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Pub Date: |
2010-06-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
American Indians; Alaska Natives; American Indian Education; National Competency Tests; Grade 4; Grade 8; Reading Tests; Mathematics Tests; Reading Achievement; Mathematics Achievement; Racial Differences; Scores; Student Improvement; Achievement Gains; Gender Differences; Low Income Groups; Regional Characteristics; Differences; Suburban Schools; Urban Schools; Rural Schools; Rural Urban Differences; Public Schools; Achievement Gap
Abstract:
The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For "Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463" see ED510597.]
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Author(s): |
N/A |
Source: |
National Center for Education Statistics |
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Pub Date: |
2012-05-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
National Competency Tests; Science Tests; Grade 8; Scores; Test Results; Achievement Gains; Achievement Gap; Science Achievement; Gender Differences; Racial Differences; African American Students; Hispanic American Students; American Indians; Alaska Natives; Asian American Students; Pacific Americans; White Students; Low Income Groups; Public Schools; Private Schools; Hands on Science; Science Projects; Cooperative Learning; Science Activities; Physical Sciences; Biological Sciences; Earth Science; Space Sciences; Science Process Skills
Abstract:
This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. The average eighth-grade science score increased from 150 in 2009 to 152 in 2011. The percentages of students performing at or above the "Basic" and "Proficient" levels were higher in 2011 than in 2009. There was no significant change from 2009 to 2011 in the percentage of students at the "Advanced" level. Score gaps between White and Black students and between White and Hispanic students narrowed from 2009 to 2011. In comparison to 2009, average science scores in 2011 were 1 point higher for White students, 3 points higher for Black students, and 5 points higher for Hispanic students. There were no significant changes from 2009 to 2011 in the scores for Asian/Pacific Islander or American Indian/Alaska Native students. Average scores for both male and female students were higher in 2011 than in 2009. Male students scored 5 points higher on average than female students in 2011, which was not significantly different from the 4-point gap in 2009. The average science score for public school students was higher in 2011 than in 2009, while there was no significant change in the score for private school students. Private school students scored 12 points higher on average than public school students in 2011, which was not significantly different from the 15-point score gap in 2009. (Contains 12 figures and 2 tables.)
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Author(s): |
N/A |
Source: |
National Center for Education Statistics |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Outcomes of Education; Public Schools; Federal State Relationship; English Language Learners; Low Income; Disadvantaged; Grade 4; Grade 8; National Competency Tests; Governing Boards; Educational Assessment; Reading Achievement; Science Achievement; Mathematics Achievement; Achievement Gains; Comparative Analysis; Statistical Significance; Academic Achievement
Abstract:
California, Florida, Illinois, New York, and Texas enroll close to 40 percent of the nation's public school students. The importance of these "Mega-States" goes beyond the sheer size of their population. They now serve more than half of the nation's English language learners (ELL), as well as some of the largest concentrations of children from lower-income families. As policymakers and educators look at the nation's changing demographics and explore ways to close achievement gaps, the educational progress of children in these states is of interest far beyond their state borders. That's why the National Center for Education Statistics and the National Assessment Governing Board focused this special report on educational outcomes in the five largest states. This report provides a more in-depth look into the performance of specific student groups and performance by subject, including: (1) recent assessments; (2) comparisons to the nation and among the five states; (3) highlights of gains for student groups, including those that performed higher than their peers in the nation; and (4) student performance at or above the NAEP "Proficient level." The results presented by each subject area are for public school students only. The National Assessment of Educational Progress (NAEP) reports results using widely accepted statistical standards; findings are reported based on a statistical significance level set at 0.05 with appropriate adjustments for multiple comparisons. Readers should note that writing results were not included in this report because the 2011 writing framework begins a new trend line. In addition, the 2011 computer-based writing assessment was not administered at the state level. Technical Notes are included. (Contains 19 figures, 7 tables, and 2 footnotes.)
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Full Text (3890K)
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Mathematics Achievement; Reading Achievement; Science Achievement; Educational Change; Achievement Gap; Grade 4; Grade 8; Scores; National Competency Tests; Achievement Gains; Educational Trends; Expenditure per Student; Educational Finance; Politics of Education; Comparative Analysis; Foreign Countries
Abstract:
In a report issued in 2010, the authors found only 6 percent of U.S. students performing at the advanced level in mathematics, a percentage lower than those attained by 30 other countries. And the problem is not limited to top-performing students. In 2011, they showed that just 32 percent of 8th graders in the United States were proficient in mathematics, placing the U.S. 32nd when ranked among the participating international jurisdictions. Admittedly, American governments at every level have taken actions that would seem to be highly promising. Federal, state, and local governments spent 35 percent more per pupil--in real-dollar terms--in 2009 than they had in 1990. States began holding schools accountable for student performance in the 1990s, and the federal government developed its own nationwide school-accountability program in 2002. And, in fact, U.S. students in elementary school do seem to be performing considerably better than they were a couple of decades ago. Most notably, the performance of 4th-grade students on math tests rose steeply between the mid-1990s and 2011. After a half century of concern and efforts, the United States may finally be taking the steps needed to catch up. To find out whether the United States is narrowing the international education gap, the authors provide in this report estimates of learning gains over the period between 1995 and 2009 for 49 countries from most of the developed and some of the newly developing parts of the world. They also examine changes in student performance in 41 states within the United States, allowing them to compare these states with each other as well as with the 48 other countries. (Contains 4 figures.)
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Author(s): |
N/A |
Source: |
National Center for Education Statistics |
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Pub Date: |
2010-03-00 |
Pub Type(s): |
Numerical/Quantitative Data; Reports - Evaluative |
Peer Reviewed: |
Yes |
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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.)
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