The National Center for Education Statistics surveyed 12,330 U.S. adults ages 16 to 74 living in households from 2012 to 2017 for the Program for the International Assessment of Adult Competencies (PIAAC), an international study involving over 35 countries. Using small area estimation models (SAE), indirect estimates of literacy and numeracy proficiency have been produced for all U.S. states and counties. By using PIAAC survey data in conjunction with data from the American Community Survey, the Skills Map data provides reliable estimates of adult literacy and numeracy skills in all 50 states, all 3,141 counties, and the District of Columbia.

SAE is a model-dependent approach that produces indirect estimates for areas where survey data is inadequate for direct estimation. SAE models assume that counties with similar demographics would have similar estimates of skills. An estimate for a county then “borrows strength” across related small areas through auxiliary information to produce reliable indirect estimates for small areas. The models rely on covariates available at the small areas, and PIAAC survey data. In the absence of any other proficiency assessment data for individual states and counties, the estimates provide a general picture of proficiency for all states and counties. In addition to the indirect estimates, this website provides precision estimates and facilitates statistical comparisons among states and counties. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. county indirect estimates reported in this data are not directly comparable with the direct estimates for PIAAC countries that are reported by the Organization for Economic Cooperation and Development (OECD). Specifically, the U.S. county indirect estimates (1) represent modeled estimates for adults ages 16-74 whereas the OECD’s direct estimates for participating countries represent estimates for adults ages 16-65, (2) include data for “literacy-related nonresponse” (i.e., adults whose English language skills were too low to participate in the study) whereas the OECD’s direct estimates for countries exclude these data, and (3) are based on three combined data collections (2012/2014/2017) whereas OECD’s direct estimates are based on a single data collection.

Please visit the Skills Map to learn more about this data.

The U.S. PIAAC Skills Map provides estimates of adult literacy and numeracy proficiency in all U.S. states and counties, based on small area estimation applied to data from U.S. PIAAC Cycle I (2012-2017). The estimates from the Skills Map were published in an Excel format available from within the Skills Map's interactive webpage. This project includes the Skills Map estimates as well as the user guide and methodological reports published with the Skills Map.

The National Center for Education Statistics surveyed 12,330 U.S. adults ages 16 to 74 living in households from 2012 to 2017 for the Program for the International Assessment of Adult Competencies (PIAAC), an international study involving over 35 countries. Using small area estimation models (SAE), indirect estimates of literacy and numeracy proficiency have been produced for all U.S. states and counties. By using PIAAC survey data in conjunction with data from the American Community Survey, the Skills Map data provides reliable estimates of adult literacy and numeracy skills in all 50 states, all 3,141 counties, and the District of Columbia.

The indirect estimates provided in this data were created using a sophisticated statistical method generally referred to as small area estimation (SAE). SAE is a model-dependent approach that produces indirect estimates for areas where survey data is inadequate for direct estimation. SAE models assume that counties with similar demographics would have similar estimates of skills. An estimate for a county then “borrows strength” across related small areas through auxiliary information to produce reliable indirect estimates for small areas. The models rely on covariates available at the small areas, and PIAAC survey data. In the absence of any other proficiency assessment data for individual states and counties, the estimates provide a general picture of proficiency for all states and counties. For technical details on the SAE approach applied to PIAAC, see section 5 of the State and County Estimation Methodology Report.

The U.S. state indirect estimates reported in this data are not directly comparable with the direct estimates for PIAAC countries that are reported by the Organization for Economic Cooperation and Development (OECD). Specifically, the U.S. state indirect estimates (1) represent modeled estimates for adults ages 16-74 whereas the OECD’s direct estimates for participating countries represent estimates for adults ages 16-65, (2) include data for “literacy-related nonresponse” (i.e., adults whose English language skills were too low to participate in the study) whereas the OECD’s direct estimates for countries exclude these data, and (3) are based on three combined data collections (2012/2014/2017) whereas OECD’s direct estimates are based on a single data collection.Please visit the Skills Map to learn more about this data.All information contained in this file is in the public domain. Data users are advised to review NCES program documentation and feature class metadata to understand the limitations and appropriate use of these data.

The population and housing unit estimates are released on a flow basis throughout each year. Each new series of data (called vintages) incorporates the latest administrative record data, geographic boundaries, and methodology. Therefore, the entire time series of estimates beginning with the date of the most recent decennial census is revised annually, and estimates from different vintages of data may not be consistent across geography and characteristics detail.
When multiple vintages of data are available, the most recent vintage is the preferred data.

The vintage year (e.g., V2021) refers to the final year of the time series. The reference date for all estimates is July 1, unless otherwise specified.

Additional estimates files may also be accessed via the Census Bureau application programming interface (API).

Additional information on the Census Bureau's Population Estimates Program (PEP) is available on the PEP's homepage Census Bureau's Population Estimates Program.

Notes: For vintage 2019: The estimates are based on the 2010 Census and reflect changes to the April 1, 2010 population due to the Count Question Resolution program and geographic program revisions. All geographic boundaries for the 2019 population estimates are as of January 1, 2019.

For vintage 2021: The estimates are developed from a base that incorporates the 2020 Census, Vintage 2020 estimates, and 2020 Demographic Analysis estimates. The estimates are developed from a base that incorporates the 2020 Census, Vintage 2020 estimates, and 2020 Demographic Analysis estimates.

For population estimates methodology statements, see http://www.census.gov/programs-surveys/popest/technical-documentation/methodology.html">http://www.census.gov/programs-surveys/popest/technical-documentation/methodology.html.

Sources: U.S. Census Bureau, Population Division Annual Estimates of the Resident Population for Counties in Pennsylvania: April 1, 2010 to July 1, 2019 (CO-EST2019-ANNRES-42) - Release Date: March 2020

Annual Estimates of the Resident Population for Counties in Pennsylvania: April 1, 2020 to July 1, 2021 (CO-EST2021-POP-42) - Release Date: March 2022

Author: M Trepp, educator, Minnesota Alliance for Geographic EducationGrade/Audience: grade 5, grade 6, grade 7, grade 8Resource type: lessonSubject topic(s): maps, literatureRegion: united statesStandards: Minnesota Social Studies Standards

Standard 1. People use geographic representations and geospatial technologies to acquire, process and report information within a spatial context.Objectives: Students will be able to:

1. Read critically for information
2. Construct a map based on information from a text.
3. Demonstrate accurate maps skills.Summary: Students will construct a sketch map of the place described in the first chapter of the young adult novel. The Island, by Gary Paulsen. Students will use TODALS to finalize their map. Other book selections or short stories could be used, particularly those from English class or popular young adult novels.

The BTOP Map allows the public to visualize the impact of more than $4 billion in broadband investments being made through the American Recovery and Reinvestment Act (Recovery Act). Organizations awarded grants through the Broadband Technology Opportunities Program (BTOP) submit performance reports that summarize their project's progress in advancing broadband access and adoption across the country. These reports can be found on the BTOP website. Drawing on these reports, the BTOP Map allows users to find new infrastructure investments and community institutions connected in their region, locate new and improved public computer centers, and see where efforts to stimulate demand and usage of broadband services (e.g., digital literacy training or free laptop programs) are taking place. Filters enable users to view data by project type, and zooming features help users obtain details on projects in their communities.

Link to the ScienceBase Item Summary page for the item described by this metadata record. Service Protocol: Link to the ScienceBase Item Summary page for the item described by this metadata record. Application Profile: Web Browser. Link Function: information

Link to the ScienceBase Item Summary page for the item described by this metadata record. Service Protocol: Link to the ScienceBase Item Summary page for the item described by this metadata record. Application Profile: Web Browser. Link Function: information

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Sea Level Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Sea Level module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Coral Bleaching Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Coral Bleaching module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

IntroductionConflict, fragility and political violence, that are taking place in many countries in the Middle East and North Africa (MENA) region have devastating effects on health. Digital health technologies can contribute to enhancing the quality, accessibility and availability of health care services in fragile and conflict-affected states of the MENA region. To inform future research, investments and policy processes, this scoping review aims to map out the evidence on digital health in fragile states in the MENA region.MethodWe conducted a scoping review following the Joanna Briggs Institute (JBI) guidelines. We conducted descriptive analysis of the general characteristics of the included papers and thematic analysis of the key findings of included studies categorized by targeted primary users of different digital health intervention.ResultsOut of the 10,724 articles identified, we included 93 studies. The included studies mainly focused on digital health interventions targeting healthcare providers, clients and data services, while few studies focused on health systems or organizations managers. Most of the included studies were observational studies (49%). We identified no systematic reviews. Most of the studies were conducted in Lebanon (32%) followed by Afghanistan (13%) and Palestine (12%). The first authors were mainly affiliated with institutions from countries outside the MENA region (57%), mainly United Kingdom and United States. Digital health interventions provided a platform for training, supervision, and consultation for health care providers, continuing education for medical students, and disease self-management. The review also highlighted some implementation considerations for the adoption of digital health such as computer literacy, weak technological infrastructure, and privacy concerns.ConclusionThis review showed that digital health technologies can provide promising solutions in addressing health needs in fragile and conflict-affected states. However, rigorous evaluation of digital technologies in fragile settings and humanitarian crises are needed to inform their design and deployment.

