class="other" align="center" style="width:14%;">29</td><td class="other" align="center" style="width:14%;">30</td><td class="other" align="center" style="width:14%;">31</td><td align="center" style="width:14%;">1</td><td class="weekend" align="center" style="width:14%;">2</td><td class="weekend" align="center" style="width:14%;">3</td></tr><tr><td align="center" style="width:14%;"><a href="/blogs/nces/2024/11/04/default" class="exist">4</a></td><td align="center" style="width:14%;">5</td><td align="center" style="width:14%;">6</td><td align="center" style="width:14%;">7</td><td align="center" style="width:14%;">8</td><td class="weekend" align="center" style="width:14%;">9</td><td class="weekend" align="center" style="width:14%;">10</td></tr><tr><td align="center" style="width:14%;">11</td><td align="center" style="width:14%;">12</td><td align="center" style="width:14%;">13</td><td align="center" style="width:14%;"><a href="/blogs/nces/2024/11/14/default" class="exist">14</a></td><td align="center" style="width:14%;">15</td><td class="weekend" align="center" style="width:14%;">16</td><td class="weekend" align="center" style="width:14%;">17</td></tr><tr><td align="center" style="width:14%;">18</td><td align="center" style="width:14%;">19</td><td align="center" style="width:14%;">20</td><td align="center" style="width:14%;">21</td><td align="center" style="width:14%;">22</td><td class="weekend" align="center" style="width:14%;">23</td><td class="weekend" align="center" id="today" style="width:14%;">24</td></tr><tr><td align="center" style="width:14%;">25</td><td align="center" style="width:14%;">26</td><td align="center" style="width:14%;">27</td><td align="center" style="width:14%;">28</td><td align="center" style="width:14%;">29</td><td class="weekend" align="center" style="width:14%;">30</td><td class="other" align="center" style="width:14%;">1</td></tr><tr><td class="other" align="center" style="width:14%;">2</td><td class="other" align="center" style="width:14%;">3</td><td class="other" align="center" style="width:14%;">4</td><td class="other" align="center" style="width:14%;">5</td><td class="other" align="center" style="width:14%;">6</td><td class="other" align="center" style="width:14%;">7</td><td class="other" align="center" style="width:14%;">8</td></tr> </table></div><script type="text/javascript"> function setupBlogEngineCalendar() { BlogEngine.Calendar = { months: {}, nav: function(date) { var m = BlogEngine.Calendar.months; if (m[date] == null || m[date] == 'undefined') { WebForm_DoCallback('ctl00$widgetContainerdf4c80bca2f34da98dab1adbaf30e073$df4c80bca2f34da98dab1adbaf30e073$PostCalendar1',date,BlogEngine.updateCalendar,date,null,false) } else { BlogEngine.updateCalendar(m[date], date); } } }; } </script> <br /> <a href="http://nces.ed.gov/blogs/nces/calendar/default.aspx">View posts in large calendar</a> </div> </div> </div> <div class="widget categorylist" id="widget1e250f90-ba6b-4b51-a756-126d28ce456e"> <h4 class="widget-header"> Category list <span class="pull-right"></span> </h4> <div class="widget-content"> <ul id="categorylist"><li><a href="/blogs/nces/category/feed/Datasets" rel="nofollow"><img src="/blogs/nces/pics/rssButton.png" alt="RSS feed for Datasets" class="rssButton" /></a><a href="/blogs/nces/category/Datasets" title="Category: Datasets">Datasets (49)</a></li><li><a href="/blogs/nces/category/feed/FAQs" rel="nofollow"><img src="/blogs/nces/pics/rssButton.png" alt="RSS feed for FAQs" class="rssButton" /></a><a href="/blogs/nces/category/FAQs" title="Category: FAQs">FAQs (40)</a></li><li><a href="/blogs/nces/category/feed/Findings" rel="nofollow"><img src="/blogs/nces/pics/rssButton.png" alt="RSS feed for Findings" class="rssButton" /></a><a href="/blogs/nces/category/Findings" title="Category: Findings">Findings (137)</a></li><li><a href="/blogs/nces/category/feed/General" rel="nofollow"><img src="/blogs/nces/pics/rssButton.png" alt="RSS feed for General" class="rssButton" /></a><a