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Survey of Cultural Programs for Adults in Public Libraries 1998 [United States] (ICPSR 35241)

Released/updated on: 2015-05-27

Geographic coverage: United States

Time period: 1997-01-01--1998-12-31

This data set offers information on cultural programs for adults in public libraries in the United States during 1997-98. The study was conducted between February 8 and May 1, 1998 by the Library Research Center in the Graduate School of Library and Information Science at the University of Illinois, Champaign-Urbana. Surveys were sent by mail to a sample of 1,500 public libraries serving populations of 5,000 people or more - 1,229 completed surveys were returned. The sampling procedure consisted of an initial and two follow-up mailings, the last by certified mail. Data was collected on the types of adult cultural programming offered at each library, program attendance and funding, collaboration with other organizations on cultural programs, the cultural role of the library, and the relative availability of cultural programming in the community served by the library.

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Improving Literacy Instruction for Adults: Reading Assessments from Adult Education Learners in Kansas and Missouri, 2005-2008 (ICPSR 34887)

Released/updated on: 2013-11-25

Geographic coverage: United States, Missouri, Kansas City (Missouri), Kansas

Time period: 2005-01-01--2008-12-31

The Improving Literacy Instruction for Adults study commenced in 2005 as a project of the University of Kansas Center for Research on Learning. Research for the project was undertaken with three aims: (1) to identify relationships among reading component skills and global literacy outcomes for adults with low literacy; (2) to design adult literacy interventions based on findings from the first aim (1); and (3) to examine the efficacy of these interventions on learner outcomes in authentic settings. This release contains descriptive datasets from the first aim; data related to the second and third aims will be made available in the future.

Initiation of the study involved the collection of reading assessments from volunteer participants at 13 adult education sites throughout Kansas and Kansas City, Missouri. Data were collected using a number of adult literacy evaluation methods, including but not limited to: General Educational Development (GED) tests, the Woodcock Reading Mastery Tests (WRMT), the Test of Silent Word Reading Fluency (TOSWRF), the Wechsler Adult Intelligence Scale (WAIS), the Test of Word Reading Efficiency (TOWRE), the Tests of Adult Basic Education (TABE), the Comprehensive Adult Student Assessment System (CASAS), the Peabody Picture Vocabulary Test (PPVT), the Comprehensive Test of Phonological Processing (CTOPP), the Gray Oral Reading Test (GORT), the Clinical Evaluation of Language Fundamentals (CELF), and the National Assessment of Educational Progress (NAEP).

Study participants also completed a background questionnaire designed to assess students' learning goals, motivations for seeking adult education classes, and any barriers or difficulties faced while pursuing adult education. Background questions also gathered demographic and personal information, including participant age, gender, ethnicity, language, education level, employment status and history, marital status, number of children, religious participation, health issues, and drug and alcohol abuse.