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This updated report from Substance Abuse and Mental Health Services Administration's (SAMHSA's) Office of Applied Studies presents the first information from the 2006 National Survey on Drug Use and Health (NSDUH) and is the primary source of information on the prevalence, patterns, and consequences of alcohol, tobacco, and illegal drug use and abuse in the general U.S. civilian, non-institutionalized population, aged 12 and older. Correlates include the following: age, gender, pregnancy status, race/ethnicity, education, employment, geographic area, frequency of use, and association with alcohol, tobacco, and illegal drug use. A major focus of this report is a comparison of substance use prevalence estimates between 2005 and 2006. Trends since 2002 also are discussed for some measures. Because of improvements to the survey in 2002, the 2002 data constitute a new baseline for tracking trends in substance use and other measures. This report has separate chapters that discuss the national findings on seven topics: use of illicit drugs; use of alcohol; use of tobacco products; initiation of substance use; prevention-related issues; substance dependence, abuse, and treatment; and mental health problems and treatment. A final chapter summarizes the results and discusses key findings in relation to other research and survey results. Technical appendices describe the survey (Appendix A), provide technical details on the statistical methods and measurement (Appendix B), offer key NSDUH definitions (Appendix C), discuss other sources of related data (Appendix D), list the references cited in the report (as well as other relevant references) (Appendix E), and present selected tabulations of estimates (Appendices F and G). Data are presented for racial/ethnic groups, four U.S. geographic regions, and nine geographic divisions within these regions. (Contains 57 figures and 56 tables.)

This report presents information on similarities and differences between U.S. high school sophomores as studied at three points in time over the past 22 years, with a focus on cohort demographics, academic programs and performance, extracurricular activities, life values, and educational/occupational aspirations. It provides an update to the National Center for Education Statistics (NCES) report published in 1993, "America's High School Sophomores: A Ten Year Comparison" (Rasinski et al. 1993). This report uses data from the following NCES studies: (1) sophomores in 1980, as studied in High School and Beyond (HS&B); (2) sophomores in 1990, as studied in the National Education Longitudinal Study of 1988 (NELS:88); and (3) sophomores in 2002, as studied in the Educational Longitudinal Study of 2002 (ELS:2002). The report is descriptive, serving to update published information on the HS&B and NELS:88 sophomore surveys with additional information from ELS:2002 for selected comparable questionnaire items. Secondary purposes are to note qualifications and limitations to the survey-based data comparisons and also to note related additional information from other data sources, such as the Current Population Survey (CPS), over the same period. With a few additions, the topics selected for the report are based on those selected for inclusion in the previous report comparing the 1980 and 1990 sophomores (Rasinski et al. 1993). The primary focus of this report is observation of change over the period for national averages and for subgroupings that have been of traditional interest to the NCES longitudinal studies. Appended are: (1) Technical Notes and Glossary; and (2) Standard Error Tables. (Contains 77 tables and 22 figures.) [This report was also produced by Kforce Government Solutions.]

This report presents national, regional, and state profiles of the target population for adult education, that is, those individuals aged 16 years and over, who have not attained a high school diploma or equivalent and are not currently enrolled in school. The tables contained in this report describe the following characteristics of the target population: the number of years of school they have completed, their ages, their gender, their proficiency with the English language, their status with regard to poverty levels, their race and/or ethnicity, and their employment status. The first section of this report provides a brief overview of the adult education program as administered by the U.S. Department of Education, a description of the data base on which the tables are based, and a glossary of terms used in the tables. Section 1 concludes with a discussion of the adult education target population at the national level. The second section presents tables describing the target population within each of the five areas into which the Division of Adult Education and Literacy (DAEL) divides the states for administrative purposes (Northeast, South, Midwest, West, and a fifth area that includes Puerto Rico, Guam, and the Virgin Islands), and the third section presents the same information for each state, with the states arranged alphabetically. (Contains 3 footnotes, 8 figures, and 77 tables.) [This document supersedes the original report published in April 2004, which contained an error in the number of individuals in the adult education target population. That number is larger than it should be because it includes individuals aged 16 or older who are still enrolled in school. The figures for total adult population have also changed. These errors have been corrected throughout the revised report. This document was prepared for the Division of Vocational and Adult Education and Literacy, Office of Vocational and Adult Education, US Department of Education by the Center for Research in Education, RTI International.]

