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ERIC Number: ED192294
Record Type: Non-Journal
Publication Date: 1980-Jun
Pages: 122
Abstractor: N/A
Reference Count: N/A
Contributions of the National Assessment to Understanding the Problems of Literacy and Equity.
Brown, Rexford
To understand the contributions of the National Assessment of Educational Progress (NAEP) toward solving the problems of literacy and equity, this report addresses two questions: (1) How can NAEP provide useful information concerning educational equity and standards of and levels of literacy, particularly with regard to linguistic and ethnic minorities; and (2) What kinds of data can be collected and analyses performed to chart changes in literacy over time and provide clues about the types of programs required for improving literacy? Divided into three parts, Part One explores differing conceptions of literacy, ways in which NAEP can address certain of them, ways in which NAEP can serve as a proving ground for literacy measures, and potential enhancements to the current NAEP model; Part Two explores NAEP's contribution to equity studies as a descriptive data base and a source of analytical inquiry; and Part Three examines trade-offs involved in potential enhancements of the current design. Appended are a discussion of trends for two kinds of literacy, a sampling of equity graphs, tables and statements, and NAEP publications in reading, writing and literature. (HOD) Primary type of information provided by report: Procedures (Conceptual).
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress