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This resource guide designed for families and educators provides information on how attention deficit hyperactivity disorder (ADHD) is identified and treated. The resource includes sections on legal requirements, treatment options educational and medical evaluations, how ADHD affects school performance, and helpful evidence-based hints on how to improve the quality of life at home and at school, for a child identified with ADHD. This guide is the first in a series of three publications that address issues related to the instruction of children with ADHD. The two additional guides are "A Resource Directory for ADHD" and "Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices" [ED495483]. Teachers and others are encouraged to consult these publications and to use them in conjunction with "Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home."

The primary purpose of the "Digest of Education Statistics" is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from both government and private sources, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion, material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Although the "Digest" contains information on federal education funding, more detailed information on federal activities is available from federal education program offices. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including (1) Average base salary for full-time public elementary and secondary school teachers with a bachelor's degree as their highest degree, by years of full-time teaching experience and state; (2) Average base salary for full-time public elementary and secondary school teachers with a master's degree as their highest degree, by years of full-time teaching experience and state; (3) Averaged freshman graduation rates for public secondary schools, by state; (4) Average reading scale scores of 4th- and 8th-graders, by selected student and parent characteristics and school type; (5) Average mathematics scale scores of 4th-, 8th-, and 12th-graders, by selected student and parent characteristics and school type; (6) Average science scale scores and achievement-level results of 4th-, 8th-, and 12th-graders, by selected student characteristics and percentile; (7) Number and percentage of students expelled and suspended from public elementary and secondary schools, by sex, race/ethnicity, and state; (8) Bachelor's, master's, and doctor's degrees conferred by degree-granting institutions, by field of study; and (9) Current postsecondary education and employment status, wages earned, and living arrangements of special education students out of secondary school up to 4 years, by type of disability. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. The document includes seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Educational Technology. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. An additional 6 tables are included in Appendix A. Appended are: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 427 tables.) [For 2005 "Digest", see ED492945.]

This report describes essential characteristics and key program outcome measures for the Student Support Services (SSS) program grantees and participants in reporting years 2002-03 and 2003-04. The SSS program is designed to increase college persistence and graduation rates for eligible students, increase the transfer rates of eligible students from two-year to four-year institutions, and foster an institutional climate supportive of the success of low-income and first-generation college students and individuals with disabilities. Because of their disadvantaged background, SSS participants often need a longer time to complete a degree than their counterparts with dissimilar backgrounds. This report displays the completion rates for the 1998-99 freshman cohort participants who completed a bachelor's degree within six years of beginning college, that is, within five years after their freshman year. It also presents the degree completion rate by the length of time participants received services. The report consists of two sections. Section I describes select grantee and participant characteristics for reporting years 2002-03 and 2003-04. Section II presents information on program outcomes and impact as measured by persistence and degree completion rates for full-time freshmen and type of institution. Section II also presents data on length of services received and degree completion. After Section II, three appendices provide some supplemental or supportive information. Appendix A presents the number of student records contained in the 2002-03 and 2003-04 a annual performance report (APR) data. Appendix B reports select characteristics of grantees and participants by state. Appendix C provides counts corresponding to the percentages displayed in the figures. A glossary is also included. (Contains 20 tables, 7 figures, and 10 footnotes.) [This report was prepared for Federal TRIO Programs, Office of Postsecondary Education, U.S. Department of Education by American Institutes for Research.]

This report presents findings on crime and violence in regular public schools in the United States, using data from the 2003--04 School Survey on Crime and Safety (SSOCS:2004). First administered in the 1999--2000 school year, SSOCS provides information about school crime-related topics from the perspective of school administrators. Developed by the National Center for Education Statistics (NCES) and supported by the Office of Safe and Drug-Free Schools, SSOCS asks public school principals about the frequency of criminal incidents in their schools, such as physical attacks, robberies, and thefts. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools. SSOCS:2004 is based on a nationally representative stratified random sample of 3,743 U.S. public schools. Questionnaires were mailed to principals on March 1, 2004, and data collection continued through June 4, 2004. A total of 2,772 public primary, middle, high, and combined schools provided usable questionnaires leading to an unweighted response rate of approximately 75 percent. When the responding schools were weighted to account for their original sampling probabilities, the response rate increased to approximately 77 percent. A nonresponse bias analysis was performed because the weighted response weight was less than 85 percent. Selected findings from the study include: (1) High schools (96 percent) and middle schools (94 percent) were more likely than primary schools (74 percent) to report violent incidents of crime--High schools were no different than middle schools in the number of violent incidents of crime reported; (2) Middle schools (42 percent) were more likely than high schools (21 percent) and primary schools (24 percent) to report that student bullying occurs at least once a week at school; and (3) The percentage of schools that drilled students on an existing written plan for school shootings (47 percent) was lower than the percentage of schools that drilled students on an existing written plan for natural disasters (84 percent). Appended are: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2003-04 School Survey on Crime and Safety Instrument. (Contains 21 tables and 3 footnotes.)

Opportunities for school choice in the United States have expanded since the 1990s. This report uses data from the National Household Surveys Program (NHES) to present trends that focus on the use of and users of public schools (assigned and chosen), private schools (church-and nonchurch-related), and homeschoolers between 1993 and 2003. The percentage of students enrolled in their assigned public school decreased from 80 percent to 74 percent between 1993 and 2003, while this decrease was nearly offset by an increase in chosen public school enrollment from 11 to 15 percent between 1993 and 2003. During this same time period, enrollment in church-related private schools remained stable at 8 percent and enrollment in nonchurch-related private schools increased from 1.6 to 2.4 percent. This report also presents data on parental perceptions of public school choice availability and associations between the public and private school types children were enrolled in and parental satisfaction with and involvement in the schools. About one-half of all students have parents who reported that public school choice was available in their community, with one-quarter of students attending assigned public schools having parents who considered enrolling them in a school other than the one they were currently attending, while 17 percent of all students and 27 percent of Black students attended a school other than their parent's first-choice school. Generally, there were no parental involvement differences detected between students enrolled in assigned and chosen public schools. Parents of students in private schools reported more direct involvement in their children's schools than parents of students enrolled in other types of schools. Appended are: (1) Technical notes; and (2) Supplemental Tables. (Contains 9 tables, 6 figures, and 27 footnotes.)

This report presents results from a national survey, conducted in 2005, that examined the educational experiences of American Indian/Alaska Native (AI/AN) students in grades 4 and 8, with particular emphasis on the integration of native language and culture into school and classroom activities. Students, teachers, and school principals all participated in the survey, which constituted Part II of the National Indian Education Study (NIES). NIES was a two-part study conducted by the National Center for Education Statistics (NCES), with the support of the Office of Indian Education (OIE), for the U.S. Department of Education. Part I of NIES collected information on the academic performance of AI/AN students, as measured by the National Assessment of Educational Progress (NAEP). This report describes important aspects of the educational experiences of AI/AN students in grades 4 and 8. Although the central focus of the report is AI/AN students, information is also provided about non-AI/AN students, where available, so that the reader can compare the characteristics of AI/AN students with their peers from different backgrounds. The source of the information on non-AI/AN students is NAEP, which included a survey component to collect limited demographic information about all students who participated in 2005. The NAEP survey, however, did not collect information on the role of AI/AN culture or language in education--topics which are the central focus of NIES. Technical Notes and a Data Appendix are also included. (Contains 100 tables and 32 figures.) [For "National Indian Education Study. Part I: The Performance of American Indian and Alaska Native Fourth-and Eighth-Grade Students on NAEP 2005 Reading and Mathematics Assessments Statistical Analysis Report. NCES 2006-463," see ED491693.]

Created in 1972, the Educational Opportunity Centers (EOC) Program, one of eight TRIO Programs, funds EOC projects at two- and four-year colleges and universities and public or private agencies or organizations to assist adults from disadvantaged backgrounds to enter or continue a postsecondary education program. Participants in EOC projects generally must be 19 years old or older. In each funded project, at least two-thirds of the participants must be both low-income and potentially first-generation college students. An important objective of the EOC Program is to counsel participants on applying for admission to postsecondary institutions and for financial aid. Examples of other services offered by EOC grantees include academic advising, college orientation activities, tutoring, and career workshops. This report provides essential data on the first two years (2002-04) of the 2002-06 cycle, compares select data from the preceding and current funding cycles, and makes available information on program outcome measures through 2004. This report is organized into two sections. Section I describes select characteristics of the program's projects and participants for reporting years 2002-03 and 2003-04. Data from earlier years are also presented for characteristics that either are of key interest to the EOC Program or have shown changes over time. Section II presents four years of program outcomes, starting with reporting year 2000-01, to demonstrate program achievement across two funding cycles. In each section, major findings are presented as highlights, followed by tables and figures. (Contains 3 footnotes, 14 tables, and 10 figures. Supporting tables are appended.)

Understanding the health literacy of America's adults is important because so many aspects of finding health care and health information, and maintaining health, depend on understanding written information. Many reports have suggested that low health literacy is associated with poor communication between patients and health care providers and with poor health outcomes, including increased hospitalization rates, less frequent screening for diseases such as cancer, and disproportionately high rates of disease and mortality This report describes how health literacy varies across the population and where adults with different levels of health literacy obtain information about health issues. The analyses in this report examine differences related to literacy that are based on self-reported background characteristics among groups in 2003. Analyses presented in this report, including those in appendix E, are intended to provide a summary of the relationship between health literacy and background characteristics of adults, preventive health practices, and sources of health information used by adults. Statistical tables and color enhanced graphic figures are included. Appended are: (1) Sample Health Literacy Assessment Question; (2) Definitions of All Subpopulations and Background Variables Reported; (3) Technical Notes; (4) Standard Errors for Tables and Figures; and (5) Additional Analyses. (Contains 52 tables and 17 figures.)

The 2005 edition of the "Digest of Education Statistics" is the 41st in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The "Digest" includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). To qualify for inclusion in the "Digest," material must be nationwide in scope and of current interest and value. The publication contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, federal funds for education, libraries, and international comparisons. Supplemental information on population trends, attitudes on education, education characteristics of the labor force, government finances, and economic trends provides background for evaluating education data. Although the "Digest" contains important information on federal education funding, more detailed information on federal activities is available from federal education program offices. The Digest contains seven chapters: (1) All Levels of Education; (2) Elementary and Secondary Education; (3) Postsecondary Education; (4) Federal Programs for Education and Related Activities; (5) Outcomes of Education; (6) International Comparisons of Education; and (7) Libraries and Educational Technology. Preceding these chapters is an introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: children's mean mental and motor scale score at about 9 months of age and the percentage possessing specific mental and motor skills, by child and family characteristics; and public high schools that offered and students enrolled in dual credit, Advanced Placement, and International Baccalaureate courses, by school characteristics. Appended are: (1) Guide to Sources; (2) Definitions; and (3) Index of Table Numbers. (Contains 29 figures and 427 tables.)