This report is the first publication based on the 2003-04 National Postsecondary Student Aid Study (NPSAS:04), conducted by the National Center for Education Statistics (NCES) within the U.S. Department of Education. NPSAS is a comprehensive study that examines how students and their families pay for postsecondary education. The study includes nationally representative samples of undergraduate, graduate, and first-professional students; students attending less-than-2-year, 2-year, and 4-year institutions, and institutions awarding advanced degrees; and students who receive financial aid and those who do not receive aid. This report describes the percentages of students receiving various types of financial aid and average amounts received, by type of institution attended, attendance pattern, dependency status, and income level. All average amounts of financial aid described in the report and presented in the tables reflect the weighted means and are based only on the recipients of the specified types of aid. The following are appended: (1) Glossary; and (2) Technical Notes and Methodology. (Contains 18 tables.)

This report is one of a series that presents findings from the Integrated Postsecondary Education Data System (IPEDS). Results of the spring 2003 data collection are included and display enrollment data for fall 2002, student financial aid data for the 2001-02 academic year (July 1, 2001 through June 30, 2002), financial statistics for fiscal year 2002, and graduation rate information for students beginning college in 1996 at four-year institutions and in 1999 at less-than-four-year institutions. Tabulations in this report present selected data items collected from the 6,506 Title IV institutions in spring 2003. All institutions were asked to provide Enrollment and Finance data. In addition, institutions admitting full-time, first-time undergraduate-level students were asked to submit Student Financial Aid and Graduation Rates data. Graduation Rates data are included for the first time in this publication. The contents of this document include: (1) Summary; (2) Compendium of Tables; (3) Survey Methodology; and (4) Glossary of IPEDS Terms. (Contains 1 figure and 61 tables.)

This handbook has been developed as a resource to be used by peer/community educators and mobilisers conducting HIV/AIDS prevention programmes in the informal sector workplaces and surrounding communities in Uganda. The handbook provides basic information on a range of topics on HIV and other sexually transmitted infections that can be used by community educators and mobilisers when facilitating discussions, group meetings and workshops on HIV/AIDS issues among informal sector workers. The information in this handbook is presented in topics/modules that can be easily used either as stand-alone for short group meetings/discussions or as part of a larger training programme. It is recommended that educators and mobilisers that have had orientation training on HIV/AIDS use this handbook.

This manual has been produced to familiarize data users with the procedures followed for data collection and processing for the base year of the Education Longitudinal Study of 2002 (ELS:2002). It also provides the necessary documentation for use of the public-use data files, as they appear on the ELS:2002 base year Electronic Codebook (ECB). Most social scientists and policy analysts should find the data set organized and equipped in a manner that facilitates straightforward production of statistical summaries and analyses. This manual provides extensive documentation of the content of the data files and how to access and manipulate them. Chapter 1 serves as an introduction to ELS:2002. It includes an overview and history of the National Center for Education Statistics (NCES) program of longitudinal high school cohorts, summarizes the ELS:2002 objectives, and supplies an overview of the base year and longitudinal study design. Chapter 2 describes the data collection instruments, including both the development and content of the student, parent, school administrator, teacher, and library media center questionnaires, as well as the student assessments in reading and mathematics, and the facilities checklist. The sample design and weighting procedures used in the base year study are documented in chapter 3, as are weights, imputation, and the calculation of design effects. Data collection schedules, training, procedures, and results are presented in chapter 4. Chapter 5 describes data preparation and processing, including the receipt control system, optical scanning, machine editing, and data file preparation. Chapter 6 describes the contents of the data files, including the data structure and analysis populations. The appendices include, among other topics, an introduction to the public-use ECB (appendix A); the ELS:2002 questionnaires (appendix B); a glossary of special terms used in the ELS:2002 documentation (appendix E), and a crosswalk to the National EducationThis manual has been produced to familiarize data users with the procedures followed for data collection and processing for the base year of the Education Longitudinal Study of 2002 (ELS:2002). It also provides the necessary documentation for use of the public-use data files, as they appear on the ELS:2002 base year Electronic Codebook (ECB). Most social scientists and policy analysts should find the data set organized and equipped in a manner that facilitates straightforward production of statistical summaries and analyses. This manual provides extensive documentation of the content of the data files and how to access and manipulate them. Chapter 1 serves as an introduction to ELS:2002. It includes an overview and history of the National Center for Education Statistics (NCES) program of longitudinal high school cohorts, summarizes the ELS:2002 objectives, and supplies an overview of the base year and longitudinal study design. Chapter 2 describes the data collection instruments, including both the development and content of the student, parent, school administrator, teacher, and library media center questionnaires, as well as the student assessments in reading and mathematics, and the facilities checklist. The sample design and weighting procedures used in the base year study are documented in chapter 3, as are weights, imputation, and the calculation of design effects. Data collection schedules, training, procedures, and results are presented in chapter 4. Chapter 5 describes data preparation and processing, including the receipt control system, optical scanning, machine editing, and data file preparation. Chapter 6 describes the contents of the data files, including the data structure and analysis populations. The appendices include, among other topics, an introduction to the public-use ECB (appendix A); the ELS:2002 questionnaires (appendix B); a glossary of special terms used in the ELS:2002 documentation (appendix E), and a crosswalk to the National Education

