ERIC Number: ED333052
Record Type: Non-Journal
Publication Date: 1991
Performance at the Top: From Elementary through Graduate School. Policy Information Report.
Barton, Paul E.; Coley, Richard J.
Available information, largely for selected years in the 1970s through 1990, on academic performance at the highest levels of achievement is summarized for elementary through graduate school levels. Profiles of students who performed well on particular measures of academic achievement or attained advanced degrees are provided. Data were obtained from testing programs administered by the Educational Testing Service including statistics from the National Assessment of Educational Progress. At the elementary school level (9 year olds), the level of highest achievement in reading, mathematics, and science has not varied greatly from assessments in the 1970s. At the junior high school level (13 year olds), it was apparent that achievement in mathematics and science lags behind some other countries. At the high school level, few students demonstrated high levels of performance. More associate's and bachelor's degrees were awarded in 1988 than in 1978, but fewer master's degrees were granted. The increase in doctoral degrees and first professional degrees did not keep pace with population growth. Thirty-nine figures illustrate students' performance. An appendix contains 21 tables of supplemental data. (SLD)
Descriptors: Academic Achievement, Achievement Gains, Achievement Tests, College Students, Elementary School Students, Elementary Secondary Education, Graduate Study, Graphs, High Achievement, Higher Education, Mathematics Achievement, National Surveys, Performance, Profiles, Reading Achievement, Sciences, Secondary School Students, Statistical Data, Tables (Data), Test Results, Trend Analysis
Educational Testing Service, Publications Order Service, P.O. Box 6736, Princeton, NJ 08541 ($6.00; make check or money order payable to the Educational Testing Service).
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Authoring Institution: Educational Testing Service, Princeton, NJ. Policy Information Center.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress