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ERIC Number: ED448345
Record Type: Non-Journal
Publication Date: 2000-Jul-7
Pages: 109
Abstractor: N/A
Reference Count: N/A
National Job Corps Study: The Impacts of Job Corps on Participants' Literacy Skills. Final Report. Research and Evaluation Report Series.
Glazerman, Steven; Schochet, Peter Z.; Burghardt, John
This report examines the extent to which Job Corps improves literacy and numeracy skills. Chapter I provides an overview of Job Corps and discusses key policy issues related to basic skills and study objectives. Chapter II addresses study design issues, interview response rates, and analytic methods used to estimate program impacts on literacy scores. Chapter III presents Job Corps impacts on three domains of literacy skills (prose, document, and quantitative) and provides a descriptive analysis, impact findings, and estimates of literacy for key subgroups. It reports that the typical youth Job Corps serves has lower functional literacy scores than the typical young adult, especially in the quantitative literacy domain. Job Corps' impacts on participants' functional literacy skills were positive in all three domains. Chapter IV discusses the extent to which estimated impacts on literacy skills are consistent with impact findings on key outcomes associated with literacy skills. A proposed theoretical framework is used to examine the link among educational attainment, labor market outcomes, and literacy skill scores. Empirical results on these relationships are presented: literacy levels are influenced by schooling and employment measures; and some association exists between literacy assessment scores and labor market outcomes, but a large residual variation in earnings remains. Appendixes contain 13 references, analysis of nonresponse, administration and scoring of the assessment, and supplementary tables. (YLB)
For full text:
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Employment and Training Administration (DOL), Washington, DC. Office of Policy and Research.
Authoring Institution: Mathematica Policy Research, Princeton, NJ.; Battelle Human Affairs Research Centers, Seattle, WA.; Decision Information Resources, Inc., Houston, TX.