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ERIC Number: ED172980
Record Type: RIE
Publication Date: 1979-May
Pages: 32
Abstractor: N/A
Reference Count: 0
Student Achievement in Rural Schools: A View from the National Assessment Data.
Martin, Wayne H.
The National Assessment of Educational Progress (NAEP) was designed to measure knowledge, skills, and attitudes of young Americans at various ages in 10 learning areas, and to measure educational attainment over time. Community categories used in NAEP research were High and Low Metro, Urban Fringe, Main Big City, Medium City, Small Places (population under 25,000), and Extreme Rural Areas (population under 10,000). Rural students at ages 9, 13, and 17 were enrolled at near the national average grade level. The home environment of 9 year old rural students was similar to that of Urban Fringe students. At ages 13 and 17, the home environments were similar to Main Big City home environments. The baseline data trend, substantiated by change data, was toward improved rural performance, to the point of reaching national performance levels for some ages in science, reading, functional literacy, and social studies. Exercise-by-exercise data should be examined to isolate strengths and weaknesses of rural students in various learning areas. The federal government should explore the possibility of conducting a migrant children assessment. NAEP should be provided with the necessary resources to increase the sample size for rural students to provide more detailed information about their educational achievement. (Author/SB) Primary type of information provided by report: Results (Special Analyses) (Trend).
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Bureau of Elementary and Secondary Education (DHEW/OE), Washington, DC.; National Inst. of Education (DHEW), Washington, DC.; Office of the Assistant Secretary for Education (DHEW), Washington, DC.; Department of Agriculture, Washington, DC.
Authoring Institution: N/A
Identifiers: National Assessment of Educational Progress
Note: Paper presented at the Rural Education Seminar (College Park, Maryland, 29-31 May 1979); Some pages may not reproduce due to small print size