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ERIC Number: ED378237
Record Type: RIE
Publication Date: 1994-Jul
Pages: 554
Abstractor: N/A
Reference Count: 0
ISBN: ISBN-0-16-045133-7ISBN-0-88685-158-0
ISSN: N/A
NAEP 1992 Trends in Academic Progress. Achievement of U.S. Students in Science, 1969 to 1992 - Mathematics, 1973 to 1992 - Reading, 1971 to 1992 - Writing, 1984 to 1992.
Mullis, Ina V. S.; And Others
Since its inception, the National Assessment of Educational Progress (NAEP) has been conducting assessments of the nation's students attending public and private schools. This report presents NAEP 1992 trend data in science, mathematics, reading, and writing. Proficiency scales provide a basis for comparing student overall achievement in each of the four curriculum areas. Comparisons are provided for samples of students in grades 4, 8, and 11 for writing, and for students aged 9, 13, and 17 in the other curricular areas. About 31,000 students were involved in NAEP's 1992 trend assessments. In general, overall trends in science and mathematics show noteworthy improvements during the past decade since the 1983 publication of "A Nation At Risk," while trends for reading show declines for the same period. Between 1984 and 1992, writing performance of eleventh graders showed little change. Writing has remained relatively stable for grade 4, but there was a significant decline for grade 8 from 1984 to 1990. An upward turn since then deserves further study. Twenty-six figures and 96 tables present survey findings. Twelve tables in a procedural appendix supplement the text. A Data Appendix summarizes data for each area. (SLD)
U.S. Government Printing Office, Superintendents of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ.
Identifiers: National Assessment of Educational Progress