Literacy: Profiles of America's Young Adults.

Autor/inn/en	Kirsch, Irwin S.; Jungeblut, Ann
Institution	National Assessment of Educational Progress, Princeton, NJ.
Titel	Literacy: Profiles of America's Young Adults.
Quelle	(1986), (79 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-88685-054-1
Schlagwörter	Adult Literacy; Difficulty Level; Dropouts; Educational Assessment; Educational Attainment; Family Environment; Functional Literacy; High School Equivalency Programs; Individual Characteristics; Language Processing; Measurement Techniques; National Surveys; Occupational Information; Postsecondary Education; Profiles; Racial Differences; Reading Comprehension; Young Adults; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schwierigkeitsgrad; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Education; assessment; Bewertungssystem; Bildungsabschluss; Bildungsgut; Familienmilieu; Funktionale Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Sprachverarbeitung; Messtechnik; Berufsinformation; Post-secondary education; Tertiäre Bildung; Charakterisierung; Profilanalyse; Rassenunterschied; Leseverstehen; Young adult; Junger Erwachsener
Abstract	In 1985 the National Assessment of Educational Progress (NAEP) assessed the literacy skills of America's young adults. The survey stressed the complexity and diversity of literary tasks in American society rather than using a simplistic single standard for literacy. NAEP convened panels of experts whose deliberations led to this definition of literacy: "using printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential." NAEP drew a nationally representative household sample of 21- to 25-year-olds living in the 48 contiguous states in the United States. Approximately 3,600 young adults in 40,000 households were interviewed and were assessed in performing tasks such as: (1) reading and interpreting prose; (2) identifying and using information located in documents; and (3) applying numerical operations to information contained in printed material. Major findings showed that while the overwhelming majority of young adults adequately perform tasks at the lower levels on three literacy scales (prose, document, and quantitative literacy), sizeable numbers appear unable to do well on tasks of moderate complexity. Included in the report are: (1) an overview and profiles of the estimated prose, document, and quantitative literacy proficiency of young adults at four levels of difficulty; (2) comparisons of young adults with in-school 17-year-olds; (3) characteristics of the young adults by race/ethnicity, years of education, and parental education; (4) relationships of background characteristics to performance levels on the proficiency scales; (5) oral language results for selected samples; and (6) a final section providing a summary and conclusions. (LMO)
Anmerkungen	National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC