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ERIC Number: ED322221
Record Type: Non-Journal
Publication Date: 1990-Jun
Pages: 166
Abstractor: N/A
A Profile of the American Eighth Grader: NELS:88 Student Descriptive Summary. National Educational Longitudinal Study of 1988.
Hafner, Anne; And Others
Descriptive statistics and associated analysis on American eighth graders are presented based on data from the 1988 National Education Longitudinal Study. The study will be repeated with the same cohort at 2-year intervals. Study variables cover attitudes, school performance, and activities of the eighth-grade students. In addition to direct student data, the study design incorporates data from students' school principals, parents, and teachers to identify additional factors that affect student achievement. In addition to a general statistical profile of the target population, statistics and accompanying analyses cover mathematics and reading performance, at-risk issues, school safety and climate, and high school and college plans. Focus is on circumstances under which children flourish and succeed. The study included a clustered, stratified national probability sample of about 800 public and 200 private schools. Almost 25,000 students participated in the base-year study. The sample represents the nation's eighth-grade population, totalling about 3 million eighth-graders in over 38,000 school in the spring of 1988. Results reveal that the American eighth-grade population is very diverse. One out of every five students is unable to perform basic arithmetic tasks, and 14% of the students are unable to perform basic reading comprehension tasks. The NELS:88 provides some indicators of "at risk" status and has identified six primary risk factors. Pertinent methodological discussions and associated data are appended. Fifteen graphs and 69 data tables are included. (TJH)
Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.