A Supplemental Report on the Performance Levels of Iowa's Adult Basic Education Target Populations.

Institution	Iowa State Dept. of Education, Des Moines. Div. of Community Colleges and Workforce Preparation.
Titel	A Supplemental Report on the Performance Levels of Iowa's Adult Basic Education Target Populations.
Quelle	(1998), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Students; Basic Skills; Literacy Education; Mathematics Achievement; Mathematics Instruction; Reading Achievement; Reading Instruction; State Programs; Student Evaluation; Iowa + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Basic skill; Grundfertigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics lessons; Mathematikunterricht; Leseleistung; Leseunterricht; Regierungsprogramm; Schulnote; Studentische Bewertung
Abstract	The purpose of this report is to provide performance data on Iowa's adult basic education (ABE) target populations based on the Comprehensive Adult Student Assessment System (CASAS) Employment Competency System Appraisal Form 130 in the areas of reading and mathematics. This report is designed to supplement the data reported in the study titled, "A Workforce Basic Skills Norming Study of Iowa's JTPA and PROMISE JOBS Target Populations." Data were gathered through self-reporting of years of education and student characteristics and CASAS scores, with 1,301 usable questionnaires and test results correlated. Results showed that the majority of participants had completed grade levels 11 and 12. The average reading score was 238.8, and the average mathematics score was 224.1. With approximately 70 percent female and 30 percent male participation, average reading and mathematics scores for each gender correlated with the general average. In age groups, those learners aged 19-25 scored significantly higher than those under 18 years old, and participants over age 60 scored significantly lower than those aged 50-59 years old in reading; whereas mathematics scores did not differ significantly among age groups. Eighty-seven percent of the study participants were white, and they scored significantly higher than blacks and Hispanics on both reading and mathematics. The study concluded that a significant percentage of Iowa's basic skills target populations are capable of beginning instruction at CASAS levels C and D in reading and CASES levels B and C in mathematics. The study also concluded that the scores correlate with age, gender, and years of education similarly to the earlier study. (KC)
Anmerkungen	World Wide Web: http://www.state.ia.us/educate/commcoll/perform.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC