%0 Book %A National Research Council %T Allocating Federal Funds for State Programs for English Language Learners %@ 978-0-309-18658-2 %D 2011 %U https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners %> https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners %I The National Academies Press %C Washington, DC %G English %K Education %K Behavioral and Social Sciences %K Surveys and Statistics %P 240 %X As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes. %0 Book %A National Research Council %E Hauser, Robert M. %E Koenig, Judith Anderson %T High School Dropout, Graduation, and Completion Rates: Better Data, Better Measures, Better Decisions %@ 978-0-309-16307-1 %D 2011 %U https://nap.nationalacademies.org/catalog/13035/high-school-dropout-graduation-and-completion-rates-better-data-better %> https://nap.nationalacademies.org/catalog/13035/high-school-dropout-graduation-and-completion-rates-better-data-better %I The National Academies Press %C Washington, DC %G English %K Education %P 154 %X High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Transit Agency Compliance with Title VI: Limited English Proficiency Requirements %D 2011 %U https://nap.nationalacademies.org/catalog/14476/transit-agency-compliance-with-title-vi-limited-english-proficiency-requirements %> https://nap.nationalacademies.org/catalog/14476/transit-agency-compliance-with-title-vi-limited-english-proficiency-requirements %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 19 %X TRB’s Transit Cooperative Research Program (TCRP) Research Results Digest 97: Transit Agency Compliance with Title VI: Limited English Proficiency Requirements explores the legal issues associated with transit operators’ limited English proficiency (LEP) compliance efforts. The digest is designed to serve as a single source of information concerning the development and current status of transit LEP implementation efforts by state and local legislative and operational bodies. %0 Book %A National Research Council %E Beatty, Alexandra %T Successful STEM Education: A Workshop Summary %@ 978-0-309-21890-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary %> https://nap.nationalacademies.org/catalog/13230/successful-stem-education-a-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Education %P 94 %X What students learn about the science disciplines, technology, engineering, and mathematics during their K-12 schooling shapes their intellectual development, opportunities for future study and work, and choices of career, as well as their capacity to make informed decisions about political and civic issues and about their own lives. Most people share the vision that a highly capable STEM workforce and a population that understands and supports the scientific enterprise are key to the future place of the United States in global economics and politics and to the well-being of the nation. Indeed, the solutions to some of the most daunting problems facing the nation will require not only the expertise of top STEM professionals but also the wisdom and understanding of its citizens. Although much is known about why schools may not succeed, it is far less clear what makes STEM education effective. Successful STEM Education: A Workshop Summary discusses the importance of STEM education. The report describes the primary types of K-12 schools and programs that can support successful education in the STEM disciplines and examines data and research that demonstrate the effectiveness of these school types. It also summarizes research that helps to identify both the elements that make such programs effective and what is needed to implement these elements. %0 Book %A National Research Council %T Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics %@ 978-0-309-21296-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science %> https://nap.nationalacademies.org/catalog/13158/successful-k-12-stem-education-identifying-effective-approaches-in-science %I The National Academies Press %C Washington, DC %G English %K Education %K Engineering and Technology %P 44 %X Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education in the STEM disciplines is important to our nation's competitiveness. However, it is challenging to identify the most successful schools and approaches in the STEM disciplines because success is defined in many ways and can occur in many different types of schools and settings. In addition, it is difficult to determine whether the success of a school's students is caused by actions the school takes or simply related to the population of students in the school. Successful K-12 STEM Education defines a framework for understanding "success" in K-12 STEM education. The book focuses its analysis on the science and mathematics parts of STEM and outlines criteria for identifying effective STEM schools and programs. Because a school's success should be defined by and measured relative to its goals, the book identifies three important goals that share certain elements, including learning STEM content and practices, developing positive dispositions toward STEM, and preparing students to be lifelong learners. A successful STEM program would increase the number of students who ultimately pursue advanced degrees and careers in STEM fields, enhance the STEM-capable workforce, and boost STEM literacy for all students. It is also critical to broaden the participation of women and minorities in STEM fields. Successful K-12 STEM Education examines the vast landscape of K-12 STEM education by considering different school models, highlighting research on effective STEM education practices, and identifying some conditions that promote and limit