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This study examines the difference in reading performance between students in rural and urban schools. It uses data from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA).

This paper discusses in detail issues dealing with the technical aspects of designing and conducting surveys. It is intended for an audience of survey methodologists.

This paper presents the Second Summit of the Americas Regional Education Indicators Project (PRIE), whose basic goal is to develop a set of comparable indicators for the Americas. This project is led by the Ministry of Education of Chile and has been developed in response to the countries' needs to improve their information systems and statistics. The countries need to construct reliable and relevant indicators to support decisions in education, both within their individual countries and the region as a whole. The first part of the paper analyses the importance of statistics and indicators in supporting educational policies and programs, and describes the present state of the information and statistics systems in these countries. It also discusses the major problems faced by the countries and reviews the countries' experiences in participating in other education indicators' projects or programs, such as the INES Program, WEI Project, MERCOSUR and CREMIS. The second part of the paper examines PRIE's technical co-operation program, its purpose and implementation. The second part also emphasizes how technical co-operation responds to the needs of the countries, and supports them in filling in the gaps in available and reliable data.

The Program for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.

This report presents initial results for Canada, Canadian provinces and selected countries from PISA 2000. Reading literacy is the major focus of PISA 2000, with mathematical and scientific literacy as minor domains.

This report also includes results from the Youth in Transition Survey (YITS), a Canadian longitudinal survey designed to examine the patterns of, and influences on, major transitions in young people's lives, particularly with respect to education, training and work.

Thirty-two countries participated in PISA 2000. In Canada, approximately 30,000 15-year-old students from more than 1,000 schools participated.

The Program for International Student Assessment (PISA) is a collaborative effort among member countries of the OECD, designed to assess, on a regular basis, the achievement of 15-year-olds in reading, mathematical and scientific literacy through a common international test.

This report presents initial results for Canada, Canadian provinces and selected countries from PISA 2000. Reading literacy is the major focus of PISA 2000, with mathematical and scientific literacy as minor domains.

This report also includes results from the Youth in Transition Survey (YITS), a Canadian longitudinal survey designed to examine the patterns of, and influences on, major transitions in young people's lives, particularly with respect to education, training and work.

Thirty-two countries participated in PISA 2000. In Canada, approximately 30,000 15-year-old students from more than 1,000 schools participated.

This study examines the difference in reading performance between students in rural and urban schools. It uses data from the Youth in Transition Survey (YITS) and the Programme for International Student Assessment (PISA).

This paper discusses in detail issues dealing with the technical aspects of designing and conducting surveys. It is intended for an audience of survey methodologists.

This paper presents the Second Summit of the Americas Regional Education Indicators Project (PRIE), whose basic goal is to develop a set of comparable indicators for the Americas. This project is led by the Ministry of Education of Chile and has been developed in response to the countries' needs to improve their information systems and statistics. The countries need to construct reliable and relevant indicators to support decisions in education, both within their individual countries and the region as a whole. The first part of the paper analyses the importance of statistics and indicators in supporting educational policies and programs, and describes the present state of the information and statistics systems in these countries. It also discusses the major problems faced by the countries and reviews the countries' experiences in participating in other education indicators' projects or programs, such as the INES Program, WEI Project, MERCOSUR and CREMIS. The second part of the paper examines PRIE's technical co-operation program, its purpose and implementation. The second part also emphasizes how technical co-operation responds to the needs of the countries, and supports them in filling in the gaps in available and reliable data.