This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2001-2002 data collection that included both race and gender information for staff employed in fall 2001 and salaries and fringe benefits of full-time instructional faculty for academic year 2001-2002. Data were collected through a Web-based data collection system from postsecondary institutions in the 50 states and the District of Columbia. Participation in IPEDS is a requirement for most institutions that participated in Title IV federal student financial aid programs in the 2001-2002 academic year. In 2001-2002, 4,143 institutions were required to complete the IPEDS salaries component, and 4,990 Title IV institutions were required to complete the fall staff and salaries components. In fall 2001, Title IV institutions employed more than 3.1 million individuals. Two-thirds were employed full time, and 53% were women. Faculty constituted 36% if all employees, other professional staff accounted for 33%, and the remaining 31% were nonprofessional staff. Similar patterns were observed at public and private not-for-profit institutions. About 55% of faculty were full-time. In the 2001-2002 academic year, full-time instructional faculty on 9/10 month contracts earned an average salary of about $60,000 , and full-time instructional faculty on 11/12 month contracts earned an average salary of about $67,000. As expected, salaries varied by rank and gender, with faculty holding higher ranks earning higher average salaries. In general, men earned higher average salaries than women, regardless of contract length or rank. (Contains 41 tables.) (SLD)

The federal Migrant Education Program provides supplemental instruction and support services to migrant children through grants to states under Title I, Part C, of the Elementary and Secondary Education Act. The reauthorization of Title I in 1994 contained new requirements that Title I schools help students meet new state standards developed for all children. Acting on that mandate, the Office of Migrant Education set goals for migrant student achievement based on high school completion rates, student performance on state assessments of reading and math, and school readiness of migrant children entering elementary school. This report examines the extent to which migrant students participate in state and local assessment and accountability programs and evaluates migrant student data collection methods and data quality. State and local migrant program directors and data and assessment records specialists were interviewed in California, Texas, Florida, Washington, Oregon, Kentucky, Kansas, Arizona, and Georgia. These states accounted for approximately 70 percent of migrant students in 1998-99. Findings focus on what assessment and accountability data are collected on migrant student achievement in the nine states, the states' ability to disaggregate migrant student data, testing accommodations related to limited English proficiency or student mobility, availability of data on migrant student graduation and dropout rates, other academic outcome data, accuracy and comprehensiveness of migrant student data, and current technological efforts to improve data quality and availability. Brief recommendations for improvement are offered. Extensive appendices present information on the nine states' assessment practices. (Contains 11 references, 8 tables, and 1 figure.)(SV)

This report provides the first information on substance dependence, abuse, and treatment obtained from the 2000 National Household Survey on Drug Abuse (NHSDA). Several important changes to the NHSDA in 1999 and 2000 affected the estimates of drug use, as well as the estimates for dependence, abuse, and needing and receiving treatment. Following the introduction, the report is organized as follows. Chapter 2 offers estimates of the prevalence and patterns of substance dependence and abuse in the nation. Chapter 3 provides estimates of the prevalence and patterns of the receipt of treatment for problems related to substance use. Chapter 4 discusses the need for and receipt of treatment specifically for problems associated with illicit drug use. Appendix A describes the survey in more detail discussing the sample design, the methodology, and the data processing. Appendix B provides information on the statistical methods and limitations of the data. Appendix C discusses the measurement of dependence, abuse, treatment, and treatment need and describes the changes to these measures in 2000. Appendix D describes other sources of data on substance abuse, dependence, and/or treatment for a substance abuse problem. Appendix F provides tables with estimates of dependence, abuse, treatment, and treatment need. (Contains 25 references, 75 tables, and 14 figures.) (GCP)