school- and student-level success in STEM. The book also looks at where further work is needed to develop appropriate data sources. The book will serve as a guide to policy makers; decision makers at the school and district levels; local, state, and federal government agencies; curriculum developers; educators; and parent and education advocacy groups. %0 Book %A National Research Council %T A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence %@ 978-0-309-20936-6 %D 2011 %U https://nap.nationalacademies.org/catalog/13114/a-plan-for-evaluating-the-district-of-columbias-public-schools %> https://nap.nationalacademies.org/catalog/13114/a-plan-for-evaluating-the-district-of-columbias-public-schools %I The National Academies Press %C Washington, DC %G English %K Education %P 204 %X The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data. A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality. %0 Book %A National Research Council %E Honey, Margaret A. %E Hilton, Margaret L. %T Learning Science Through Computer Games and Simulations %@ 978-0-309-18523-3 %D 2011 %U https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %> https://nap.nationalacademies.org/catalog/13078/learning-science-through-computer-games-and-simulations %I The National Academies Press %C Washington, DC %G English %K Education %P 174 %X At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, Learning Science: Computer Games, Simulations, and Education, reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. Learning Science will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate. %0 Book %A National Research Council %E Koenig, Judith Anderson %T Assessing 21st Century Skills: Summary of a Workshop %@ 978-0-309-21790-3 %D 2011 %U https://nap.nationalacademies.org/catalog/13215/assessing-21st-century-skills-summary-of-a-workshop %> https://nap.nationalacademies.org/catalog/13215/assessing-21st-century-skills-summary-of-a-workshop %I The National Academies Press %C Washington, DC %G English %K Education %P 154 %X The routine jobs of yesterday are being replaced by technology and/or shipped off-shore. In their place, job categories that require knowledge management, abstract reasoning, and personal services seem to be growing. The modern workplace requires workers to have broad cognitive and affective skills. Often referred to as "21st century skills," these skills include being able to solve complex problems, to think critically about tasks, to effectively communicate with people from a variety of different cultures and using a variety of different techniques, to work in collaboration with others, to adapt to rapidly changing environments and conditions for performing tasks, to effectively manage one's work, and to acquire new skills and information on one's own. The National Research Council (NRC) has convened two prior workshops on the topic of 21st century skills. The first, held in 2007, was designed to examine research on the skills required for the 21st century workplace and the extent to which they are meaningfully different from earlier eras and require corresponding changes in educational experiences. The second workshop, held in 2009, was designed to explore demand for these types of skills, consider intersections between science education reform goals and 21st century skills, examine models of high-quality science instruction that may develop the skills, and consider science teacher readiness for 21st century skills. The third workshop was intended to delve more deeply into the topic of assessment. The goal for this workshop was to capitalize on the prior efforts and explore strategies for assessing the five skills identified earlier. The Committee on the Assessment of 21st Century Skills was asked to organize a workshop that reviewed the assessments and related research for each of the five skills identified at the previous workshops, with special attention to recent developments in technology-enabled assessment of critical thinking and problem-solving skills. In designing the workshop, the committee collapsed the five skills into three broad clusters as shown below: Cognitive skills: nonroutine problem solving, critical thinking, systems thinking Interpersonal skills: complex communication, social skills, team-work, cultural sensitivity, dealing with diversity Intrapersonal skills: self-management, time management, self-development, self-regulation, adaptability, executive functioning Assessing 21st Century Skills provides an integrated summary of the presentations and discussions from both parts of the third workshop. %0 Book %A National Research Council %E Chauvin, Cherie %T Threatening Communications and Behavior: Perspectives on the Pursuit of Public Figures %@ 978-0-309-18670-4 %D 2011 %U https://nap.nationalacademies.org/catalog/13091/threatening-communications-and-behavior-perspectives-on-the-pursuit-of-public %> https://nap.nationalacademies.org/catalog/13091/threatening-communications-and-behavior-perspectives-on-the-pursuit-of-public %I The National Academies Press %C Washington, DC %G English %K Computers and Information Technology %K Behavioral and Social Sciences %P 116 %X Today's world of rapid social, technological, and behavioral change provides new opportunities for communications with few limitations of time and space. Through these communications, people leave behind an ever-growing collection of traces of their daily activities, including digital footprints provided by text, voice, and other modes of communication. Meanwhile, new techniques for aggregating and evaluating diverse and multimodal information sources are available to security services that must reliably identify