This layer shows State-Wise Literacy Rates (1951-2011).Source of data: https://www.indiabudget.gov.in/economicsurvey/doc/stat/tab85.pdfNote:India and Manipur figures exclude those of the three sub-divisions viz. Mao Maram, Paomata and Purul of Senapati district of Manipur as census results of 2001 in these three sub-divisions were cancelled due to technical and administrative reasons.Literacy rates for 1951, 1961 and 1971 Censuses relate to population aged five years and above and from 1981 onwards Literacy rates relate to the population aged seven years and above. The literacy rate for 1951 in case of West Bengal relates to total population including 0-4 age group. Literacy rate for 1951 in respect of Chhattisgarh, Madhya Pradesh and Manipur are based on sample population.This web layer is offered by Esri India, for ArcGIS Online subscribers. If you have any questions or comments, please let us know via content@esri.in.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Sea Level Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Sea Level module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for allEnrolment in primary education in developing countries has reached 91%, but 57 million children remain out of school.More than half of children who have not enrolled in school live in sub-Saharan Africa.An estimated 50% of out-of-school children of primary school age live in conflict-affected areas. Children in the poorest households are 4 times as likely to be out of school as children in the richest households.The world has achieved equality in primary education between girls and boys, but few countries have achieved that target at all levels of education.Among youth aged 15 to 24, the literacy rate has improved globally from 83 per cent to 91 per cent between 1990 and 2015.India has made significant progress in universalizing primary education. Enrolment and completion rates of girls in primary school have improved as are elementary completion rates. The net enrolment ratio in primary education (for both sexes) is 88%(2013-14). At the national level, male and female youth literacy rate is 94% and 92%.This map layer is offered by Esri India, for ArcGIS Online subscribers, If you have any questions or comments, please let us know via content@esri.in.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Coral Bleaching Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information. This application is the Investigating Coral Bleaching module. This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS. Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard. *NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating El Niño Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating El Niño module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

This is a simple map service showing latitude/longitude lines that can be used as an overlay along with other layers for reference.Spatial reference: WGS_1984_Web_Mercator_Auxiliary_Sphere.This map layer is used in NOAA's Data in the Classroom module(s).Data in the Classroom is an online curriculum to foster data literacy. With NOAA’s Data in the Classroom, students use historical and real-time NOAA data to explore today’s most pressing environmental issues. Each of the modules addresses research questions, includes stepped levels of engagement and builds students’ abilities to understand, interpret, and think critically about data. The modules available include:Investigating El NiñoInvestigating Sea LevelInvestigating Coral BleachingMonitoring Estuarine Water QualityUnderstanding Ocean & Coastal AcidificationVisit Data in the Classroom for more information.All Data in the Classroom modules follow guiding principles found in the Next Generation Science Standards (NGSS)* and Common Core State Standards.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Data in the Classroom is an online curriculum to foster data literacy. This Data in the Classroom: Understanding Ocean & Coastal Acidification module is geared towards grades 9-12. Visit Data in the Classroom for more information.This application is the Understanding Ocean & Coastal Acidification module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

This is a simple map service showing latitude/longitude lines that can be used as an overlay along with other layers for reference.Spatial reference: GCS_WGS_1984.This map layer is used in NOAA's Data in the Classroom module(s).Data in the Classroom is an online curriculum to foster data literacy. With NOAA’s Data in the Classroom, students use historical and real-time NOAA data to explore today’s most pressing environmental issues. Each of the modules addresses research questions, includes stepped levels of engagement and builds students’ abilities to understand, interpret, and think critically about data. The modules available include:Investigating El NiñoInvestigating Sea LevelInvestigating Coral BleachingMonitoring Estuarine Water QualityUnderstanding Ocean & Coastal AcidificationVisit Data in the Classroom for more information.All Data in the Classroom modules follow guiding principles found in the Next Generation Science Standards (NGSS)* and Common Core State Standards.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.

Data in the Classroom is an online curriculum to foster data literacy. This Investigating Coral Bleaching Using Data in the Classroom module is geared towards grades 6 - 12. Visit Data in the Classroom for more information.This application is the Investigating Coral Bleaching module.This module was developed to engage students in increasingly sophisticated modes of understanding and manipulation of data. It was completed prior to the release of the Next Generation Science Standards (NGSS)* and has recently been adapted to incorporate some of the innovations described in the NGSS.Each level of the module provides learning experiences that engage students in the three dimensions of the NGSS Framework while building towards competency in targeted performance expectations. Note: this document identifies the specific practice, core idea and concept directly associated with a performance expectation (shown in parentheses in the tables) but also includes additional practices and concepts that can help students build toward a standard.*NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press. Next Generation Science Standards is a registered trademark of Achieve. Neither Achieve nor the lead states and partners that developed the Next Generation Science Standards was involved in the production of, and does not endorse, this product.