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30 Sep 2015
Report

Lessons Learned: Working with Administrative Data in Adult Education

Michelle Yin, Stephanie M. Cronen, and Larry Condelli

Currently, the only large-scale source of data on adult education teachers and students comes from state data systems designed for federal accountability reporting through the National Reporting System (NRS), which requires all states to have a student-level record system for reporting the outcomes, attendance, and characteristics of students who attend federally funded adult education and literacy programs. However, using NRS data for the purposes of analysis and research is not straightforward.

There are many challenges to using states’ NRS data for research purposes because these data are collected primarily for accountability purposes and the focus in the past has been on students rather than teachers. This brief—the fourth in the series—focuses on communicating these common issues with administrative data and provides recommendations that may help states maintain a data system that can be better used for their own analysis and program evaluation as well as for outside research.

 

PDF icon Lessons Learned: Working with Administrative Data in Adult Education (PDF)

Related Centers

Center

Adult Education Research and Technical Assistance Center (AERTAC)

The Adult Education Research and Technical Assistance Center (AERTAC) at AIR conducts research and provides technical assistance to states and local programs to improve the adult education system by promoting teacher quality through better professional development, strengthening accountability, and increasing the use of technology in instruction.

Related Projects

Project

Studying Teacher Effectiveness in Adult Education

Despite the important role that adult education can play in students’ lives, research on teachers of adult education is limited. AIR produced four research briefs to provide descriptive information about the characteristics of teachers in adult education and to explore whether teacher characteristics are associated with student achievement in adult education.

Further Reading

  • Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Students’ Transitions Into Postsecondary Education
  • Teachers of Adult Education and the Students They Serve: A Snapshot From Three States
  • Teacher Effectiveness in Adult Education: The Importance of Teacher Background Qualifications for Student Learning
  • Studying Teacher Effectiveness in Adult Education
  • “What Works” Study for Adult ESL Literacy Students- Final Report
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Michelle Yin

Michelle Yin

Principal Economist
Image of Stephanie Cronen

Stephanie M. Cronen

Managing Researcher

Topic

Workforce
Adult Learning
Teacher Preparation and Performance

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