communications indicating a high likelihood of future violence. In the context of this changed and changing world of communications and behavior, the Board on Behavioral, Cognitive, and Sensory Sciences of the National Research Council presents this volume of three papers as one portion of the vast subject of threatening communications and behavior. The papers review the behavioral and social sciences research on the likelihood that someone who engages in abnormal and/or threatening communications will actually then try to do harm. The focus is on how the scientific knowledge can inform and advance future research on threat assessments, in part by considering the approaches and techniques used to analyze communications and behavior in the dynamic context of today's world. The papers in the collection were written within the context of protecting high-profile public figures from potential attach or harm. The research, however, is broadly applicable to U.S. national security including potential applications for analysis of communications from leaders of hostile nations and public threats from terrorist groups. This work highlights the complex psychology of threatening communications and behavior, and it offers knowledge and perspectives from multiple domains that contribute to a deeper understanding of the value of communications in predicting and preventing violent behaviors. %0 Book %T A Data-Based Assessment of Research-Doctorate Programs in the United States (with CD) %@ 978-0-309-16030-8 %D 2011 %U https://nap.nationalacademies.org/catalog/12994/a-data-based-assessment-of-research-doctorate-programs-in-the-united-states-with-cd %> https://nap.nationalacademies.org/catalog/12994/a-data-based-assessment-of-research-doctorate-programs-in-the-united-states-with-cd %I The National Academies Press %C Washington, DC %G English %K Education %P 322 %X A Data-Based Assessment of Research-Doctorate Programs in the United States provides an unparalleled dataset that can be used to assess the quality and effectiveness of doctoral programs based on measures important to faculty, students, administrators, funders, and other stakeholders. The data, collected for the 2005-2006 academic year from more than 5,000 doctoral programs at 212 universities, covers 62 fields. Included for each program are such characteristics as faculty publications, grants, and awards; student GRE scores, financial support, and employment outcomes; and program size, time to degree, and faculty composition. Measures of faculty and student diversity are also included. The book features analysis of selected findings across six broad fields: agricultural sciences, biological and health sciences, engineering, physical and mathematical sciences, social and behavioral sciences, and humanities, as well as a discussion of trends in doctoral education since the last assessment in 1995, and suggested uses of the data . It also includes a detailed explanation of the methodology used to collect data and calculate ranges of illustrative rankings. Included with the book is a comprehensive CD-ROM with a data table in Microsoft Excel. In addition to data on the characteristics of individual programs, the data table contains illustrative ranges of rankings for each program, as well as ranges of rankings for three dimensions of program quality: (1) research activity, (2) student support and outcomes, and (3) diversity of the academic environment. As an aid to users, the data table is offered with demonstrations of some Microsoft Excel features that may enhance the usability of the spreadsheet, such as hiding and unhiding columns, copying and pasting columns to a new worksheet, and filtering and sorting data. Also provided with the data table are a set of scenarios that show how typical users may want to extract data from the spreadsheet. PhDs.org, an independent website not affiliated with the National Research Council, incorporated data from the research-doctorate assessment into its Graduate School Guide. Users of the Guide can choose the weights assigned to the program characteristics measured by the National Research Council and others, and rank graduate programs according to their own priorities. %0 Book %A Transportation Research Board %T Review of Mexican Experience with the Regulation of Large Commercial Motor Vehicles %D 2011 %U https://nap.nationalacademies.org/catalog/13335/review-of-mexican-experience-with-the-regulation-of-large-commercial-motor-vehicles %> https://nap.nationalacademies.org/catalog/13335/review-of-mexican-experience-with-the-regulation-of-large-commercial-motor-vehicles %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 29 %X TRB's National Cooperative Highway Research Program (NCHRP) Research Results Digest 362: Review of Mexican Experience with the Regulation of Large Commercial Motor Vehicles reviews and summarizes the Mexican experience with changes in truck size and weight limits. The report also evaluates the potential applicability to size and weight limits in the United States. %0 Book %A Institute of Medicine %E Eden, Jill %E Levit, Laura %E Berg, Alfred %E Morton, Sally %T Finding What Works in Health Care: Standards for Systematic Reviews %@ 978-0-309-16425-2 %D 2011 %U https://nap.nationalacademies.org/catalog/13059/finding-what-works-in-health-care-standards-for-systematic-reviews %> https://nap.nationalacademies.org/catalog/13059/finding-what-works-in-health-care-standards-for-systematic-reviews %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 340 %X Healthcare decision makers in search of reliable information that compares health interventions increasingly turn to systematic reviews for the best summary