In 1998, Congress reauthorized and amended the "Higher Education Act of 1965 (HEA)", creating, under Title II, the Teacher Quality Enhancement Grants Program for States and Partnerships. One initiative under this amendment, the partnership grants program, funded partnerships among colleges of education, schools of arts and sciences, and local school districts. Congress designed the partnership initiative as one of several pre-"No Child Left Behind Act (NCLB)" efforts to support accountability for teacher preparation and to improve the work of teacher-preparation programs. It was anticipated that the collaboration among the partners would result in the successful implementation of reforms holding teacher-training programs accountable for producing high-quality teachers and providing sustained and quality preservice field experiences and professional development opportunities. This evaluation report focuses on the 25 grantees of the 1999 cohort of the Title II partnership grants program. A diverse cohort, these grantees, consisting of at least 66 colleges and universities, 28 community colleges, 179 school districts, and 821 elementary schools in more than 25 different states, received a total of more than $171 million over the 1999-?2004 period. A descriptive study conducted over four and a half years (2000?05), the partnership evaluation surveyed nearly 300 representatives from institutions of higher education (IHEs) and district project participants at two points during the grant period (2000-01; 2003-04). More than 500 principals were surveyed once, during the 2002-03 year. The study also included secondary data analyses using publicly available data on school characteristics, school level achievement data, and pass rates on teacher assessments reported as part of the Title II HEA reporting requirements. The evaluation's goal was to learn about the collaborative activities taking place in partnerships. The study was also designed to examine approaches to preng new and veteran teachers and to assess the sustainability of project activities after the grant ends. Key findings related to each of the evaluation questions are described in this report. Appended are: (1) Aggregate Pass Rate Averages on Math Content Knowledge Test by Partnership, 1999--2000 and 2000--01 for States Requiring this Assessment in these Years; (2) IHE and Community College Partners in the 1999 Title II Cohort; (3) Partnership Main Goals, Strategies for Increasing Accountability, Planned Use of Incentives, and Content Area Emphases; and (4) Survey Response by Partnership. (Contains 63 Exhibits.)

This report is intended to give the reader an overview of the Schools and Staffing Survey (SASS) data for the school year 2003-04 through tables of estimates for public, private, and BIA-funded schools and their staff. The tables contain estimates from schools, teachers, principals, districts, and school library media centers for public, private, and BIA-funded schools, as applicable. All tables for public and private schools show breakdowns by school type (public schools: traditional or charter; private schools: Catholic, other religious, or nonsectarian), community type (urbanicity), school level (elementary, secondary, or combined), and student enrollment. Tables containing district reports show breakdowns by district size (number of schools in the district), community type (urbanicity), district K-12 enrollment, and the percent of K-12 students who were approved for free or reduced-price lunches. The following five sections illustrate what data are available in SASS by the type of respondent: Schools, Teachers, Principals, Districts, and Library Media Centers. A few examples of these data are then highlighted in each section for public respondents only. These highlights were not selected to emphasize any particular issue, and they should not be interpreted as representing the most important findings in the data. They are simply examples of the kinds of data that are available and can be compared. Tables 2-17 provide data as reported by schools on student characteristics, targeted services and programs offered, school organization, and school staffing and vacancies. Tables 18-26 provide data on teachers as reported by the teachers, including general characteristics, highest degree earned, teaching experience, salary, and hours worked in a typical week. Tables 27-32 include data on principals as reported by the principals, including general characteristics, highest degree earned, experience, salary, and hours worked in a typical week. Tables 33-42 provide school district data and comparable private school information when available, including teacher salary schedules, benefits and incentives offered, professional development for teachers and administrators, hiring criteria, student assessments, and graduation requirements. Tables 43-47 present data as reported by school library media centers on topics pertaining to the libraries such as staff qualifications, structure, and availability and acquisition of materials. Appendix A comprises standard error tables. Appendix B comprises methodology and technical notes. Appendix C is a guide to the analysis variables used in the tables of this report and is intended for researchers who obtain the restricted-use datasets for SASS. Appendix D is a glossary of terms. (Contains 99 tables.)

This technical report describes a study that was undertaken to compare the content of two recent fourth-and eighth-grade assessments in science: the NAEP 2000 assessment and the Trends in International Mathematics and Science Study (TIMSS) 2003 assessment. Its aim is to provide information that will be useful for interpreting and comparing the results from the two assessments, based on an in-depth look at the content of the respective frameworks and assessment items. The report draws upon information provided by the developers of the assessments, as well as data obtained from an expert panel convened to compare the frameworks and items from the two assessments on various dimensions. The frameworks were compared with respect to: (1) how each assessment organizes and defines the science content, cognitive skills, and science processes to be assessed at each grade level; (2) the main content areas included and the set of topics covered in each; (3) how each assessment addresses scientific investigation or inquiry; and (4) the types and distribution of item formats used. The similarities and differences between NAEP and TIMSS are presented in this report for consideration when making meaningful comparisons and interpretations of the achievement results from the two assessments. While NAEP and TIMSS show similarities, particularly at the broad content area and topic level, differences are revealed by examining in more detail what the items in each assessment measure. (Contains 21 tables, 8 exhibits, and 11 figures.) Appended are: (1) Content Framework Summary Documents; (2) Summary Information on Cognitive Domains and Scientific Inquiry; (3) Expert Panel; (4) Methodological Notes and Supplementary Data; and (5) Example Items.