href="/blogs/nces/category/General" title="Category: General">General (225)</a></li></ul> </div> </div> <div class="widget tagcloud" id="widgeta3df64a2-47d7-42d3-9f30-acdd179682df"> <h4 class="widget-header"> Tag cloud <span class="pull-right"></span> </h4> <div class="widget-content"> <ul id="ctl00_widgetContainera3df64a247d742d39f30acdd179682df_a3df64a247d742d39f30acdd179682df_ulTags"><li><a href="/blogs/nces/?tag=/achievement" class="smallest" title="Tag: achievement">achievement</a> </li><li><a href="/blogs/nces/?tag=/active-shooter" class="smallest" title="Tag: active shooter">active shooter</a> </li><li><a href="/blogs/nces/?tag=/adolescents" class="smallest" title="Tag: adolescents">adolescents</a> </li><li><a href="/blogs/nces/?tag=/adult-education" class="small" title="Tag: adult education">adult education</a> </li><li><a href="/blogs/nces/?tag=/American-Community-Survey-(ACS)" class="smallest" title="Tag: American Community Survey (ACS)">American Community Survey (ACS)</a> </li><li><a href="/blogs/nces/?tag=/American-IndianAlaska-Native" class="smallest" title="Tag: American Indian/Alaska Native">American Indian/Alaska Native</a> </li><li><a href="/blogs/nces/?tag=/assessment" class="small" title="Tag: assessment">assessment</a> </li><li><a href="/blogs/nces/?tag=/attendance" class="smallest" title="Tag: attendance">attendance</a> </li><li><a href="/blogs/nces/?tag=/bullying" class="smallest" title="Tag: bullying">bullying</a> </li><li><a href="/blogs/nces/?tag=/Bureau-of-Labor-Statistics" class="smallest" title="Tag: Bureau of Labor Statistics">Bureau of Labor Statistics</a> </li><li><a href="/blogs/nces/?tag=/career-and-technical-education" class="smallest" title="Tag: career and technical education">career and technical education</a> </li><li><a href="/blogs/nces/?tag=/CCD" class="small" title="Tag: CCD">CCD</a> </li><li><a href="/blogs/nces/?tag=/charter-schools" class="smallest" title="Tag: charter schools">charter schools</a> </li><li><a href="/blogs/nces/?tag=/children" class="smallest" title="Tag: children">children</a> </li><li><a href="/blogs/nces/?tag=/CIP" class="smallest" title="Tag: CIP">CIP</a> </li><li><a href="/blogs/nces/?tag=/Classification-of-Instructional-Programs-(CIP)" class="smallest" title="Tag: Classification of Instructional Programs (CIP)">Classification of Instructional Programs (CIP)</a> </li><li><a href="/blogs/nces/?tag=/college-major" class="smallest" title="Tag: college major">college major</a> </li><li><a href="/blogs/nces/?tag=/Common-Core-of-Data" class="smallest" title="Tag: Common Core of Data">Common Core of Data</a> </li><li><a href="/blogs/nces/?tag=/computer-literacy" class="smallest" title="Tag: computer literacy">computer literacy</a> </li><li><a href="/blogs/nces/?tag=/condition-of-education" class="small" title="Tag: condition of education">condition of education</a> </li><li><a href="/blogs/nces/?tag=/conferences" class="smallest" title="Tag: conferences">conferences</a> </li><li><a href="/blogs/nces/?tag=/coronavirus" class="smallest" title="Tag: coronavirus">coronavirus</a> </li><li><a href="/blogs/nces/?tag=/cost-of-college" class="smallest" title="Tag: cost of college">cost of college</a> </li><li><a href="/blogs/nces/?tag=/COVID19" class="small" title="Tag: COVID19">COVID19</a> </li><li><a href="/blogs/nces/?tag=/covid-19" class="smallest" title="Tag: covid-19">covid-19</a> </li><li><a href="/blogs/nces/?tag=/CRDC" class="smallest" title="Tag: CRDC">CRDC</a> </li><li><a href="/blogs/nces/?tag=/CTE" class="smallest" title="Tag: CTE">CTE</a> </li><li><a href="/blogs/nces/?tag=/data" class="medium" title="Tag: data">data</a> </li><li><a href="/blogs/nces/?tag=/data-privacy" class="smallest" title="Tag: data privacy">data privacy</a> </li><li><a href="/blogs/nces/?tag=/data-visualization" class="smallest" title="Tag: data visualization">data visualization</a> </li><li><a href="/blogs/nces/?tag=/degree" class="smallest" title="Tag: degree">degree</a> </li><li><a