of the evidence. Systematic reviews identify, select, assess, and synthesize the findings of similar but separate studies, and can help clarify what is known and not known about the potential benefits and harms of drugs, devices, and other healthcare services. Systematic reviews can be helpful for clinicians who want to integrate research findings into their daily practices, for patients to make well-informed choices about their own care, for professional medical societies and other organizations that develop clinical practice guidelines. Too often systematic reviews are of uncertain or poor quality. There are no universally accepted standards for developing systematic reviews leading to variability in how conflicts of interest and biases are handled, how evidence is appraised, and the overall scientific rigor of the process. In Finding What Works in Health Care the Institute of Medicine (IOM) recommends 21 standards for developing high-quality systematic reviews of comparative effectiveness research. The standards address the entire systematic review process from the initial steps of formulating the topic and building the review team to producing a detailed final report that synthesizes what the evidence shows and where knowledge gaps remain. Finding What Works in Health Care also proposes a framework for improving the quality of the science underpinning systematic reviews. This book will serve as a vital resource for both sponsors and producers of systematic reviews of comparative effectiveness research. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Public Participation Strategies for Transit %D 2011 %U https://nap.nationalacademies.org/catalog/22865/public-participation-strategies-for-transit %> https://nap.nationalacademies.org/catalog/22865/public-participation-strategies-for-transit %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 87 %X TRB’s Transit Cooperative Research Program (TCRP) Synthesis 89: Public Participation Strategies for Transit documents the state-of-the-practice in terms of public participation strategies to inform and engage the public for transit-related activities.The synthesis also provides ideas and insights into practices and techniques that agencies have found to be most successful, and discusses challenges relating to engaging the public. %0 Book %A Transportation Research Board %A National Academies of Sciences, Engineering, and Medicine %T Review of Mexican Experience with the Regulation of Large Commercial Motor Vehicles %D 2011 %U https://nap.nationalacademies.org/catalog/14677/review-of-mexican-experience-with-the-regulation-of-large-commercial-motor-vehicles %> https://nap.nationalacademies.org/catalog/14677/review-of-mexican-experience-with-the-regulation-of-large-commercial-motor-vehicles %I The National Academies Press %C Washington, DC %G English %K Transportation and Infrastructure %P 29 %X TRB’s National Cooperative Highway Research Program (NCHRP) Research Results Digest 362: Review of Mexican Experience with the Regulation of Large Commercial Motor Vehicles reviews and summarizes the Mexican experience with changes in truck size and weight limits. The report also evaluates the potential applicability to size and weight limits in the United States. %0 Book %T Consumer Health Information Technology in the Home: A Guide for Human Factors Design Considerations %@ 978-0-309-21731-6 %D 2011 %U https://nap.nationalacademies.org/catalog/13205/consumer-health-information-technology-in-the-home-a-guide-for %> https://nap.nationalacademies.org/catalog/13205/consumer-health-information-technology-in-the-home-a-guide-for %I The National Academies Press %C Washington, DC %G English %K Behavioral and Social Sciences %K Health and Medicine %P 24 %X Every day, in households across the country, people engage in behavior to improve their current health, recover from disease and injury, or cope with chronic, debilitating conditions. Innovative computer and information systems may help these people manage health concerns, monitor important indicators of their health, and communicate with their formal and informal caregivers. Human factors is an engineering science dedicated to understanding and improving the way people use technology and other things in the environment. Consumer Health Information Technology in the Home introduces designers and developers to the practical realities and complexities of managing health at home. It provides guidance and human factors design considerations that will help designers and developers create consumer health IT applications that are useful resources to achieve better health. %0 Book %A Institute of Medicine %T Informing the Future: Critical Issues in Health, Sixth Edition %D 2011 %U https://nap.nationalacademies.org/catalog/13180/informing-the-future-critical-issues-in-health-sixth-edition %> https://nap.nationalacademies.org/catalog/13180/informing-the-future-critical-issues-in-health-sixth-edition %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 202 %X This report illustrates the work of IOM committees in selected, major areas in recent years, followed by a description of IOM's convening and collaborative activities and fellowship programs. The last section provides a comprehensive bibliography of IOM reports published since 2007. %0 Book %A Institute of Medicine %E Vancheri, Cori %T Innovations in Health Literacy Research: Workshop Summary %@ 978-0-309-16185-5 %D 2011 %U https://nap.nationalacademies.org/catalog/13016/innovations-in-health-literacy-research-workshop-summary %> https://nap.nationalacademies.org/catalog/13016/innovations-in-health-literacy-research-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 