This report summarizes key findings from the 2003 Massachusetts State Assessment of Adult Literacy (SAAL). Administered in Massachusetts in 2003 and early 2004, the assessment measures the prose, document, and quantitative literacy of Massachusetts's adults. The Massachusetts SAAL was conducted in conjunction with the National Assessment of Adult Literacy (NAAL), a national literacy assessment sponsored by the National Center for Education Statistics of the United States Department of Education. This introduction provides an overview of the 2003 Massachusetts SAAL, including the relationship between NAAL and SAAL, the definition of literacy used by SAAL and NAAL, a description of the literacy levels used in the report, and the design of the SAAL assessment. The following section compares the literacy of adults in Massachusetts with the literacy of adults in the nation across six important background characteristics: race/ethnicity, gender, age, language spoken before starting school, educational attainment, and employment status. The following are appended: (1) Technical Notes; (2) Sample Assessment Questions; and (3) Standard Errors for Tables and Figures. (Contains 11 figures, 16 tables, and 2 footnotes.) [This report was prepared under funding from the Commonwealth of Massachusetts.]

One of the challenges limiting the capability for analysis of educational issues is that data on school enrollments, staffing, and financing are collected through separate but annually conducted universe surveys. Because the data are collected and provided by separate agencies, the available data from the nation's school districts are often inconsistent or incomplete. Analyses of trends in variation among school districts in enrollments, resources, and finances are made difficult by these limitations. This report describes the creation of a database to address this problem. The new database contains fiscal and nonfiscal district data for each year from 1989-90 to 1999-2000, for the universe of regular public elementary and secondary school districts. At NCES, nonfiscal data are collected from school districts through several separate surveys of the Common Core of Data (CCD). The data resulting from these surveys are reported nationally in the United States. The remainder of this documentation includes a User's Guide and six appendices. The User's Guide contains information on methodology reflecting certain conditions that are unique to the longitudinal 1990-2000 data files. (Contains 20 tables.)

This report describes two alternative approaches to measuring resources in K-12 education. One approach relies heavily on traditional accounting data, whereas the other draws on detailed information about the jobs and assignments of individual school personnel. It outlines the differences between accounting and economics and discusses how each approach will influence the level of analysis. The report illustrates what kinds of information can be ascertained from each of these approaches to measurement and describes the advantages and disadvantages of each. The document describes the uses of accounting data, such as uses of central-office expenditures, to develop common measures of resources. It addresses conceptual issues and illustrates how various kinds of resources data may be used to answer specific questions about the patterns of resource allocation. It outlines the Resource Cost Model and applies it to personnel expenditure by position and explores the patterns of variation in resources and the costs of service delivery. The report is intended to provide information to the National Center for Education Statistics in considering its role in organizing and collecting information about resource allocation in K-12 public and private schools in the U.S. (18 tables provide further information. Contains 20 references.) (RJM)

This report is intended to provide information to parents and other primary caregivers to help them consider what effects their family media use strategies and practices can have on their young children, and to provide ideas and strategies to help parents and caregivers select and use media resources with their families in developmentally appropriate ways. Drawing on a review of academic literature; the insights of experts in the fields of media literacy and effects, child development and education, and professional and advocacy organizations; and exploratory interviews with a small but diverse set of young children and their parents, this report is intended to help the reader better navigate the children's media landscape.