href="/blogs/nces/?tag=/development" class="smallest" title="Tag: development">development</a> </li><li><a href="/blogs/nces/?tag=/Digest-of-Education-Statistics-" class="smallest" title="Tag: Digest of Education Statistics ">Digest of Education Statistics </a> </li><li><a href="/blogs/nces/?tag=/dropout-rates" class="smallest" title="Tag: dropout rates">dropout rates</a> </li><li><a href="/blogs/nces/?tag=/early-childhood" class="medium" title="Tag: early childhood">early childhood</a> </li><li><a href="/blogs/nces/?tag=/ECLS" class="smallest" title="Tag: ECLS">ECLS</a> </li><li><a href="/blogs/nces/?tag=/economic-outcomes" class="smallest" title="Tag: economic outcomes">economic outcomes</a> </li><li><a href="/blogs/nces/?tag=/Education-Across-America" class="smallest" title="Tag: Education Across America">Education Across America</a> </li><li><a href="/blogs/nces/?tag=/education-technology" class="smallest" title="Tag: education technology">education technology</a> </li><li><a href="/blogs/nces/?tag=/educational-attainment" class="small" title="Tag: educational attainment">educational attainment</a> </li><li><a href="/blogs/nces/?tag=/elementary-education" class="big" title="Tag: elementary education">elementary education</a> </li><li><a href="/blogs/nces/?tag=/employment" class="smallest" title="Tag: employment">employment</a> </li><li><a href="/blogs/nces/?tag=/English-learners" class="smallest" title="Tag: English learners">English learners</a> </li><li><a href="/blogs/nces/?tag=/enrollment" class="medium" title="Tag: enrollment">enrollment</a> </li><li><a href="/blogs/nces/?tag=/equity" class="smallest" title="Tag: equity">equity</a> </li><li><a href="/blogs/nces/?tag=/expenditures" class="smallest" title="Tag: expenditures">expenditures</a> </li><li><a href="/blogs/nces/?tag=/faculty" class="smallest" title="Tag: faculty">faculty</a> </li><li><a href="/blogs/nces/?tag=/finance" class="medium" title="Tag: finance">finance</a> </li><li><a href="/blogs/nces/?tag=/financial-aid" class="smallest" title="Tag: financial aid">financial aid</a> </li><li><a href="/blogs/nces/?tag=/free-or-reduced-price-lunch" class="smallest" title="Tag: free or reduced price lunch">free or reduced price lunch</a> </li><li><a href="/blogs/nces/?tag=/gender-identity" class="smallest" title="Tag: gender identity">gender identity</a> </li><li><a href="/blogs/nces/?tag=/graduation-rates" class="small" title="Tag: graduation rates">graduation rates</a> </li><li><a href="/blogs/nces/?tag=/HBCU" class="smallest" title="Tag: HBCU">HBCU</a> </li><li><a href="/blogs/nces/?tag=/health" class="smallest" title="Tag: health">health</a> </li><li><a href="/blogs/nces/?tag=/high-school" class="smallest" title="Tag: high school">high school</a> </li><li><a href="/blogs/nces/?tag=/High-School-Longitudinal-Study-of-2009" class="smallest" title="Tag: High School Longitudinal Study of 2009">High School Longitudinal Study of 2009</a> </li><li><a href="/blogs/nces/?tag=/homelessness" class="smallest" title="Tag: homelessness">homelessness</a> </li><li><a href="/blogs/nces/?tag=/homeschool" class="smallest" title="Tag: homeschool">homeschool</a> </li><li><a href="/blogs/nces/?tag=/HSLS2009" class="smallest" title="Tag: HSLS:2009">HSLS:2009</a> </li><li><a href="/blogs/nces/?tag=/ICILS" class="smallest" title="Tag: ICILS">ICILS</a> </li><li><a href="/blogs/nces/?tag=/Integrated-Postsecondary-Education-Data-System-(IPEDS)" class="smallest" title="Tag: Integrated Postsecondary Education Data System (IPEDS)">Integrated Postsecondary Education Data System (IPEDS)</a> </li><li><a href="/blogs/nces/?tag=/international" class="medium" title="Tag: international">international</a> </li><li><a href="/blogs/nces/?tag=/IPEDS" class="small" title="Tag: IPEDS">IPEDS</a> </li><li><a href="/blogs/nces/?tag=/job" class="smallest" title="Tag: job">job</a> </li><li><a href="/blogs/nces/?tag=/K-12" class="smallest" title="Tag: K–12">K–12</a> </li><li><a href="/blogs/nces/?tag=/kingergarten" class="smallest" title="Tag: kingergarten">kingergarten</a> </li><li><a href="/blogs/nces/?tag=/labor-force" class="smallest" title="Tag: labor force">labor force</a> </li><li><a href="/blogs/nces/?tag=/library" class="smallest" title="Tag: library">library</a> </li><li><a href="/blogs/nces/?tag=/literacy" class="smallest" title="Tag: literacy">literacy</a> </li><li><a href="/blogs/nces/?tag=/locale" class="smallest" title="Tag: locale">locale</a> </li><li><a href="/blogs/nces/?tag=/longitudinal" class="smallest" title="Tag: longitudinal">longitudinal</a> </li><li><a href="/blogs/nces/?tag=/mathematics" class="smallest" title="Tag: mathematics">mathematics</a> </li><li><a href="/blogs/nces/?tag=/NAEP" class="medium" title="Tag: NAEP">NAEP</a> </li><li><a href="/blogs/nces/?tag=/NHES" class="small" title="Tag: NHES">NHES</a> </li><li><a href="/blogs/nces/?tag=/NPSAS" class="smallest" title="Tag: NPSAS">NPSAS</a> </li><li><a href="/blogs/nces/?tag=/NTPS" class="small" title="Tag: NTPS">NTPS</a> </li><li><a href="/blogs/nces/?tag=/OECD" class="smallest" title="Tag: OECD">OECD</a> </li><li><a href="/blogs/nces/?tag=/pandemic" class="smallest" title="Tag: pandemic">pandemic</a> </li><li><a href="/blogs/nces/?tag=/parent-involvement" class="smallest" title="Tag: parent involvement">parent involvement</a> </li><li><a href="/blogs/nces/?tag=/PIAAC" class="smallest" title="Tag: PIAAC">PIAAC</a> </li><li><a href="/blogs/nces/?tag=/PISA" class="smallest" title="Tag: PISA">PISA</a> </li><li><a href="/blogs/nces/?tag=/policy" class="smallest" title="Tag: policy">policy</a> </li><li><a href="/blogs/nces/?tag=/postsecondary" class="biggest" title="Tag: postsecondary">postsecondary</a> </li><li><a href="/blogs/nces/?tag=/poverty" class="smallest" title="Tag: poverty">poverty</a> </li><li><a href="/blogs/nces/?tag=/principals" class="small" title="Tag: principals">principals</a> </li><li><a href="/blogs/nces/?tag=/private-school" class="smallest" title="Tag: private school">private school</a> </li><li><a href="/blogs/nces/?tag=/private-schools" class="smallest" title="Tag: private schools">private schools</a> </li><li><a href="/blogs/nces/?tag=/public-schools" class="medium" title="Tag: public schools">public schools</a> </li><li><a href="/blogs/nces/?tag=/raceethnicity" class="medium" title="Tag: race/ethnicity">race/ethnicity</a> </li><li><a href="/blogs/nces/?tag=/reading" class="smallest" title="Tag: reading">reading</a> </li><li><a href="/blogs/nces/?tag=/revenues" class="smallest" title="Tag: revenues">revenues</a> </li><li><a href="/blogs/nces/?tag=/salaries" class="smallest" title="Tag: salaries">salaries</a> </li><li><a href="/blogs/nces/?tag=/school-crime-and-safety" class="small" title="Tag: school crime and safety">school crime and safety</a> </li><li><a href="/blogs/nces/?tag=/school-pulse-panel" class="smallest" title="Tag: school pulse panel">school pulse panel</a> </li><li><a href="/blogs/nces/?tag=/science" class="smallest" title="Tag: science">science</a> </li><li><a href="/blogs/nces/?tag=/secondary-education" class="big" title="Tag: secondary education">secondary education</a> </li><li><a href="/blogs/nces/?tag=/sexual-orientation" class="smallest" title="Tag: sexual orientation">sexual orientation</a> </li><li><a href="/blogs/nces/?tag=/SLDS" class="smallest" title="Tag: SLDS">SLDS</a> </li><li><a href="/blogs/nces/?tag=/socialemotional" class="smallest" title="Tag: socialemotional">socialemotional</a> </li><li><a href="/blogs/nces/?tag=/socioeconomic-status" class="smallest" title="Tag: socioeconomic status">socioeconomic status</a> </li><li><a href="/blogs/nces/?tag=/socioemotional" class="smallest" title="Tag: socioemotional">socioemotional</a> </li><li><a href="/blogs/nces/?tag=/SSOCS" class="smallest" title="Tag: SSOCS">SSOCS</a> </li><li><a href="/blogs/nces/?tag=/staff" class="smallest" title="Tag: staff">staff</a> </li><li><a href="/blogs/nces/?tag=/state-data" class="smallest" title="Tag: state data">state data</a> </li><li><a