Author(s): |
N/A |
Source: |
National Center for Education Statistics |
|
Pub Date: |
2010-03-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
Grade 4; Grade 8; Reading Achievement; National Competency Tests; Reading Tests; Reading Comprehension; Scores; Achievement Gains; Achievement Gap; Comparative Analysis; Educational Trends; Private Schools; Public Schools; Gender Differences; Racial Differences; Low Income Groups; Urban Schools; African American Students; Asian American Students; Hispanic American Students; White Students; American Indians; Students
Abstract:
This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of reading comprehension across two types of texts: literary and informational. At grade 4, the average reading score in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005 (figure A). About two-thirds (67 percent) of fourth-graders performed at or above the "Basic" level in 2009, and one-third (33 percent) performed at or above "Proficient". Both percentages were unchanged from 2007 but were higher than previous assessment years. Eight percent of fourth-graders performed at the "Advanced" level, which was the same as in 2007 but higher than in 1992. At grade 8, the average reading score in 2009 was one point higher than in 2007 and four points higher than in 1992 but was not consistently higher than in all the assessment years in between. Gains since 2007 were seen for lower- and middle-performing students at the 10th, 25th, and 50th percentiles, while scores for higher-performing students at the 75th and 90th percentiles showed no significant change. In 2009, about three-quarters (75 percent) of eighth-graders performed at or above the "Basic" level, and one-third (32 percent) performed at or above "Proficient". Both percentages were higher in 2009 than in 2007 and 1992. Three percent of eighth-graders performed at the "Advanced" level in 2009, which was the same as the percentages in 2007 and 1992. Appendix tables are included. (Contains 23 figures and 32 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
 Show
 Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
 ERIC
Full Text (6771K)
|
|
|
Pub Date: |
2010-12-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
|
|
|
|
Descriptors:
Income; Federal Legislation; American Indians; Academic Achievement; Mathematics Tests; National Competency Tests; Scores; Grade 4; White Students; Educational Legislation; Reading Tests; Educational Trends; Trend Analysis; Achievement Gains; Achievement Gap; African American Students; Asian American Students; Hispanic American Students; Low Income Groups; Gender Differences; Racial Differences; Grade 8; Comparative Analysis
Abstract:
After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on Education Policy (CEP) analyzed trends in reading and mathematics performance and achievement gaps for several groups of students: African American, Asian, Latino, Native American, and white students, as well as low-income, male, and female students. The authors looked at trends on state tests from 2002 (or a more recent year in some states) through 2009 at grades 4, 8, and the high school grade tested for NCLB. They also compared the direction of trends between 2005 and 2009 on state tests and the federally sponsored National Assessment of Educational Progress (NAEP). All 50 states and the District of Columbia participated in this study, which marks the fourth year of CEP's research on student achievement. Not all states had the data needed for every analysis, however. States were considered to have sufficient data for an analysis if they had three or more years of comparable test data through 2009 and if the number of students in a particular subgroup was large enough to yield reliable trends. Four main conclusions emerged from this study: (1) Achievement gaps are large and persistent; (2) Every major student group has made gains since 2002 on state reading and math tests. But even when achievement has increased for all groups, gaps have not always narrowed; (3) For most student groups, gaps on state tests have often narrowed since 2002. Gap trends vary, however, based on the student group and indicator of achievement examined; and (4) Although gaps have narrowed more rapidly for some groups than for others, at the current rates of progress it would take many years to close most gaps. (Contains 52 tables and 11 footnotes.) [For "State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP", see ED511842.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (1113K)
|
Author(s): |
N/A |
Source: |
National Center for Education Statistics |
|
Pub Date: |
2012-12-00 |
Pub Type(s): |
Reports - Evaluative |
Peer Reviewed: |
Yes |
|
|
|
Descriptors:
