While there is a limited data on safety-sensitive professionals, substance use disorders potentially affect pilots and flight attendants at the same rate as the general population - around 15 percent - but due to the high-risk nature of their jobs, aircraft operators are held to a higher standard for substance misuse on the job. To protect the safety of the public and the aviation workforce, the Human Intervention Motivation Study (HIMS) and the Flight Attendant Drug and Alcohol Program (FADAP) were launched to help treat critical aviation workers - pilots and flight attendants, respectively - who misuse substances. In response to a congressional mandate, this new report reviews available evidence on the effectiveness of HIMS and FADAP and offers recommendations for improving these programs. Table of Contents Front Matter Summary 1 Introduction 2 Brief Descriptions of the Human Intervention and Motivational Study and the Flight Attendant Drug and Alcohol Program 3 Evidence-Based Practices for Identifying and Treating Substance Use Disorders 4 A Program Evaluation Overview for Support of Pilots and Flight Attendants with Substance Use Disorders 5 Outcomes of the Human Intervention and Motivation Study (HIMS) and the Flight Attendant Drug and Alcohol Program (FADAP): Analysis of the Available Evidence 6 Summary Assessment: Conclusions and Recommendations References Appendix A: Other Alcohol and Drug Programs in the Transportation Sector Appendix B: Speakers, Papers, and Literature Review Data Gathering Appendix C: Communications between the Committee and the FAA, HIMS, ALPA, and Congressional Staff Appendix D: Committee Member Biosketches Appendix E: Disclosure of Unavoidable Conflict of Interest

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion. Table of Contents Front Matter 1 Introduction 2 Vocabulary and Beyond: Developing Language for School Achievement 3 Supporting Preschool Language for School Learning 4 Learning Across Languages: Second-Language Learners and Dialect Speakers 5 Language Differences 6 Reflections on Research and Practice References Appendix A: Workshop Agenda Appendix B: Biographical Sketches of Planning Committee Members and Staff

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. Table of Contents Front Matter Summary 1 Introduction 2 Foundations of Reading and Writing 3 Literacy Instruction for Adults 4 Principles of Learning for Instructional Design 5 Motivation, Engagement, and Persistence 6 Technology to Promote Adult Literacy 7 Learning, Reading, and Writing Disabilities 8 Language and Literacy Development of English Language Learners 9 Conclusions and Recommendations References and Bibliography Appendix A: Biographical Sketches of Committee Members and Staff Appendix B: Literacy in a Digital Age Appendix C: Interventions to Develop the Component Literacy Skills of Low-Literate Adults Appendix D: Search Procedures and Reviewed Studies of Adult Literacy Instruction