href="/blogs/nces/?tag=/statistical-concepts" class="smallest" title="Tag: statistical concepts">statistical concepts</a> </li><li><a href="/blogs/nces/?tag=/statistical-standards" class="smallest" title="Tag: statistical standards">statistical standards</a> </li><li><a href="/blogs/nces/?tag=/STEM" class="smallest" title="Tag: STEM">STEM</a> </li><li><a href="/blogs/nces/?tag=/surveys" class="small" title="Tag: surveys">surveys</a> </li><li><a href="/blogs/nces/?tag=/TALIS" class="smallest" title="Tag: TALIS">TALIS</a> </li><li><a href="/blogs/nces/?tag=/teachers" class="medium" title="Tag: teachers">teachers</a> </li><li><a href="/blogs/nces/?tag=/technology" class="smallest" title="Tag: technology">technology</a> </li><li><a href="/blogs/nces/?tag=/TIMSS" class="smallest" title="Tag: TIMSS">TIMSS</a> </li><li><a href="/blogs/nces/?tag=/training" class="smallest" title="Tag: training">training</a> </li><li><a href="/blogs/nces/?tag=/undergraduate" class="smallest" title="Tag: undergraduate">undergraduate</a> </li><li><a href="/blogs/nces/?tag=/university" class="smallest" title="Tag: university">university</a> </li><li><a href="/blogs/nces/?tag=/virtual-schools" class="smallest" title="Tag: virtual schools">virtual schools</a> </li></ul> </div> </div> <div class="widget recentposts" id="widgetd680f5d3-7170-415f-a0fa-0378c87d5bcf"> <h4 class="widget-header"> RecentPosts <span class="pull-right"></span> </h4> <div class="widget-content"> <ul class="recentPosts" id="recentPosts"><li><a href="/blogs/nces/post/civics-education-in-public-schools-lessons-and-activities-around-the-2024-election">Civics Education in Public Schools: Lessons and Activities Around the 2024 Election</a></li><li><a href="/blogs/nces/post/common-core-of-data-ccd-nonfiscal-data-releases-how-the-national-center-for-education-statistics-improved-timeliness">Common Core of Data (CCD) Nonfiscal Data Releases – How the National Center for Education Statistics Improved Timeliness</a></li><li><a href="/blogs/nces/post/celebrating-national-principals-month-highlights-from-the-national-teacher-and-principal-survey">Celebrating National Principals Month: Highlights from the National Teacher and Principal Survey</a></li></ul> </div> </div> <div class="widget linklist" id="widgetdf3f7404-a898-4fc2-a8b2-d8f721abbef0"> <h4 class="widget-header"> Social Media <span class="pull-right"></span> </h4> <div class="widget-content"> <ul id="ctl00_widgetContainerdf3f7404a8984fc2a8b2d8f721abbef0_df3f7404a8984fc2a8b2d8f721abbef0_ulLinks"><li><a href="https://twitter.com/EdNCES" target="_blank">Twitter</a></li><li><a href="https://www.youtube.com/channel/UCwum80I2R4mm49YtOvbOtAw" target="_blank">YouTube Channel</a></li></ul> </div> </div> </div> </aside> </div> </section> <footer class="footer"> <div class="container"> <div class="widgets-footer clearfix"> <div id="widgetzone_Footer_Widget" class="widgetzone"></div> </div> </div> <div class="end-line text-center"> </div> </footer> <script src="http://nces.ed.gov/blogs/nces/Custom/Themes/Standard-New/js/bootstrap.min.js" type="text/javascript"></script> <script> var links, index, link; links = document.getElementById('social-icons').getElementsByTagName('a'); for (index = 0; index < links.length; ++index) { link = links[index]; if (link.href == 'http://facebook.com/') { link.style.display = "none"; } if (link.href == 'http://twitter.com/') { link.style.display = "none"; } if (link.href == 'https://plus.google.com/') { link.style.display = "none"; } } </script> <div class="aspNetHidden"> <input type="hidden" name="__VIEWSTATEGENERATOR" id="__VIEWSTATEGENERATOR" value="94E761AB" /> <input type="hidden" name="__EVENTVALIDATION" id="__EVENTVALIDATION" value="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" /> </div> <script type="text/javascript"> //<![CDATA[ WebForm_InitCallback();//]]> </script> <script type="text/javascript"> //<![CDATA[ BlogEngine.addLoadEvent(setupBlogEngineCalendar); //]]> </script> </form> </body> </html>