ERIC Number: ED106399
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
A Statement of Fact: The Size and Type of a Community Bear Upon Educational Results. A Look at National Assessment Results in Eight Learning Areas in the Light of Community Influence: A Special Report to Urban School Districts.
How do size of communities and varying socioeconomic levels affect educational success? Is there a relationship between these factors and success in learning? This report is an attempt to look at National Assessment findings over the first four years, beginning in 1969 and ending in 1973. The National Assessment of Educational Progress is an information gathering project which surveys the educational attainments of 9, 13, 17 and 26 to 35-year olds in 10 learning areas. Data were gathered in the learning areas of science, citizenship and writing the first year; reading and literature the second year; social studies and music the third year; mathematics and science for the second time, the fourth year, or 1972-1973. In other words, change data were first reported in science and appeared in print in March 1975. Looking at results for the various sizes and types of communities (STOC groups) National Assessment considers in its reports, some evidence can be found of persistent patterns of educational attainment. The results in the area of reading are most indicative and underlie all other learning areas. Classification into type of community was based on occupation and place of residence, plus information about communities in which the respondents lived or attended school, but not about the individual. (Author/JM) Primary type of information provided by report: Results (Subgroup).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.