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 Pub Number  Title  Date
NCES 2016058REV Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Restricted Use Data Files-Prison
The 2014 PIAAC U.S. Prison Study Restricted Use File (RUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the Prison Study PUF (NCES 2016-337REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036REV).
11/15/2016
NCES 2016337REV Program for the International Assessment of Adult Competencies (PIAAC) 2014: U.S. National Supplement Public Use Data Files-Prison
The 2014 PIAAC U.S. Prison Study Public Use File (PUF) contains individual unit record data including responses to both the background questionnaire and the cognitive assessment from the data collection completed in 2014. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the Prison Study PUF, please refer to Appendix E of the U.S. PIAAC Technical Report 2012/2014 (NCES 2016-036REV).
11/15/2016
NCES 2016667REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Public Use Data Files-Household
The PIAAC 2012/14 U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. In September 2017, the PUF was reissued, with an Errata Sheet detailing the revisions. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).

How to get PIAAC Restricted Use Data.
9/15/2016
NCES 2016668REV Program for the International Assessment of Adult Competencies (PIAAC) 2012/2014: U.S. National Supplement Restricted Use Data Files-Household
The PIAAC 2012/14 U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from both the first and second U.S. PIAAC data collections, completed in 2012 and 2014, respectively. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-667REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix E of the U.S. PIAAC Technical Report (NCES 2016-036REV).
9/15/2016
REL 2016127 Stated Briefly: Professional experiences of online teachers in Wisconsin: Results from a survey about training and challenges
This "Stated Briefly" report is a companion piece that summarizes the results of another report of the same name. REL Midwest, in partnership with the Midwest Virtual Education Research Alliance, analyzed the results of a survey administered to Wisconsin Virtual School teachers about the training in which they participated related to online instruction, the challenges they encounter while teaching online, and the type of training they thought would help them address those challenges. REL Midwest researchers and Virtual Education Research Alliance members collaborated to develop the survey based on items from the Going Virtual! survey (Dawley et al., 2010; Rice & Dawley, 2007; Rice et al., 2008). Wisconsin Virtual School administered the survey to its 54 teachers, and 49 (91 percent) responded to the survey. The responses of the 48 teachers who indicated that they taught an online course during the 2013/14 or 2014/15 school year were analyzed for the report. Results indicate that all Wisconsin Virtual School teachers reported participating in training or professional development related to online instruction and that more teachers reported participating in training that occurred while teaching online than prior to teaching online or during preservice education. The teachers most frequently reported challenges related to students' perseverance and engagement and indicated that they preferred unstructured professional development to structured professional development to help them address those challenges. Further research is needed to determine what types of professional development and training are most effective in improving teaching practice, especially related to student engagement and perseverance.
2/17/2016
NCES 2014046REV Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Restricted Use File (RUF)
The PIAAC U.S. RUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. In addition to the variables in the PUF (NCES 2014-045REV), the RUF contains detailed versions of variables and additional data collected through U.S. specific questionnaire routing. The RUF can be accessed through a restricted use license agreement with the National Center for Education Statistics. For more details on the RUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047).

Important note to users:

These original 2012 data have been updated, reweighted, and revised with the release of the PIAAC 2012/2014 restricted-use dataset (NCES 2016-668). That dataset should be used for analyses instead of this original version unless you are seeking to reproduce historic analyses.

Revision Release: May 2015
5/5/2014
NCES 2014045REV Program for the International Assessment of Adult Competencies (PIAAC) 2012 U.S. Public Use File (PUF)
The PIAAC U.S. PUF contains individual unit record data including both responses to the background questionnaire and the cognitive assessment from the original U.S. PIAAC data collection completed in 2012. Statistical disclosure control treatments were applied due to confidentiality concerns. For more details on the PUF, please refer to Appendix J of the U.S. PIAAC Technical Report (NCES 2014-047).

