Literacy Facts Overview Family Environment and Family Literacy Parental Involvement in Learning Workforce Education

Correctional Education Facts Learning Disabilities Reading Facts

English as a Second Language Literacy Literacy & Health Welfare and Literacy

References

American Express, Small Business Services, Voices from Main Street: Assessing the State of Small Business Workforce Skills (PDF file), American Express, New York, NY, 2000.

Voices from Main Street is a program launched by American Express Small Business Services to engage small business owners in a national dialogue about the issues that matter most to them. This report presents the results of the American Express Voices from Main Street Survey, June 2000, which was the second in a series of U.S. small business opinion polls that reached nearly 800 small businesses.

American Management Association, 2001 AMA Survey on Workplace Testing: Basic Skills, Job Skills, Psychological Measurement - Summary of Key Findings (PDF file), American Management Association, New York, NY, 2001.

The annual AMA questionnaire on workplace testing and monitoring was mailed in January 2001 to human resources managers in AMA member and client companies. By March 31, 1,627 usable responses were returned. The sample accurately mirrors AMA's corporate membership and client base, which together employ one-fourth of the U.S. workforce, but does not accurately reflect policies in the U.S. economy as a whole, where smaller firms predominate.

American Management Association, American Management Association Research Survey: Corporate Concerns (PDF file), American Management Association, New York, NY, 2001.

The AMA research survey Corporate Concerns was conducted in January 2001 and includes responses from 640 respondents on issues relating to competitive advantage, staffing and structure, technology and production, finances, and electronic commerce and business.

The Annie E. Casey Foundation, Kids Count Data Book 2001: State Profiles of Child Well-Being, The Annie E. Casey Foundation, Baltimore, MD, 2001.

KIDS COUNT, a project of the Annie E. Casey Foundation, is a national and state-by-state effort to track the status of children in the United States. The annual KIDS COUNT Data Book reports statistics from various sources including the Current Population Survey and the Small Area Income and Poverty Estimates (SAIPE), both of which are produced by the U.S. Census Bureau, and the National Vital Statistics Reports, published by the National Center for Health Statistics, Hyattsville, MD.

Arc, Gregory, Katherin Ross Phillips, and Daniel McKenzie, On the Bottom Rung: A Profile of Americans in Low-Income Working Families, The Urban Institute, Washington, DC, 2000.

This brief uses data from the 1997 National Survey of America's Families to count the number of people who live in low-income working families and to describe their personal characteristics and the jobs they hold.

Barton, Paul, E. and Lynn Jenkins, Literacy and Dependency: The Literacy Skills of Welfare Recipients in the United States, Educational Testing Service, Princeton, New Jersey, 1995.

The prose, document, and quantitative literacy levels of the welfare population are described. The report also summarizes the results of related research on efforts to raise the literacy levels of the welfare population.

Beck, Allen J. and Paige M. Harrison, Prisoners in 2000, U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC, 2001.

Prisoners in 2000 reports the number of persons in state and federal prisons at year end, compares the increase in the prison population during 2000 with that of the previous year, and gives the prison growth rates since 1990. It also includes data from December 31, 2000, indicating the number of male and female prisoners; incarceration rates for the states; the ten highest and ten lowest jurisdictions for selected characteristics, including growth rate, number of prisoners held, and incarceration rates; and data on prison capacities and the use of local jails, privately operated prisons, and federal and other state facilities used to house inmates. The report also examines data on prison construction, added capacity, and facility operations, based on the 2000 Census of State and Federal Adult Correctional Facilities.

Bell, Stephen H., The Prevalence of Education and Training Activities among Welfare and Food Stamp Recipients (PDF file), The Urban Institute, Washington, DC, 2000.

This brief uses data from the 1997 National Survey of America's Families to provide a baseline measure of how often disadvantaged populations engaged in skill-building activities before the national reform of welfare legislation.

Binkley, Marilyn and Trevor Williams, Reading Literacy in the United States: Findings from the IEA Reading Literacy Study (PDF file), U.S. Department of Education, NCES, Washington, DC 1996.

In 1991, the International Association of Educational Achievement (IEA) Reading Literacy Study assessed the reading literacy of 4th and 9th graders in 32 countries.

Bloom, Michael R. and Brenda Lafleur, Turning Skills into Profit: Economic Benefits of Workplace Education Programs, The Conference Board, New York, NY, 1999.

This Conference Board report was sponsored by the U.S. Department of Education, Office of Vocational and Adult Education. More than 100 interviews were conducted with employers, employees, and union representatives from over 40 private and public sector workplaces representing a cross-section of economic sectors throughout the U.S. The interviewees were selected from 45 national workplace education projects funded between 1995 and 1998 by the U.S. Department of Education as part of the National Workplace Literacy Program.

Bonczar, Thomas P., Characteristics of Adults on Probation, 1995, Department of Justice, Bureau of Justice Statistics, Washington, DC, 1997.

This report provides the first results from the 1995 Survey of Adults on Probation (SAP), a nationally representative sample of official records of nearly 6,000 adults under probation supervision in 167 state and local probation offices nationwide. Includes detailed tables of persons under supervision by type and severity of offense, sex, race, Hispanic origin, and age. Provides information, by type of offender, on the type of sentence imposed, special conditions of the sentences, levels of supervision, nature and extent of required contacts, contacts within the last month, and special supervision or programs provided since entering probation.

Campbell, Jay R., Catherine M. Hombo, and John Mazzeo, National Assessment of Educational Progress (NAEP) 1999 Trends in Academic Progress: Three Decades of Student Performance (PDF file), U.S. Department of Education, NCES, Washington, DC 2000.

This report provides findings from 10 administrations of NAEP's long-term trend reading, mathematics, and science assessments from 1971 through 1999. Assessment data are provided for ages 9, 13, and 17, and student performance is summarized on a 0-500 scale for each subject area. Trends in students' achievement are determined by examining and comparing the average scale scores attained by students over the assessment years. Performance is also described in terms of the percentage of students attaining specific levels of performance that correspond to five points on the reading scale.

