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ERIC Number: ED429106
Record Type: Non-Journal
Publication Date: 1999-Feb
Pages: 36
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
How Teachers Compare: The Prose, Document, and Quantitative Skills of America's Teachers. Policy Information Report.
Bruschi, Barbara A.; Coley, Richard J.
Data from the National Adult Literacy Study (NALS) are used to analyze the prose, document, and quantitative literacy of U.S. teachers and compare them to the literacy of other adults. More than 26,000 people were interviewed for the NALS. As a group, teachers score relatively high in prose, document, and quantitative literacy, and there are no significant differences between male and female teachers or between elementary and secondary school teachers. About half of teachers score at Levels 4 and 5, the 2 highest levels, on the 3 literacy competence scales, compared to about 20% of adults throughout the United States. On average, teachers perform as well as college-educated adults across all three scales. Although teachers compare well with members of other professions in many areas, there are large differences in earnings between teachers and other managerial and professional workers, with teacher earnings near the bottom of the list. The NALS data show teachers to be a labor market bargain, comparing favorably with other professionals in their literacy skills, yet earning considerably less. An appendix contains data tables. (Contains 12 figures and 8 tables.) (SLD)
Policy Information Center, Mailstop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001; Tel: 609-734-5694 ($10.50, prepaid, paper copy); e-mail: pic@ets.org; Web site: http://www.ets.org/research/pic; Web site: http://www.ets.org/research/pic (download free).
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.
Identifiers - Assessments and Surveys: National Adult Literacy Survey (NCES)