Important notes to users:
  1. These original 2012 data have been updated, reweighted, and revised with the release of the PIAAC 2012/2014 dataset (NCES 2016-667). That dataset should be used for analyses instead of this original version unless you are seeking to reproduce historic analyses.
  2. The OECD identified an error in the derivation of the following variables in the PIAAC original 2012 data files: NFE12JR, NFE12NJR, FNFE12JR, FNFAET12JR and FNFAET12NJR. NCES released revised U.S. public-use and restricted-use files, the background compendia, and the codebook on August 18, 2015. The revised public-use files are available below. IDE (International Data Explorer) was updated with the revised datafile on March 27, 2015. If you have any questions, please contact: holly.xie@ed.gov.


Revision Release: August 2015
5/5/2014
NCES 2013190 The Adult Education Training and Education Survey (ATES) Pilot Study
This report describes the process and findings of a national pilot test of survey items that were developed to assess the prevalence and key characteristics of occupational certifications and licenses and subbaccalaureate educational certificates. The pilot test was conducted as a computer-assisted telephone interview (CATI) survey, administered from September 2010 to January 2011.
4/9/2013
WWC QRIB0212 WWC Reviews Study of My Teaching Partner Program
The study, An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement, examined the effects of the MTP-S program on student achievement. Researchers compared test scores of students taught by teachers randomly assigned to receive MTP-S with those of students taught by teachers who received regular in-service training. The study analyzed data from two student cohorts. The first cohort included about 1,300 students whose test scores were analyzed at the end of the intervention year, while teachers received the MTP-S program. The second cohort included about 1,000 students whose test scores were analyzed at the end of the post-intervention year, when teachers were no longer receiving the program.
2/22/2012
REL 2010095 What are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States
School support teams work as external facilitators of improvement in schools and districts designated as in need of improvement under the No Child Left Behind Act. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions.
1/3/2011
WWC IRDPNCH08 New Chance
New Chance, a program for young welfare mothers who have dropped out of school, aims to improve both their employment potential and their parenting skills. Participants take GED (General Educational Development) preparation classes and complete a parenting and life skills curriculum. Once they complete this first phase of the program, they can receive occupational training and job placement assistance from New Chance, which also offers case management and child care.
1/24/2008
NFES 2007808 Forum Curriculum for Improving Education Data: A Resource for Local Education Agencies
This curriculum supports efforts to improve the quality of education data by serving as training materials for K-12 school and district staff. It provides lesson plans, instructional handouts, and related resources, and presents concepts necessary to help schools develop a culture for improving data quality.
7/11/2007
NCES 2005048 Labor Force Participation in Formal Work-Related Education in 2000-01
This report uses the Adult Education Survey of the 2001 National Household Education Survey Program to examine the extent and nature of participation in work-related education among adults in the labor force. The report provides data on instructional providers, topics studied, employer support, and other employment-related inducements for participation.
9/27/2005
NCES 2005088 Reasons for Adults' Participation in Work-Related Courses, 2002-03
This Issue Brief uses nationally representative data from the Adult Education for Work-related Reasons Survey of the 2003 National Household Education Surveys Program (NHES) to examine the reasons that adults participate in formal educational courses for work-related reasons. More than 90 percent of adults who took such courses in 2002-03 reported doing so in order to maintain or improve skills or knowledge they already had. Among employed adults, the majority took courses because their employer required or recommended participation, while about a fifth did so in order to get a promotion or pay raise. The likelihood of taking classes for the selected reasons examined in this Brief generally varied by participants’ age, education, employment status, occupation, and household income.
5/2/2005
NFES 2005801 Forum Guide to Building a Culture of Quality Data: A School & District Resource
Quality data, like quality students, come from schools. Recently, there has been a growing awareness that effective teaching, efficient schools, and quality data are related. The quality of information used to develop an instructional plan, run a school, plan a budget, or place a student in a class depends upon the school data clerk, teacher, counselor, and/or school secretary who enter data into a computer. This document offers recommendations to staff in schools and school districts about best practices for data entry — getting things right at the source.
12/13/2004
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