110 %X Nearly nine out of 10 adults have difficulty using everyday health information to make good health decisions. The Institute of Medicine (IOM) Roundtable on Health Literacy held a meeting on May 27, 2010, to explore areas for research in health literacy, the relationship between health literacy and health disparities, and ways to apply information technology to improve health literacy. %0 Book %A Institute of Medicine %E Hernandez, Lyla %E Landi, Suzanne %T Promoting Health Literacy to Encourage Prevention and Wellness: Workshop Summary %@ 978-0-309-21577-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13186/promoting-health-literacy-to-encourage-prevention-and-wellness-workshop-summary %> https://nap.nationalacademies.org/catalog/13186/promoting-health-literacy-to-encourage-prevention-and-wellness-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 116 %X Health literacy has been shown to affect health outcomes. The use of preventive services improves health and prevents costly health care expenditures. Several studies have found that health literacy makes a difference in the extent to which populations use preventive services. On September 15, 2009, the Institute of Medicine Roundtable on Health Literacy held a workshop to explore approaches to integrate health literacy into primary and secondary prevention. Promoting Health Literacy to Encourage Prevention and Wellness serves as a factual account of the discussion that took place at the workshop. The report describes the inclusion of health literacy into public health prevention programs at the national, state, and local levels; reviews how insurance companies factor health literacy into their prevention programs; and discusses industry contributions to providing health literate primary and secondary prevention. %0 Book %A Institute of Medicine %E Hewitt, Maria %T Improving Health Literacy Within a State: Workshop Summary %@ 978-0-309-21572-5 %D 2011 %U https://nap.nationalacademies.org/catalog/13185/improving-health-literacy-within-a-state-workshop-summary %> https://nap.nationalacademies.org/catalog/13185/improving-health-literacy-within-a-state-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 114 %X Health literacy is the degree to which individuals can obtain, process, and understand the basic health information and services they need to make appropriate health decisions. According to Health Literacy: A Prescription to End Confusion (IOM, 2004), nearly half of all American adults--90 million people--have inadequate health literacy to navigate the healthcare system. To address issues raised in that report, the Institute of Medicine convened the Roundtable on Health Literacy, which brings together leaders from the federal government, foundations, health plans, associations, and private companies to discuss challenges facing health literacy practice and research and to identify approaches to promote health literacy in both the public and private sectors. On November 30, 2010, the roundtable cosponsored a workshop with the University of California, Los Angeles (UCLA), Anderson School of Management in Los Angeles. Improving Health Literacy Within a State serves as a summary of what occurred at the workshop. The workshop focused on understanding what works to improve health literacy across a state, including how various stakeholders have a role in improving health literacy. The focus of the workshop was on presentations and discussions that address (1) the clinical impacts of health literacy improvement approaches; (2) economic outcomes of health literacy implementation; and (3) how various stakeholders can affect health literacy. %0 Book %A Institute of Medicine %E Wizemann, Theresa %T Health Literacy Implications for Health Care Reform: Workshop Summary %@ 978-0-309-16416-0 %D 2011 %U https://nap.nationalacademies.org/catalog/13056/health-literacy-implications-for-health-care-reform-workshop-summary %> https://nap.nationalacademies.org/catalog/13056/health-literacy-implications-for-health-care-reform-workshop-summary %I The National Academies Press %C Washington, DC %G English %K Health and Medicine %P 128 %X Health literacy is the degree to which one can understand and make decisions based on health information. Nearly 90 million adults in the United States have limited health literacy. While poor health literacy spans all demographics, rates of low health literacy are disproportionately higher among those with lower socioeconomic status, limited education, or limited English proficiency, as well as among the elderly and individuals with mental or physical disabilities. Studies have shown that there is a correlation between low health literacy and poor health outcomes. In 2010, President Obama signed the Affordable Care Act designed to extend access to health care coverage to millions of Americans who have been previously uninsured. Many of the newly eligible individuals who should benefit most from the ACA, however, are least prepared to realize those benefits as a result of low health literacy. They will face significant challenges understanding what coverage they are eligible for under the ACA, making informed choices about the best options for themselves and their families, and completing the enrollment process. Health Literacy Implications for Health Care Reform explores opportunities to advance health literacy in association with the implementation of health care reform. The report focuses on building partnerships to advance the field of health literacy by translating research findings into practical strategies for implementation, and on educating the public, press, and policymakers regarding issues of health literacy.