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5. Soiling, cleaning, and abrasion: The results of the 5-year photovoltaic glass coating field study

Author

Bomber, Joanna, Einhorn, Asher, Engtrakul, Chaiwat, Lanaghan, Clare, Linger, Jeffrey, Micheli, Leonardo, Miller, David C., Morse, Joshua, Moutinho, Helio, Muller, Matthew, Newkirk, Jimmy M., Simpson, Lin, To, Bobby, Toth, Sarah, Curtis, Telia, Li, Fang, Tamizhmani, Govindasamy, Tatapudi, Sai, Alberts, Vivian, Al Nuaimi, Aaesha, Banda, Pedro, John, Jim J., Mathiak, Gerhard, Safieh, Ahmad O.M., Stefancich, Marco, Alabdulrazzaq, Bader, Al-Qattan, Ayman, Bhaduri, Sonali, Kottantharayil, Anil, Bourne, Ben, deFreitas, Zoe, Farina, Fabrizio, Kimball, Greg, and Hoffman, Adam

Published
2024
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20. Impact of Decipher Biopsy testing on clinical outcomes in localized prostate cancer in a prospective statewide collaborative

Author

Vince, Jr., Randy A., Jiang, Ralph, Qi, Ji, Tosoian, Jeffrey J., Takele, Rebecca, Feng, Felix Y., Linsell, Susan, Johnson, Anna, Shetty, Sughand, Hurley, Patrick, Miller, David C., George, Arvin, Ghani, Khurshid, Sun, Fionna, Seymore, Mariana, Dess, Robert T., Jackson, William C., Schipper, Matthew, Spratt, Daniel E., and Morgan, Todd M.

Published
2022
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30. Comparative Indicators of Education in the United States and Other G-8 Countries: 2011. NCES 2012-007

Author

National Center for Education Statistics (ED), Miller, David C., and Warren, Laura K.

Abstract

This is the 2011 edition of a biennial series of compendia describing 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. The main findings are summarized in this report. Appended are the The Education Systems of the G-8 Countries. Each section contains a list of sources. (Contains 8 tables, 40 figures, and 24 footnotes.)

Published
2011

31. Teacher Strategies to Help Fourth-Graders Having Difficulty in Reading: An International Perspective. Statistics in Brief. NCES 2009-013

Author

National Center for Education Statistics (ED), Sen, Anindita, Burns, Stephanie, and Miller, David C.

Abstract

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: (1) waiting to see if performance improves with maturation; (2) spending more time working on reading individually with that student; (3) having other students work on reading with the student having difficulty; (4) having the student work in the regular classroom with a teacher-aide; (5) having the student work in the regular classroom with a reading specialist; (6) having the student work in a remedial reading classroom with a reading specialist; (7) assigning homework to help the student catch up; and (8) 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. This brief presents information regarding these eight strategies used by fourth-grade teachers to help struggling readers in two groups: (1) out-of-school support strategies if they are generally applied outside the school setting; and (2) school support strategies if they are primarily applied within the school setting. Appended is a standard error table. (Contains 2 tables.)

Published
2009

32. Comparative Indicators of Education in the United States and Other G-8 Countries: 2009. NCES 2009-039

Author

National Center for Education Statistics (ED), Miller, David C., Sen, Anindita, Malley, Lydia B., and Burns, Stephanie D.

Abstract

This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries (Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom) that are among the world's most economically developed countries and among the United States' largest economic partners. The report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD); 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). Begun in 2002, the series is published on a biennial basis. Highlights are organized around the five major sections of the report: (1) Population and school enrollment; (2) Academic performance; (3) Context for learning; (4) Expenditure for education; and (5) Education Returns: Educational attainment and income. Two appendixes are included: (1) The Education Systems of the G-8 Countries; and (2) PIRLS 2006 Indicator Tables including Canadian Provincial Data. (Contains 29 footnotes, 48 figures, and 16 tables.) [For "Comparative Indicators of Education in the United States and Other G-8 Countries: 2006," see ED498383.]

Published
2009

35. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006. NCES 2007-006

Author

National Center for Education Statistics (ED), Washington, DC., Miller, David C., Sen, Anindita, and Malley, Lydia B.