This report presents information from the 2000 National Household Survey on Drug Abuse (NHSDA) on the number and percentage of the population in the nation and in each state who need but did not receive treatment for an illicit drug use problem, referred to as the treatment gap. Following the introduction, chapter 2 presents national estimates of the need for treatment and the treatment gap. Overall treatment need and treatment gap estimates are discussed first, followed by discussion of treatment need estimates arranged by age, gender, race/ethnicity, geographic area, education, and employment. Chapter 3 focuses on state treatment gap estimates and includes a summary of the methodology used to calculate these estimates followed by the results and discussion. Two appendices also are included. Appendix A provides information on the measurement of dependence, abuse, treatment, and treatment need, and Appendix B provides technical details on the state estimation methodology. (Contains 10 references and 22 tables.) (GCP)

This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) spring 2001 data collection, which included enrollment data for fall 2000, financial statistics for fiscal year 2000, and student financial aid data for academic year 1999-2000. The data were collected through the IPEDS Web-based data collection system. IPEDS collects data from about 9,400 postsecondary institutions in the United States. Participation in the IPEDS Spring 2001 data collection was a requirement for the approximately 6,600 institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2000-2001 academic year. Data show that in fall 2000, 15.9 million students were enrolled in the 6,600 Title IV postsecondary institutions, and of these, 86.3 were enrolled in undergraduate programs. The majority, 59.5% were enrolled full time, while 40.5% were enrolled part time. About 56.4% of postsecondary students in these institutions were women, and 63.3% were White, non-Hispanic students. Data are provided on the characteristics of students at degree-granting and nondegree-granting institutions and on the residence and migration of first-time, degree/certificate-seeking students. (Contains 39 tables.) (SLD)

This report presents information from the 2000 National Household Survey on Drug Abuse (NHSDA) on rates of use, numbers of users, and other measures related to illicit drugs, alcohol, cigarettes, and other forms of tobacco. This report includes separate chapters that summarize the findings of the survey on five topics: use of illicit drugs; use of alcohol; use of tobacco products; initiation of substance use; and prevention-related issues. A final chapter summarizes the results and discusses key findings in relation to other research and survey results. General conclusions from the 2000 NHSDA include: substance use rates were generally level or declining between 1999 and 2000; and use and abuse of licit and illicit substances in the U.S. remains a major problem, affecting a large portion of the population. Appendices give technical details on the survey methodology, discuss other sources of data, and provide references and detailed tabulations of estimates. Tables and text present prevalence measures for the population in terms of both the number of substance users and the rate of substance use for illicit drugs, alcohol, and tobacco products. Tables show estimates of drug use prevalence in the lifetime, past year, and past month. The analysis focuses primarily on past month use, which is also referred to as current use. (Contains approximately 78 references, 87 tables, and 34 figures.)(GCP)

The characteristics, education, employment patterns, salaries, job satisfaction, and other characteristics of registered nurses (RNs) across the United States were examined in a national survey. Of the initial sample of approximately 54,000 of the nation's more than 3,066,000 licensed RNs, 35,579 RNs (72%) submitted usable responses. From 1980 to 2000, the RN population increased by more than 1 million with 1996-2000 marking the slowest growth in the RN population during the 20-year period. The percentage of nurses receiving their basic education in diploma programs decreased from 60% to 30%, with the percentage completing associate degree programs increasing from 19% to 40%. Hospitals remained the major employer of nurses although the number of nurses employed in other sectors--especially public and community health, ambulatory care, and other noninstitutional settings--increased. In 1980-2000, full- time RNs actual annual salaries increased from $17,398 to $46,782, whereas their real salaries increased from $17,398 to $23,103. Across the entire sample, just two-thirds of the RNs reported being satisfied with their current position. (Chapter 1 presents information about early RN studies, development of the present study's methodology, the sample of RNs for the present study, and 15 references. Appendixes constituting approximately 80% of the document contain 48 tables, a description of the survey methodology, and the survey questionnaire.) (MN)