Carey, Nancy, Laurie Lewis, Elizabeth Farris, et al., Parent Involvement in Children's Education Efforts by Public Elementary Schools (PDF file), Department of Education, NCES, Washington, DC, 1998.

This report presents the findings from the Survey on Family and School Partnerships in Public Schools, K-8, conducted for NCES by Westat during spring 1996. Short questionnaires were sent to a nationally representative sample of 900 public schools enrolling kindergarten through eighth grade students. Principals were asked to either complete the survey or assign its completion to the person most knowledgeable about parent involvement programs and activities at the school.

Carnevale, Anthony P. and Donna M. Desrochers, Getting Down to Business: Matching Welfare Recipients' Skills to Jobs that Train, Educational Testing Service (PDF file), Princeton, NJ, 1999.

In this report, the authors use the 1992 NALS data to focus on the skills of welfare recipients, assessing the hours of education and training necessary to move recipients into jobs with earnings, training, and a future. They also match those skills with the skills required for jobs projected through 2006.

Center for Community College Policy, Education Commission of the States, State Funding for Community Colleges: A 50-State Survey (PDF file), Center for Community College Policy, Denver, CO, 2000.

The report details the findings of a survey to determine how 50 states fund their community college systems. Community colleges have widely differing patterns of public governance and support and as products of their local communities, reflect local priorities and resources. The report is intended to be a starting point for further research and discussion on community college funding.

Chen, Xianglei and Kathryn Chandler, Efforts by Public K-8 Schools to Involve Parents in Children's Education: Do Schools and Parents Agree? (PDF file), Department of Education, NCES, Washington, DC, 2001.

The National Center for Education Statistics (NCES) compared two data sets in order to study the level of agreement between parents' and schools' views of how schools involve parents in their children's education and how parents respond to the opportunities for involvement that schools provide. The two data sets were the Survey on Family and School Partnerships in Public Schools, K-8, which gathered data from public K-8 schools on their efforts to involve parents in their children's schooling, and the Parent and Family Involvement Survey of the National Household Education Surveys Program, 1996, which collected data from parents on several topics similar to the family and school partnerships survey.

Coley, Richard J., An Uneven Start: Indicators of Inequality in School Readiness (PDF file), Educational Testing Service, Princeton, NJ, 2002.

Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, this report analyses differences in school readiness of the nation's beginning kindergartners.

Creighton, Sean and Lisa Hudson, Participation Trends and Patterns in Adult Education: 1991 to 1999 (PDF file), U.S. Department of Education, NCES, Washington, DC, 2002.

This report provides an overview of adult participation in formal learning activities (courses and programs) during the 1990s, focusing on trends in participation over time and patterns of participation in 1999. The report replicates previous studies' findings of an overall increase in participation and (with some qualifications) differences in participation rates based on age, sex, race/ethnicity, education level, labor force status, and occupation group. The data for this report comes from the 1991, 1995, and 1999 Adult Education Surveys conducted as part of the National Center for Education Statistics' National Household Education Surveys Program.

Croan, Tara, Juliet Hatcher, Melissa Long, et al., The Right Start State Trends: Conditions of Babies Across the Nation (1990-1998), The Annie E. Casey Foundation, Baltimore, MD, 2000.

KIDS COUNT, a project of the Annie E. Casey Foundation, is a national and state-by-state effort to track the status of children in the United States. The Right Start State Trends is a Child Trends/KIDS COUNT Special Report and features statistics from the National Vital Statistics Reports, published by the National Center for Health Statistics, (Hyattsville, MD).

Dalaker, Joseph, Poverty in the U.S. 2001 (PDF file), U.S. Bureau of Census, Washington, DC, 2001.

This report illustrates how poverty rates can vary by selected characteristics - age, race and Hispanic origin, nativity, family composition, work experience, and geography. The estimates in this report are based on the March 2001 Current Population Survey.

Datta, A. Rupa and Adriana de Kanter, Family Involvement in Education: A National Portrait, U.S. Department of Education, Washington, DC, 1998.

This booklet showcases findings from a new analysis of data from "Family Involvement in Education: A National Portrait" and provides a checklist for parents to assess their own school on issues of family involvement. The National Portrait Study was sponsored by the Partnership for Family Involvement in Education, the GTE Foundation, and the U.S. Department of Education. The study was conducted in May and June of 1997 by the National Opinion Research Center at the University of Chicago.

Denton, Kristen and Gerry West, Children's Reading and Mathematics Achievement in Kindergarten and First Grade (PDF file), U.S. Department of Education, NCES, Washington, DC, 2002.

This report uses data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 and follows on from America's Kindergartners (West, Denton, and Germino Hausken, 2000) and The Kindergarten Year (West, Denton, and Reaney, 2001). The report provides a picture of the children described in the above publications as first graders. The report looks at children's performance terms of reading and mathematical knowledge and skills. It explores how children's literacy, approaches to learning, and general health status at kindergarten entry relate to their spring kindergarten and first grade reading and mathematics skills.

Donahue, P. L., A. D. Finnegan, and N. L. Lutkus, The Nation's Report Card: Fourth-Grade Reading 2001 (PDF file), U.S. Department of Education, NCES, Washington, DC 2001.

This report presents the results of the 2000 NAEP fourth-grade reading assessment for the nation. Results in 2000 are compared to results of previous NAEP national reading assessments conducted in 1992, 1994, and 1998. Students' performance on the assessment is described in terms of average scores on a 0-500 scale and in terms of the percentage of students attaining three achievement levels: Basic, Proficient, and Advanced.

Edgar, Eugene, First Decade After Graduation: Final Report, Washington University, Seattle, Seattle, WA, 1995.

This is the final report of the First Decade Project, which examined factors related to the successful transition from school to adult life for youth with disabilities. Subjects were two cohorts of graduates from 1985 and 1990, including all special education graduates (N=488) and randomly selected nondisabled graduates (N=610) from three school districts in Washington state. A full 5 years of data on employment, income, postsecondary schooling, martial status, and living arrangements were collected on 299 special education students and 315 nondisabled students. Additionally in-depth case studies were conducted on 26 graduates from the 1985 cohort.