Abstract

This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries. The G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, the United Kingdom, and the United States--are among the world's most economically developed countries. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006 draws on the most current information about education from three primary sources: the Indicators of National Education Systems (INES) project, conducted by the Organization for Economic Cooperation and Development (OECD); the 2003 Program for International Student Assessment (PISA 2003), also conducted by the OECD; and the 2003 Trends in International Mathematics and Science Study (TIMSS 2003), conducted by the International Association for the Evaluation of Educational Achievement (IEA). Begun in 2002, the series is published on a biennial basis. The report begins with a summary section that highlights key findings; it then presents 20 indicators that compare different aspects of the education system in the United States to education systems in other G-8 countries. The indicators are organized into the following sections: (1) population and school enrollment; (2) academic performance; (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income (includes breakdowns by gender and field of study). Each indicator is presented in a two-page format. The first page presents key findings that highlight how the United States compares with its G-8 peers (with data available) on the indicator. The key findings are followed by a short section that defines the indicator and describes key features of the methodology used to produce it. The second page presents graphical depictions of the data that support the key findings. These tables and/or figures also include the specific data source for the indicator and more detailed notes on interpreting the data. An appendix presents: "The Education Systems of the G-8 Countries." (Contains 5 tables and 38 figures.)

Published
2007

36. Comparative Indicators of Education in the United States and Other G-8 Countries: 2006. NCES 2007-006

Author

National Center for Education Statistics (ED), Washington, DC., Miller, David C., Sen, Anindita, and Malley, Lydia B.

Abstract

This report describes how the education system in the United States compares with education systems in the other Group of Eight (G-8) countries: Canada, France, Germany, Italy, Japan, the Russian Federation and the United Kingdom. The report draws on the most current information about education from three primary sources: the Indicators of National Education Systems (INES) project; the 2003 Program for International Student Assessment (PISA 2003); and the 2003 Trends in International Mathematics and Science Study (TIMSS 2003). Findings are organized around five major sections: (1) Population and School Enrollment (Youth Population, Enrollment in Formal Education, Foreign Students in Postsecondary Education); (2) Academic Performance (Fourth-Grade Mathematics and Science Performance, Performance in Mathematics Literacy among 15-Year-Old Students, Relationship between Reading and Mathematics Achievement); (3) Context for Learning (Mathematics Learning, Teacher Professional Development in Mathematics and Science, School Principals' Uses for Assessments); (4) Expenditure for Education (Public School Teachers' Salaries, Expenditure for Education); and (5) Education Returns: Educational Attainment and Income. An appendix presents: The Education Systems of the G-8 Countries. (Contains 38 figures and 5 tables.)

Published
2007

38. Adolescent Cigarette Smoking: A Longitudinal Analysis through Young Adulthood. Statistics in Brief. NCES 2005-333

Author

National Center for Education Statistics (ED), Washington, DC. and Miller, David C.

Abstract

The primary aims of this report are to (1) identify the incidence of daily smoking at several time points during the adolescent and young adult years, including the prevalence of new daily smokers relative to repeat daily smokers; (2) identify several specific developmental patterns of smoking; and (3) examine the specific developmental patterns of smoking in relation to various descriptive characteristics. This analysis uses data from the National Education Longitudinal Study of 1988 (NELS:88), where the smoking behavior of a nationally representative cohort of 1988 eighth-graders was assessed at various time points over a 12-year period (i.e., from about age 14 to age 26). Results show that 6 percent at 8th grade, 12 percent at 10th grade, 17 percent at 12th grade, and one-quarter at the age of about 26 years reported usually smoking one or more cigarettes a day. Using the information obtained about individuals' smoking behavior over the time period, 68 percent were identified as nondaily smokers, followed by teen/young adult smokers (15 percent), and then teen smokers (9 percent) and late-onset smokers (8 percent). Bivariate and multivariate analyses are used to examine these developmental patterns in relation to individual demographic characteristics, family demographic characteristics, and various education-related characteristics. It was found, for example, that adolescent smoking is associated with lower academic achievement, which is consistent with prior research. A technical appendix is included. (Contains 3 tables and 12 notes.)

Published
2005

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