The National Postsecondary Student Aid Study (NPSAS) is a comprehensive survey that examines how students and their families pay for postsecondary education. The study included nationally representative samples of students, including those who do and do not receive financial aid. This report has been prepared to provide some key estimates as policymakers, researchers, and analysts begin working on research for the next reauthorization of the Higher Education Act. It is based on information about 50,000 undergraduates, 11,000 graduate students, and 1,000 first-professional students enrolled at approximately 1,000 institutions. The sample represents about 15.5 million undergraduates, 2.3 graduate students, and 330,000 first-professional students. In the 1999-2000 academic year, 55% of undergraduates received some type of financial aid, and about 39% received some type of federal aid. Percentages of undergraduates receiving federal aid varied depending on family income and type of institution. At private institutions, 80% of undergraduates received federal aid; at public institutions, the percentage was 21%. About 30% of students enrolled full time for the full year received a federal Pell grant, and about 23% received a Stafford loan. About 6 in 10 graduate and first-professional students received some financial aid, averaging $13,255. Eight of 10 full-time/full-year students received some types of financial aid. Overall, 29% of graduate and first-professional students received Stafford loans, and overall, 27% received some institutional aid, although this varied considerably, depending on the types of program. About one in four masters degree students received employer aid. A technical appendix provides details and contains supplemental information. (Contains 20 tables.) (SLD)

This report addresses questions of interest to federal officials in the Office of Special Education and Rehabilitative Services (OSERS) concerning the characteristics, services, and outcomes of transition-aged youth (ages 18-25) who applied for Vocational Rehabilitation (VR) services during November 1994-December 1996. The analyses conducted for the report address the specific questions developed by a task force of OSERS officials. Findings include: (1) transitional youth represent 13.5% of all VR consumers, or approximately 135,391 persons, with nearly two-thirds of these youth having participated in special education in high school; (2) an educational institution had referred 64% of these youth to VR, with youth who were special education students referred more often by this source; (3) youth who had been special education students were more often male, African-American, and experienced mental retardation or learning disabilities; (4) transitional youth typically applied to VR in order to obtain services that would assist them in labor force entry; (5) youth VR consumers averaged about 8 services during VR; (6) nearly two-thirds of youth VR consumers achieved an employment outcome as a result of VR services; and (7) of those who achieved employment, the majority entered competitive employment. Appendices include consumer information. (Contains 20 tables and 3 figures.) (CR)

This report describes the methods and procedures used for the full-scale data collection effort of the Beginning Postsecondary Students Longitudinal Study First Follow-Up 1996-98 (BPS:96/98). These students, who started their postsecondary education during the 1995-96 academic year, were first interviewed during 1996 as part of the National Postsecondary Student Aid Study, 1996. This study is the first follow-up of this cohort. Data collected includes postsecondary enrollment, employment, and demographics; a field locating/interviewing component allows comparative analyses with the first (1990) BPS cohort. Chapter 1 provides an introduction, some background, and the purpose of the study; chapter 2 covers the design and methodology of the full-scale study; chapter 3 covers data collection outcomes; chapter 4 covers evaluation of data quality; chapter 5 covers data file construction; and chapter 6 covers weighting and variance estimation. Appendixes include a list of technical review panel members; final data elements; facsimile questionnaire; table of contents of interviewer training manual; and sample mailout materials. (CH)

Enacted by Congress in 1986, the Drug-Free Schools and Communities Act of 1986 (DFSCA) has been the federal government's primary effort to support drug education and prevention for school-aged youth. The findings from the fourth biennial survey, covering the performance period 1993-95, are presented in this report. Nearly all school districts in the United States (97 percent) participated in the program, and 87 percent of enrolled public school students received direct services. Findings from reviews of state and local programs and Governors' programs are presented. The report covers implementation, outcomes, and effectiveness of programs and comparisons to previous surveys are made in tables throughout. Five appendices present examples of survey forms used, as well as tabulations of states' and programs' responses. (EMK)