Fix, Michael, Wendy Zimmermann, and Jeffrey S. Passel, The Integration of Immigrant Families in the United States (PDF file), The Urban Institute, Washington, DC, 2001.

This paper starts a discussion on the integration of immigrant families. It examines he progress families are making and their reception in the communities they settle, how immigrants are affected by the nation's integration policies or lack thereof, and the directions that immigration integration and the policies governing it might take in the future.

Gazmarian, Julie A., David W. Baker, Mark V. Williams, et al., Health Care Literacy Among Medicare Enrollees in a Managed Care Organization, JAMA, Vol. 281, No. 6, The American Medical Association, 1999.

A cross-sectional survey was carried out in 1997 at four Prudential HealthCare plans. A total of 3,260 new Medicare enrollees aged 65 years or older were interviewed in person between June and December 1997; 2,956 spoke English and 304 spoke Spanish as their native language. Functional literacy was measured by the Short Test of Functional Health Literacy in Adults.

Golova, Natalia, Anthony J. Alario, Patrick M. Vivier, et al., Literacy Promotion for Hispanic Families in a Primary Care Setting: A Randomized, Controlled Trial, Pediatrics Vol. 103 No. 5, The American Association of Pediatrics, 1999.

In 1996, a prospective, randomized, controlled study was conducted with 135 low-income Hispanic parents of healthy 5 to 11 month old infants. Families were randomly assigned to intervention (n=65) or control (n=70) groups. At enrollment and two consecutive well-child visits, pediatricians gave intervention families: 1) an age-appropriate bilingual children's book, 2) a bilingual handout explaining the benefits of reading to children, and 3) literacy-promoting anticipatory guidance. Ten months after enrollment 130 parents were re-interviewed.

Greenburg, Mark, Jodie Levin-Epstein, Rutledge Hutson, et al., Welfare Reauthorization: An Early Guide to the Issues, The Center for Law and Social Policy (PDF file), Washington, DC, 2002.

In this article, CLASP staff summarize the key features of the 1996 welfare law, principal developments since enactment of the law, and many of the potential issues that may be before Congress in 2002 as a result of the experience since 1996.

Greenberg, Elizabeth, Reynaldo F. Macias, and David Rhodes, English Literacy and Language Minorities in the United States (PDF file), U.S. Department of Education, NCES, Washington, DC, 2001.

English Literacy and Language Minorities in the United States is one report in a series of U.S. Department of Education publications based on the 1992 National Adult Literacy Survey. This report provides an in-depth look at adult residents of the United States who were either born in other countries or were born in the United States but spoke a language other than English as young children. The report explores the English fluency and literacy of this population, their fluency and literacy in their native non-English languages, and their employment patterns and earnings.

Haigler, Karl O., Caroline Harlow, Patricia O'Connor, et al., Literacy Behind Prison Walls, U.S. Department of Ed., NCES, Washington, DC, 1994.

This is one in a series of reports that looks at the results of the National Adult Literacy Survey, 1992. The report describes the types and levels of literacy skills demonstrated by prison inmates and compares them with the skills of the household population of adults. It also explores the relationship between literacy skills and the background characteristics and prison experiences of inmates, as well as their literacy practices and self-perceptions.

Haycock, Kati and Sandra Huang, Are Today's High School Graduates Ready?, Thinking K-16, Vol. 5, Issue 1, The Education Trust, Washington, DC, 2001.

This publication provides an overview of available data on student achievement and high school completion rates over time.

Health Care Financing Administration, Medicare Current Beneficiary Survey: Online Data Tables (The Characteristics and Perceptions of the Medicare Population (1998)), Health Care Financing Administration, 1998.

The Medicare Current Beneficiary Survey is a continuous, multipurpose survey of a representative national sample of the Medicare population. Interviews of Medicare beneficiaries are conducted at 4-month intervals, and the complete interview cycle for a respondent is 12 interviews over 4 years. They are designed to yield longitudinal series of data on the use of health services, Medicare expenditures, health insurance coverage, sources of payment (public and private, including out of pocket payments), health status and functioning, and a variety of demographic and behavioral information such as income assists, living arrangements, family supports, and access to care covered by Medicare.

Hecker, Daniel E., Occupational Employment Projections to 2010, (PDF file), Monthly Labor Review, November 2001, U.S. Department of Labor, Bureau of Labor Statistics, Washington, DC, 2001.

This article discusses a number of aspects of the 2000-2010 employment projections, including the distribution of employment in 2000 and projected 2000-2010 job openings by level of education or training.

High, Pamela C., Linda LaGasse, Samuel Becker, et al., Literacy Promotion in Primary Care Pediatrics: Can We Make a Difference?, Pediatrics Vol. 105, No. 4, The American Association of Pediatrics, 2000.

From August 1996 through September 1997, a multicultural group of 205 low income families with 5 to 11 month-olds were prospectively enrolled, interviewed, and randomized to intervention (n=106) or control (n=99) groups. Families in the intervention groups received developmentally appropriate children's books and educational materials and advice about sharing books with children, while those in the control group received no books or materials relevant to literacy. After an average of 3.4 well-child visits in both groups, 153 (75%) were re-interviewed.

Holzer, Harry J. and Douglas Wissoker, How Can We Encourage Job Retention and Advancement for Welfare Recipients? (PDF file), The Urban Institute, Washington, DC, 2001.

This brief presents new evidence on job performance and retention among welfare recipients. In particular, new findings have been drawn from a survey that focuses on the experiences of employers from four large metropolitan areas in hiring welfare recipients. The study then considers what these findings imply for policies on retention and advancement of welfare recipients.

Hull, Kim A., Stewart Forrester, and James Brown, et al., Analysis of Recidivism Rates for Participants of the Academic/Vocational/Transition Programs Offered by the Virginia Department of Correctional Education (PDF file), Journal of Correctional Education, Vol. 51:2, Correctional Education Association, Lanham, MD, 2000.

This report is an analysis of statistical information on program completers of various academic, vocational, and transitional programs offered by the Virginia Department of Correctional Education (DCE) to the inmate population within the Virginia Department of Corrections. The study was designed to assess the impact of DCE programs on recidivism. The sample of 3,000 records of men and women released during the period 1979-94 was examined with regards to involvement in education programs while incarcerated and post-release incarceration within the Virginia Department of Corrections and employment status while on parole/probation.

Interagency Forum on Child and Family Statistics, America's Children: Key National Indicators of Well-Being, 2000, Interagency Forum on Child and Family Statistics, Washington, DC, 2000.

This is the fourth report in an annual series and represents a collaborative effort by 20 federal agencies. The report is a compendium of indicators, drawn from the most recent and reliable official statistics, illustrative of the promise and difficulties facing the Nation's young people. Part I presents population and family characteristics; Part II presents indicators of children's well-being. Data sources include the Current Population Survey, the National Household Education Survey, the Early Childhood Longitudinal Study, and the National Assessment of Educational Progress.

Jamieson, Amie, Andrea Curry, and Gladys Martinez, School Enrollment in the United States - Social and Economic Characteristics of Students (PDF file), U.S. Bureau of Census, Washington, DC, 2001.

School enrollment trends and the social and economic characteristics of the student population are highlighted in this report. The findings are based on data collected in the Current Population Survey of October 1999.

Kirsch, Irwin S., Ann Jungeblut, Lynn Jenkins, et al., Adult Literacy in America: A First Look at the Results of the National Adult Literacy Survey, U.S. Department of Education, NCES, Washington, DC, 1993.

This report presents the first findings from the NALS, describes the types and levels of literacy skills demonstrated by adults in the U.S. and analyzes the variation of skills across major subgroups of the population. It also explores connections between literacy skills and social and economic variables such as voting, economic status, weeks worked, and earning.

Kirshstein, Rita and Clayton Best, Survey of State Correctional Education Systems: Analysis of Data from 1992 Field Test, U.S. Department of Education, Office of Correctional Education, Washington, DC, 1996.

This report presents several summary tables that capture key data collected in the 1992 Survey of State Adult Correctional Education Agencies. The survey was developed by Pelavin Associates (now American Institutes of Research) and was designed to gather information on the types of educational programs offered at correctional institutions, the number of inmates who participated in these programs, and the staffing and financial resources used to provide education.

Kwang, Kim, Mary Collins, and Edith McArthur, Participation of Adults in English as a Second Language Classes: 1994-95 (PDF file), U.S. Department of Education, NCES, Washington, DC, 1997.

This report presents rates of participation in adult ESL classes in 1994-95, examines how these participation rates are associated with characteristics of adults, describes some features of ESL participation, and describes the main barriers to adults' participation in ESL. Data are from the NHES:1995 survey in which questions pertaining to participation in the past 12 months were asked of adults whose primary home language was any language other than English. Interviews were conducted in English and Spanish; the survey therefore under-represents participation in ESL classes among adults who do not speak either English or Spanish.

Laubach Literacy International, Laubach Literacy: 2001 Annual Report, Laubach Literacy International, Syracuse, NY, 2002.

Laubach Literacy International is a nonprofit, educational corporation founded in 1955. Its mission is to enable adults and children to acquire the listening, speaking, reading, writing, mathematics, and technology skills they need to solve problems they encounter in daily life; to take advantage of opportunities in their environment; and to participate in the transformation of their society.

Lollock, Lisa, The Foreign-Born Population in the United States: March 2000 (PDF file), U.S. Census Bureau, Washington, DC, 2001.

This report describes the foreign-born population in the U.S. in 2000. It provides a profile of demographic and socioeconomic characteristics, such as region of birth, geographic distribution in the U.S., age, educational attainment, earnings, and poverty status. These characteristics are compared with the native population. The findings are based on data collected by the Census Bureau in the March 2000 Current Population Survey.

Loprest, Pamela, How Families that Left Welfare are Doing: A National Picture (PDF file), The Urban Institute, Washington, DC, 1999.

This brief uses data from the 1997 National Survey of America's Families to present a national picture of families that left welfare. It includes information on reasons for leaving welfare, monthly earnings, and receipt of government benefits. Some comparisons are made with families living below the poverty line.

Loprest, Pamela, How are Families That Left Welfare Doing? A Comparison of Early and Recent Welfare Leavers (PDF file), The Urban Institute, Washington, DC, 2001.

This brief examines whether a more recent group of welfare leavers - those who left welfare between 1997 and 1999 - appears more disadvantaged or less job-ready than an early group of leavers - those who left between 1995 and 1997 - by comparing barriers to work and economic outcomes between the two groups. The study uses data from the National Survey of America's families, a large nationally representative survey, conducted in 1997 and 1999.

Lynch, Lisa M. and Sandra E. Black, Beyond the Incidence of Training: Evidence from a National Employer Survey, National Center on the Educational Quality of the Workforce, Pennsylvania, 1996.

Administered by the U.S. Bureau of the Census in 1994 to more than 4,000 private establishments, the National Center on the Educational Quality of the Workforce National Employer Survey (EQW-NES) surveyed 3,347 employers from both the manufacturing and non-manufacturing sectors. Public-sector employers, non-profit institutions, establishments with less than 20 employees, and corporation headquarters were excluded. This report provides insight into how school and post-school training investments are linked to employer workplace practices and outcomes.

Macias, Reynaldo F., Summary Report of the Survey of the States' Limited English Proficient Students and Available Educational Programs and Services, 1997-98, National Clearinghouse for Bilingual Education, Washington, DC, 2000.

This report summarizes information on the number of limited English proficient (LEP) students in the United States and the educational services provided or available to them. The U.S. Department of Education, Office for Bilingual Education and Minority Languages Affairs (OBEMLA), conducts an annual survey of State Educational Agencies (SEAs) called the Survey of States' Limited English Proficient Students and Available Educational Programs and Services (SEA Survey). The survey provides information in three areas: (1) the estimate of the non- and limited English proficient student enrollment in the country; (2) the educational condition of these LEP students; and (3) the services received by these students.

Martinson, Karin, The Experiences of Welfare Recipients Who Find Jobs (PDF file), U.S. Department of Health and Human Services, Washington, DC, 2000.

This paper provides a description of the employment patterns of welfare recipients over a four-year follow-up period and the employment patterns and characteristics of those who are most and least successful in sustaining employment.

McDonald, Barbara A., The Impact of Content-Based Instruction, Focus on Basics, Vol. 1, Issue D, NCSALL, Boston, MA, 1997.

The results of three studies on the impact of content-based instruction are reported in this article. The studies examined whether the content the students wanted to learn was related to the course in which the student enrolled, whether the opportunity to immediately use the information had an effort on retention in the course, and learning gains in the content area.

Mumola, Christopher J., Incarcerated Parents and their Children, U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC, 2000.

This report presents data from the 1997 Surveys of Inmates in State and Federal Correctional Facilities. Numeric tables present data on the percentage of inmates with children under the age of 18, whether or not inmates lived with their children prior to admission, and the children's current care givers. Tables also present 1999 estimates of the number of parents in state and federal prisons, as well as the number of minor children and households affected by the imprisonment of a parent. Information on inmates' frequency and type of contact with their children is provided. Characteristics of incarcerated parents are detailed in tables, which present data on current offenses, criminal histories, and sentence lengths.

Murray, Christopher, Donald E. Goldstein, Steven Nourse, et al., The Postsecondary School, Attendance, and Completion Rates of High School Graduates with Learning Disabilities, Learning Disabilities Research & Practice, 15(3), Lawrence Erlbaum Associates, Inc., New York, NY, 2000.

This study examined the postsecondary education status of high school graduates using data from the First Decade Project, which examined factors related to the successful transition from school to adult life for youth with disabilities. Subjects were two cohorts of graduates from 1985 and 1990, including all special education graduates (N=488) and randomly selected nondisabled graduates (N=610) from three school districts in Washington state. A full 5 years of data on employment, income, postsecondary schooling, martial status, and living arrangements were collected on 299 special education students and 315 nondisabled students.

National Association of Manufacturers, Anderson Center for Workforce Success, The Skills Gap 2001: Manufacturers Confront Persistent Skills Shortages in an Uncertain Economy (PDF file), National Association of Manufacturers, Washington, DC, 2002.

This report includes the results and analysis of the 2001 National Association of Manufacturers survey. 6,000 members were chosen at random to receive the survey, and more than 600 responded. They represented more than 20 different industries in the U.S. Approximately 13% of respondents were from large companies with more than 500 employees. The remaining were small companies.

National Center for Children in Poverty, Young Children in Poverty: A Statistical Update, National Center for Children in Poverty, New York, NY, 1999.

This publication continues the series of reports and statistical updates from the National Center for Children in Poverty about young child poverty in the Unites states. It incorporates data from the Current Population Survey conducted in March 1998. The highlights of this update include a current profile of the extremely poor and near poor population of young children, a brief look at the changing association between higher education parents and the economic well-being of children, and an analysis of the Earned Income Tax Credit on young child poverty.

National Center on the Educational Quality of the Workforce, The Other Shoe: Education's Contribution to the Productivity of Establishments: A Second Round of Findings from the EQW National Employer Survey, National Center on the Educational Quality of the Workforce, Pennsylvania, 1995.

Administered by the U.S. Bureau of the Census in 1994 to more than 4,000 private establishments, the National Center on the Educational Quality of the Workforce National Employer Survey (EQW-NES) surveyed 3,347 employers from both the manufacturing and non-manufacturing sectors. Public-sector employers, non-profit institutions, establishments with less than 20 employees, and corporation headquarters were excluded. The second set of findings from the survey examines whether there is a discernible advantage for American firms to educate current workers or to hire workers with more education.

National Institute for Literacy, NIFL Policy Update: Education Funding Approved by Congress, National Institute for Literacy, Washington, DC, 2001.

This provides information on FY 2002 final education funding levels, the funding proposals recommended by the President, the House, and the Senate, and the previous year's funding levels.

Newburger, Eric C. and Andrea Curry, Educational Attainment in the United States: March 1999 (PDF file), U.S. Census Bureau, Washington, DC, 2000.

This report provides information on basic educational trends and attainment levels across many segments of the population. The findings are based on data collected in the Current Population Survey conducted by the Census Bureau in March 1999.

Nord, Christine W., Jean Lennon, Baiming Liu, et al., Home Literacy Activities and Signs of Children's Emerging Literacy, 1999 (PDF file), U.S. Department of Education, NCES, Washington, DC, 1999.

This report presents information on the extent to which families are engaged in literacy activities with their 3- to 5- year olds who are not yet enrolled in kindergarten. It also presents information on signs of emerging literacy, such as whether children recognize letters, can write their own names, or read or pretend to read. The data used in this report are from the 1993 and 1999 National Household Education Surveys.

Organization for Economic Cooperation and Development (OECD), Human Resources Development Canada, Ministry of Industry Canada, Literacy Skills for the Knowledge Society: Further Results from the International Adult Literacy Survey, Organization for Economic Cooperation and Development (OECD), Paris, France, 1997.

This is the second report of the International Adult Literacy Survey (IALS). It incorporates data from additional countries that was not available in the first report. It also presents the results of new analyses and studies of the IALS data set and offers a number of insights concerning the economic and social importance of literacy in OECD countries.

Polit, Denise F., Rebecca Widom, Kathryn Edin, et al., Is Work Enough? The Experiences of Current and Former Welfare Mothers Who Work (PDF file), Manpower Demonstration Research Corporation, Washington, DC, 2001.

This report describes the experiences of women from poor urban neighborhoods who once relied on public assistance and entered the labor market. It presents findings from the Project on Devolution and Urban Change, a study of the implementation and effects of welfare reform in the counties encompassing four big cities: Cleveland, Los Angeles, Miami, and Philadelphia. This report draws on representative 1997-98 survey data (of 3,960 single mothers, age 18-45, who were receiving cash welfare and/or food stamps in May 1995) and in-depth ethnographic interviews from each of these sites to compare the work experiences and life circumstances of four groups of women defined by employment status and history.

Reder, Stephen and Susan A. Vogel, Lifespan Employment and Economic Outcomes for Adults with Self-Reported Learning Disabilities. In Learning Disabilities and Employment, P.J. Gerber & D.S. Brown (Eds), PRO-ED, Austin, TX, 1997.

This study presents and analyses the employment and economic outcomes of a nationally representative sample of adults with and without self-reported learning disabilities, using data from the National Adult Literacy Survey.

Regenstein, Marsha, Jack A. Meyer, and Jennifer Dickem Hicks, Job Prospects for Welfare Recipients: Employers Speak Out (PDF file), The Urban Institute, Washington, DC, 1998.

This report presents the findings of the Economic and Social Research Institute's survey of employers' requirements for entry-level jobs and their views on hiring people who have ever been on welfare. The purpose of the study is to determine the views and attitudes of employers about hiring people making the transition from welfare to work and to assist states in formulating realistic work-based strategies.

Roper Starch Worldwide Inc., Measuring Progress in Public and Parental Understanding of Learning Disabilities (PDF file), Roper Starch Worlwide Inc., 2000.

Roper Starch Worldwide conducted a national survey to measure public awareness and understanding of learning disabilities for the Emily Hall Tremaine Foundation. This is a follow up survey to one conducted in 1995, which revealed that though Americans recognize that learning disabilities are prevalent, these disabilities are widely misunderstood. This report tracks the changes in attitudes and actions of parents since the first report in 1995.

Schmidley, Dianne A., Profile of the Foreign-Born Population in the United States: 2000 (PDF file), U.S. Bureau of Census, Washington, DC, 2001.

This report presents data on a wide range of geographic, demographic, social, economic, and housing characteristics for the foreign-born population in the United States. Data for the native population are included for comparison. The data in this report are from the March 2000 Current Population Survey and do not include information from the Census 2000 or the Census 2000 Supplementary Survey.

Snyder, Thomas D. and Charlene M. Hoffman, Digest of Education Statistics 2000, U.S. Department of Education, NCES, Washington, DC, 2001.

The annual Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. It includes a selection of data from many sources, especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Snyder, Thomas D. and Charlene M. Hoffman, Digest of Education Statistics, 2001 (PDF file), U.S. Department of Education, NCES, Washington, DC, 2002.

The annual Digest's primary purpose is to provide a compilation of statistical information covering the broad field of American education from kindergarten through graduate school. It includes a selection of data from many sources, especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Stephan, James J., Census of Jails 1999, U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC, 2001.

The Census of Jails 1999 presents facility characteristics and characteristics of persons under the jurisdiction of local and federal jail authorities on June 30, 1999. The report summarizes average daily populations, number of inmates and facilities by size of facility, inmate characteristics, staff numbers and characteristics, and facility services and programs.

Steurer, Stephen J., Linda Smith, and Alice Tracy, Three State Recidivism Study (PDF file), Correctional Educational Association, Lanham, MD, 2001.

The Correctional Education Association conducted the Three State Recidivism Study for the U.S. Department of Education, Office of Correctional Education. The study was designed to see if education, independent of other programs, could have significant impact on the behavior of inmates after release. Data on about 3,200 inmates, who were released from Maryland, Minnesota, and Ohio prisons in late 1997 and early 1998, are reported in this longitudinal study. The study measures the impact of education while incarcerated on post-release behavior, primary recidivism, and employment. This report narrates the overall design, execution of the study, data analysis discussion of the results, and conclusions.

Sum, Andrew, Literacy in the Labor Force: Results from the National Adult Literacy Survey, U.S. Department of Education, NCES, Washington, DC, 1999.

This report analyzes the literacy proficiencies of the nation's civilian labor force, as well as the unemployed, and selected demographic and socioeconomic subgroups of employed civilians. It also compares literacy skills found in major occupations and industries and analyzes the relationship between literacy proficiencies and wages. The basis for the findings reported here is data taken from the National Adult Literacy Survey.

Sum, Andrew, Irwin Kirsch, and Robert Taggart, The Twin Challenges of Mediocrity and Inequality: Literacy in the U.S. from an International Perspective (PDF file), Educational Testing Service, Princeton, NJ, 2002.

This monograph takes the information that has been collected through the NALS and the IALS and focuses on the performance of U.S. adults in comparison to adults in other high-income countries. The results underscore the fact that the U.S. overall performance is mediocre at best, and that, as a nation, the U.S. is among the world's leaders in the degree of inequality between its best and poorest performers. This report also offers a perspective on why these results should be of concern.

Tao, Fumiyo, Beth Gamse, and Hope Tarr, National Evaluation of the Even Start Family Literacy Program, 1994-1999, Final Report, U.S. Department of Education, Planning and Evaluation, Washington, DC, 1998.

Based on key findings from the second evaluation of Even Start (1994-97), this report reviews what has changed and what has remained stable over the first eight years of the Even Start program. In the second national evaluation, approximately 95 percent of all local projects provided data on their participants and program implementation each year. In addition, a sample of 57 projects also provided data on program outcomes.

Travis, Jeremy, Amy L. Solomon, and Michelle Waul, From Prison to Home: the Dimensions and Consequences of Prisoner Reentry (PDF file), The Urban Institute, Washington, DC, 2001.

This report is based on the "Reentry Roundtable" meeting hosted by the Urban Institute in October 2000. It describes the prisoner reentry process, the challenges for reentry, and the consequences of reentry along several key dimensions. Throughout the report, research findings are conveyed, and strategic policy and research opportunities are identified.

Tuijnman, Albert, Benchmarking Adult Literacy in America: An International Comparative Study; International Adult Literacy Survey, Department of Education, OVAE, Washington, DC, 2000.

Ten international indicators are presented that allow comparison of the literary proficiency of the U.S. population with that of other populations. Data are from the International Adult Literacy Survey, and summary findings are presented for 21 of the 22 nations that participated. The report also proposes ten targets and tools that might be employed to improve literacy in the United States.

U.S. Bureau of Census, Census 2000 Supplementary Survey Summary Tables: QT-03 Profile of Selected Economic Characteristics 2000, U.S. Bureau of Census, Washington, DC, 2000.

This table is one of the Census 2000 Supplementary Survey Summary Tables. The Census 2000 Supplementary Survey was conducted from January 2000 through December 2000. Demographic, social, economic, and housing data were collected from a national sample of 700,000 households.

U.S. Bureau of Census, Census 2000 Supplementary Survey Summary Tables: Table PO35 Age by Language Spoken at Home by Ability to Speak English for the Population 5 Years and over, U.S. Bureau of Census, Washington, DC, 1998.

This table is one of the Census 2000 Supplementary Survey Summary Tables. The Census 2000 Supplementary Survey was conducted from January 2000 through December 2000. Demographic, social, economic, and housing data were collected from a national sample of 700,000 households.

U.S. Department of Education, Twenty-Second Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, U.S. Department of Education, Washington, DC, 2000.

This annual report informs Congress and the public of the steady progress made in implementing the Individuals with Disabilities Education Act (IDEA).

U.S. Department of Education, NCES, 1993-94 Schools and Staffing Survey: A Profile of Policies and Practices for Limited English Proficient Students: Screening Methods, Program Support, and Teacher Training, Department of Education, NCES, Washington, DC, 1997.

Data in this report are from the third round of the nationally representative Schools and Staffing Survey (SASS), conducted during the 1993-94 school year by the National Center for Education Statistics (NCES). The report presents results on the distribution of LEP students across K-12 public schools, screening methods used to identify LEP students, the proportion of schools providing ESL and/or bilingual programs, the proportion of LEP students that receive special instruction, and the percentage of instructors with LEP students in their class who have received training in LEP instruction.

U.S. Department of Education, NCES, Highlights from the 2000 Program for International Student Assessment (PISA) (PDF file), Department of Education, NCES, Washington, DC, 2002.

The Program for International Student Assessment (PISA) is a system of international assessments that focus on 15-year-olds' capabilities in reading literacy, mathematics literacy, and science literacy. This report presents highlights from the first assessment cycle which began in 2000.

U.S. Department of Education, OVAE, Adult Education: Human Investment Impact 1994-98, U.S. Department of Education, OVAE, Washington, DC, 1999.

The U.S. Department of Education, Office of Vocational and Adult Education, provides basic grants to states under the Workforce Investment Act of 1998. The purpose of the program is to provide educational opportunities for adults over the age of 16, not currently enrolled in school, and who lack a high school diploma or the basic skills to function effectively in the workplace in their daily lives. Courses of instruction include adult basic education (ABE), adult secondary education (ASE), and English as a second language (ESL). The report highlights data collected from state-administered basic grant programs, 1994-98.

U.S. Department of Education, OVAE, Allotments for the Adult Education State-Administered Basic Grants Program, U.S. Department of Education, OVAE, Washington, DC, 1999.

The U.S. Department of Education, Office of Vocational and Adult Education, provides basic grants to states under the Workforce Investment Act of 1998. The purpose of the program is to provide educational opportunities for adults over the age of 16, who are not currently enrolled in school and lack a high school diploma or the basic skills to function effectively in the workplace in their daily lives. Courses of instruction include adult basic education (ABE), adult secondary education (ASE), and English as a second language (ESL). The report details grant allocations to state-administered basic grant programs from 1996-1999.

U.S. Department of Education, OVAE, State-Administered Adult Education Program: 1998 Adult Education Personnel, U.S. Department of Education, OVAE, Washington, DC, 1999.

The U.S. Department of Education, Office of Vocational and Adult Education, provides basic grants to states under the Workforce Investment Act of 1998. The purpose of the program is to provide educational opportunities for adults over the age of 16, who are not currently enrolled in school and lack a high school diploma or the basic skills to function effectively in the workplace in their daily lives. Courses of instruction include adult basic education (ABE), adult secondary education (ASE), and English as a second language (ESL). The report highlights data on personnel collected from state-administered basic grant programs in 1998.

U.S. Department of Justice, Bureau of Justice Statistics, Correctional Populations in the United States, 1997, U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC, 2000.

This report presents data on the growing number of persons in the United States under some form of correctional supervision in 1997. Data are drawn from annual Bureau of Justice surveys and include jurisdiction-level counts of prisoners, probationers, and parolees by sex, race, Hispanic origin, admission type, release type, and sentence length.

U.S. Department of Justice, Bureau of Justice Statistics, Department of Justice Press Release 08/28/01, Department of Justice, Bureau of Justice Statistics, Washington, DC, 2001.

This Bureau of Justice Statistics press release reports the national and state level correctional population figures for 2000. Further state level information is provided on the number of adults on probation and parole. The characteristics of adults on probation and parole for 1990 and 2000 are also reported.

U.S. Department of Justice, Bureau of Justice Statistics, Key Crime and Justice Facts at a Glance: Additional Corrections Facts at a Glance, U.S. Department of Justice, Bureau of Justice Statistics, Washington, DC, unknown.

This online resource reports demographic trends in correctional populations by gender and race and demographic trends in jail populations by age, gender, and race.

U.S. Department of Labor, Bureau of Labor Statistics, BLS News Release: BLS Reports on the Amount of Formal and Informal Training Received by Employees, U.S. Department of Labor, Bureau of Labor Statistics, Washington, DC, 1996.

This Bureau of Labor Statistics news release reports on the findings of the 1995 survey of employer provided training sponsored by the Employment Training Administration of the U.S. Department of Labor. There were two components to the survey: (1) a survey of establishments and (2) a survey of randomly-selected employees in the surveyed establishments. This report focuses on the survey of employees.

U.S. Department of Labor, Bureau of Labor Statistics, Employment Projections: Education Pays, U.S. Department of Labor, Bureau of Labor Statistics, Washington, DC, 2001.

This online table presents unemployment rates and earnings for workers age 25 and over by educational attainment.

The Urban Institute, Fast Facts on Welfare Policy: Welfare "Cyclers" More Likely to Have Barriers to Work than "Leavers" (PDF file), The Urban Institute, Washington, DC, 2002.

This factsheet presents data on the barriers to work experienced by people who leave welfare and return, compared to people who leave welfare and continue working.

The Urban Institute, Fast Facts on Welfare Policy: Welfare Leavers are Concentrated in Service and Clerical Jobs (PDF file), The Urban Institute, Washington, DC, 2002.

This factsheet presents data from the National Survey of America's Families on the occupations of welfare leavers.

Vandivere, Sharon, Kristen Anderson Moore, and Martha Zaslow, Snapshots of America's Families: Children's Family Environment (PDF file), The Urban Institute, Washington, DC, 2002.

This snapshot summarizes findings from the 1999 National Survey of America's Families on measures of children's family environments (as reported by their parents). It compares the family environments of low-income children (those living below 200% of poverty in 1998) with those of higher income children (those living above 200% of poverty). It also compares the family environments of children in single-parent versus two-parent families. Changes that have taken place since 1997 are also identified.

Vogel, Susan A. and Stephan Reder, Educational Attainment of Adults with Learning Disabilities, in Learning Disabilities, Literacy, and Adult Education, Vogel, Susan & Reder, Stephan (eds), Paul H. Brookes Publishing Co., Inc., Baltimore, MD, 1998.

This study reports on the adult educational attainment among adults with self-reported learning disabilities, using data from the National Adult Literacy Survey, 1992. The impact of learning disability and gender on educational attainment is explored, and the implications of these findings are discussed.

West, Jerry, Kristen Denton, and M. Lizabeth Reaney, America's Kindergartners: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99, Fall 1998, U.S. Department of Education, NCES, Washington, DC, 2001.

This report presents the first findings from the Early Childhood Longitudinal Study. This report provides a snapshot of the 95% of children entering kindergarten for the first time. It describes some of the skills, knowledge, and experiences that children bring with them as they enter kindergarten. It describes some of the things they can and cannot do and examines variations in children's skills, knowledge, and experiences across a set of sociodemographic characteristics of children and their families.

West, Jerry, Kristen Denton, and M. Lizabeth Reaney, The Kindergarten Year: Findings from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (PDF file) , U.S. Department of Education, NCES, Washington, DC, 2001.

This report focuses on first-time kindergartners and presents a picture of the gains children make across the kindergarten year in reading and mathematics. Differences in gains children made are examined for different groups of children defined by a set of family and kindergarten program characteristics.

This is the final report of the Longitudinal Evaluation of School Change and Performance (LESCP) followed the progress of students in 71 high-poverty schools as they moved from third to fifth grade. The study, conducted between 1996 and 1999, was designed to investigate the impact of student achievement of specific classroom practices fostered by school-, district, and state-level policies.

Williams, Mark V., Ruth M. Parker, David W. Baker, et al., Inadequate Functional Health Literacy Among Patients at Two Public Hospitals, JAMA, Vol. 274, No. 21, American Medical Association, 1995.

A cross-sectional survey of 2,659 patients was carried out from November 1993 through April 1994 at two urban, public hospitals. 1,892 were English speaking patients, and 767 were Spanish speaking. Functional health literacy was measured by the Test of Functional Health Literacy in Adults (TOFHLA), an instrument that measures ability to read and understand medical instructions and health care information presented in prose passages and passages containing numerical information (e.g., prescription bottle labels and appointment slips).

Williams, Mark V., David W. Baker, Eric G. Honig, et al., Inadequate Literacy Is a Barrier to Asthma Knowledge and Self-Care (PDF file), Chest, Vol. 114 (4), American College of Chest Physicians, 1998.

A cross-sectional survey was carried out from November 1995 through May 1996 in an emergency department and asthma clinic at an urban public hospital. 273 patients presenting to the emergency department for an asthma exacerbation and 210 patients presenting to the specialized asthma clinic for routine care were sampled. Reading ability was assessed using the Rapid Estimate of Adult Literacy in Medicine (REALM).

Wirt, John, Susan Choy, Allison Gruner, et al., The Condition of Education 2000 (PDF file), U.S. Department of Education, NCES, Washington, DC, 2000.

The Condition of Education is an annual indicator report that summarizes the health of education, monitors important developments, and shows trends in major aspects of education. Data sources include the Current Population Survey, the National Household Education Survey, the National Assessment of Educational Progress, and the Early Childhood Longitudinal Study (ECLS).

Wirt, John, Susan Choy, Debra Gerald, et al., The Condition of Education 2001 (PDF file), U.S. Department of Education, NCES, Washington, DC, 2001.

The Condition of Education is an annual indicator report that summarizes the health of education, monitors important developments, and shows trends in major aspects of education. Data sources include the Current Population Survey, the National Household Education Survey, the National Assessment of Educational Progress, and the Early Childhood Longitudinal Study (ECLS).

Zemsky, Robert and Maria Iannozzi, A Reality Check: First Findings from the EQW National Employer Survey, National Center on the Educational Quality of the Workforce, Pennsylvania, 1995.

Administered by the U.S. Bureau of the Census in 1994 to more than 4,000 private establishments, the Educational Quality of the Workforce National Employer Survey (EQW-NES) surveyed 3,347 employers from both the manufacturing and non-manufacturing sectors. Public-sector employers, non-profit institutions, establishments with less than 20 employees, and corporation headquarters were excluded. The first findings from the survey provide a baseline of information that documents the practices and expectations of employers in their search for skilled and proficient workers.