National Competency Tests; Reading Tests; Vocabulary; Reading Comprehension; Scores; Change; Grade 4; Grade 8; Grade 12; Elementary School Students; Secondary School Students; Student Characteristics; Racial Differences; Gender Differences; Family Income; Economically Disadvantaged; Disabilities; English Language Learners; African American Students; American Indian Students; Asian American Students; Hispanic American Students; White Students
Abstract:
The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of the nation's evaluation of the condition and progress of education. This report presents results for student performance on the systematic measure of vocabulary included in the 2009 and 2011 NAEP reading assessments. While previous NAEP assessments had included some vocabulary questions, the new framework for the 2009 assessment provided criteria for developing vocabulary questions as well as prescribing the number of questions to be included in each comprehension section of the assessment. This systematic assessment of vocabulary allows for NAEP to more fully assess the impact of vocabulary knowledge on students' comprehension and makes it possible to report on students' vocabulary performance. Vocabulary results from the 2009 reading assessment are based on nationally representative samples of 116,600 fourth-graders, 103,400 eighth-graders, and 44,500 twelfth-graders. Results from the 2011 assessment are based on samples of 213,100 students at grade 4 and 168,200 students at grade 8. The reading assessment was not administered at grade 12 in 2011. NAEP vocabulary results are available for 2009 and 2011 at grades 4 and 8. As grade 12 was not assessed in 2011, results for twelfth-grade students are available for 2009 only. The overall average vocabulary scores for fourth- and eighth-grade students in 2011 were not significantly different from 2009, but there were some changes in the scores for students performing at selected percentiles on the vocabulary scale. At grade 4, scores were lower in 2011 than in 2009 for higher-performing students at the 75th and 90th percentiles. At grade 8, lower-performing students at the 10th percentile scored higher in 2011 than in 2009. Eighth-graders at the 75th and 90th percentiles scored lower in 2011 than in 2009. (Contains 4 figures and 6 tables.)
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
ERIC
Full Text (2689K)
|
Author(s): |
N/A |
Source: |
College Board |
|
Pub Date: |
2012-02-08 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
Peer Reviewed: |
|
|
|
|
Descriptors:
Public Schools; Advanced Placement; Graduation; State Departments of Education; Educational Opportunities; Equal Education; Social Bias; Disproportionate Representation; At Risk Students; Minority Groups; Success; College Preparation; Data Analysis; Racial Differences; Standardized Tests; High School Students; Student Participation; Educational Quality; African American Students; American Indian Education; Hispanic American Students; Asian American Students; Alaska Natives; White Students; State Programs; Federal Programs; Gender Differences; Scores; Low Income Groups; STEM Education
Abstract:
In classrooms around the country, AP (Advanced Placement) teachers are preparing students for tomorrow by teaching them how to think and learn today. AP students learn to construct solid arguments, test theories, and see many sides of an issue--the kind of thinking that solves tough problems both in and outside the classroom, in college and beyond. AP Coordinators, counselors, principals, and district officials support AP teachers by providing professional development opportunities and other crucial resources. They offer a broad range of AP courses and exams so that motivated students can develop their passions and talents--whether they're interested in art, history, languages, literature, math, or science. At colleges and universities, the collaboration continues. College faculty review syllabi, develop AP course and exam content, score exams, and perform research to ensure that the exams assess a college level of achievement. Admission officials recognize the achievement of AP students, who demonstrate through successful exam scores that they are ready for the challenge of higher education and can, in turn, contribute new thoughts and ideas to the communities at their colleges and universities. In this report, readers will hear from some of the people who make this collaboration successful and who have demonstrated a commitment to both equity and excellence in the classroom. Raw numbers for Figures 2 and 3 are appended. (Contains 13 tables and 13 endnotes.) [For "The 7th Annual AP[R] Report to the Nation," see ED529286.]
Note:The following two links
are not-applicable for text-based browsers or screen-reading software.
Show
Hide
Full Abstract
Related Items: Show Related Items
Full-Text Availability Options:
More Info:
 Help |
 Tutorial
Help Finding Full Text
|
Publisher's website
|
|
