Publications & ProductsSearch Results: (31-45 of 62 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2013046 | U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide
The U.S. TIMSS and PIRLS 2011 Technical Report and User's Guide provides an overview of the design and implementation in the United States of the Trends in International Mathematics and Science Study (TIMSS) 2011 and the Progress in International Reading Literacy Study (PIRLS) 2011, along with information designed to facilitate access to the U.S. TIMSS and PIRLS 2011 data. |
11/26/2013 |
| NCES 2013042 | Progress in International Reading Literacy Study (PIRLS) 2011: U.S. Public-Use Data Files
This datafile contains the U.S. PIRLS 2011 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced-price lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. A User Guide to the data is included in the U.S. TIMSS and PIRLS 2011 Technical Report, which is available online separately (publication number 2013046). |
8/27/2013 |
| NCES 2013010REV | Highlights From PIRLS 2011: Reading Achievement of U.S. Fourth-Grade Students in an International Context
The Progress In International Reading Literacy Study (PIRLS) 2011 is the third administration of this international comparison since the initial administration in 2001. PIRLS is used to compare over time the reading skills of 4th-grade students and is designed to align broadly with reading curricula in the participating countries. The results, therefore, suggest the degree to which students have learned the reading concepts and skills likely to have been taught in school. In 2011, there were 53 education systems (including countries and other education systems) that participated at grade 4. The focus of the report is on the performance of U.S. students relative to their peers in other education systems in 2011, and on changes in reading achievement since 2001. For a number of participating education systems, changes in achievement can be documented over the last 10 years, from 2001 to 2011. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. 4th-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2011 in the United States and in the other participating education systems. After the initial release of the NCES PIRLS 2011 national report and supplemental tables, several minor changes were made to the report and to a footnote in Appendix E. View the errata notice for details. |
12/11/2012 |
| NCES 2012007 | Comparative Indicators of
Education in the United States
and Other G-8 Countries: 2011
This report describes key education outcomes and contexts of education in the Group of Eight (G-8) countries—Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States. The report is organized into five topical areas: population and school enrollment, academic performance, contexts for learning, expenditures for education, and educational attainment and income. Results are drawn from the Organization for Economic Cooperation and Development’s (OECD) ongoing Indicators of Education Systems (INES) program, as well as the Program for International Student Assessment (PISA), which is also coordinated by the OECD. |
10/12/2011 |
| NCES 2011081 | Program for International Student Assessment (PISA) 2009: U. S. Restricted-Use Data File & Electronic Codebook
This CD-ROM contains PISA 2009 restricted-use data for the United States in ASCII format. It also contains the Technical Report and User's Guide, the Restricted-Use Data Supplement to the User's Guide, an electronic codebook (ECB), a short tutorial on using the ECB and PISA data files, and the ECB Help file. |
9/8/2011 |
| NCES 2011025 | Technical Report and User's Guide for the Program for International Student Assessment (PISA), 2009 Data Files and Database with U.S. Specific Variables
The Technical Report and User's Guide for the PISA 2009 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the data files to conduct statistical analyses. Information is presented on sampling, response rates, school and student recruitment, instrument development and distribution, and data management. The appendices of the Technical Report and User's Guide include school recruitment materials, student and parent materials, student and school questionnaires, a nonresponse bias analysis of PISA 2009 data, and the results of a comparison of PISA and NAEP reading assessments. |
9/7/2011 |
| NCES 2011038 | Program for International Student Assessment (PISA) 2009: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2009 public-use data for the United States in ASCII format. It also contains the Technical Report and User's Guide, an electronic codebook (ECB), a short tutorial on using the ECB and PISA data files, and the ECB Help file. |
9/7/2011 |
| NCES 2011035 | Restricted-Use Data Supplement to the User's Guide for the Program for International Student Assessment (PISA): 2009 Data Files and Database with United States Specific Variables
The Restricted-Use Data Supplement to the User's Guide for PISA 2009 is a supplement to the PISA 2009 public-use Technical Report and User's Guide. This supplement describes the variables in the restricted-use data file and how to merge them with the public-use data file so they may be used. |
9/7/2011 |
| NCES 2011004 | Highlights From PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context
This report provides international comparisons of average performance in reading literacy and three reading literacy subscales and in mathematics literacy and science literacy. It includes the percentages of students reaching PISA proficiency levels, for the United States and the OECD countries on average, and trends in U.S. performance over time. It also reports average scores by gender for the United States and other countries and by student race/ethnicity and school socioeconomic contexts within the United States. Supplemental tables on the NCES website include additional data from PISA 2009, including the percentages of students in all PISA countries reaching the PISA proficiency levels and information on trends in performance around the world in reading, mathematics, and science literacy. After the initial release of the NCES PISA 2009 U.S. national report and supplemental tables, some minor changes were made to the report text and to the supplemental tables. View the errata notice for more detail. |
12/7/2010 |
| NCES 2009013 | Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective
The Progress in International Reading Literacy Study (PIRLS) assesses the reading achievement of fourth-graders and collects data on their teachers’ reading instruction practices and strategies. Presenting data from the United States and the 44 other jurisdictions that participated in PIRLS 2006, this Statistics in Brief describes international patterns in the strategies reported by teachers to help fourth-graders falling behind in reading. These strategies include: (a) waiting to see if performance improves with maturation, (b) spending more time working on reading individually with that student, (c) having other students work on reading with the student having difficulty, (d) having the student work in the regular classroom with a teacher-aide, (e) having the student work in the regular classroom with a reading specialist, (f) having the student work in a remedial reading classroom with a reading specialist, (g) assigning homework to help the student catch up, (h) and asking the parents to help the student with reading. Asking the parents to help the student was among the most commonly cited strategies in 44 of the 45 jurisdictions. Working with a reading specialist in a regular classroom was among the least commonly cited strategies in 40 jurisdictions. |
9/29/2009 |
| NCES 2009083 | U.S. Performance Across International Assessments of Student Achievement: Special Supplement to The Condition of Education 2009
This Special Supplement to The Condition of Education 2009 looks closely at information gathered from recent international studies that U.S. students have participated in: the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). It examines the performance of U.S. students in reading, mathematics, and science compared with the performance of their peers in other countries that participated in PIRLS, PISA, and TIMSS. It identifies which of these countries have outperformed the United States, in terms of students' average scores and the percentage of students reaching internationally benchmarked performance levels, and which countries have done so consistently. When possible, it examines trends in U.S. student performance. |
8/18/2009 |
| NCES 2009061 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/30/2009 |
| NCES 2009050 | User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of a comparison of PIRLS and NAEP reading assessments and a nonresponse bias analysis of PIRLS 2006 data. |
3/30/2009 |
| NCES 2009051 | Progress in International Reading Literacy Study (PIRLS) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PIRLS 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
3/25/2009 |
| NCES 2009058 | Restricted-Use Data Supplement to the User's Guide for the Progress in International Reading Literacy Study (PIRLS): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PIRLS 2006 restricted-use data for the United States is a supplement to the PIRLS 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
3/25/2009 |
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