ERIC Number: ED335365
Record Type: Non-Journal
Publication Date: 1991-Apr
Reference Count: N/A
The Tested Achievement of the National Education Longitudinal Study of 1988 Eighth Grade Class. E.D. Tabs.
Rock, Donald A.; And Others
Sixty tables are presented, which examine the test achievement of a national probability sample of eighth graders in public and private schools. Statistics were obtained from the base-year student survey of the National Education Longitudinal Study of 1988 (NELS:88). The NELS:88 monitors the transition of a national sample of young adults as they progress from junior high to senior high school and on to postsecondary education and/or work. Its purpose is to provide policy-relevant data concerning the effectiveness of schools, curriculum paths, special programs, variations in curriculum content, and/or mode of delivery in bringing about educational growth. The NELS:88 test battery includes four tests: (1) reading comprehension; (2) mathematics; (3) science; and (4) history/citizenship/government. This report is a tabular summary of achievement test scores for approximately 25,000 eighth graders from slightly more than 1,000 schools. Results are grouped into: student background variables; parental involvement variables; and school characteristics and school climate. Reading and mathematics tables contain, in addition to mean scores, the percentage of each group scoring at each proficiency level and the standard error of the percentage estimate. Effect sizes are included to compare group differences. Technical notes on survey design, response rates, variables in the tables, significance testing, and methods for estimating standard errors and effect sizes follow the tables. (SLD)
Descriptors: Achievement Tests, Effect Size, Grade 8, Institutional Characteristics, Junior High Schools, Longitudinal Studies, Mathematics Tests, National Programs, National Surveys, Parent Participation, Reading Comprehension, Reading Tests, Science Tests, Scores, Social Studies, Statistical Data, Tables (Data), Test Results, Testing Programs
Publication Type: Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.