ERIC Number: ED389665
Record Type: Non-Journal
Publication Date: 1995-Oct
Reference Count: N/A
NAEP 1994 Geography: A First Look. Findings from the National Assessment of Educational Progress.
Williams, Paul L.; And Others
This report is a first look at the results of the 1994 NAEP geography assessment. It presents national findings of 4th-, 8th-, and 12th-grade students' overall performance on the NAEP geography scale, and summary data for the major demographic subpopulations in the United States. Results are reported on a 500-point NAEP scale, used to show comparisons and trends over time, and according to the achievement levels, which are in a developmental stage, established by the National Assessment Governing Board. Sample questions for each grade level are provided. The preliminary results show: (1) the pattern of average scores by grade was typical of other subjects assessed by NAEP; (2) among the different regions of the United States, student performance varied by each grade level with high school seniors in the Southeast scoring a lower average than those in the other regions; (3) 22 percent of 4th graders, 28 percent of 8th graders, and 27 percent of 12th graders reached the proficient level which demonstrates competency in challenging subject matter; (4) across the three grades, about 70 percent of students attained at least the basic level which demonstrates partial mastery of challenging subject matter; (5) across the three grades, 2 to 4 percent reached the advanced level showing superior performance; (6) performance in geography at all grade levels was higher for students whose parents had more education; (7) at grades 4, 8, and 12, males tended to score higher than females; (8) at all three grades, White and Asian students had significantly higher scores than did Black and Hispanic students; and (9) 4th-, 8th-, and 12th-grade students attending non-public schools displayed higher performance in geography than their counterparts attending public schools. Twelve tables and six figures accompany the text. (EH)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: National Assessment of Educational Progress, Princeton, NJ.; Educational Testing Service, Princeton, NJ. Center for the Assessment of Educational Progress.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress