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ERIC Number: ED413221
Record Type: Non-Journal
Publication Date: 1997-Sep
Pages: 134
Abstractor: N/A
NAEP 1996 Science State Report for Nebraska. Findings from the National Assessment of Educational Progress.
O'Sullivan, Christine Y.; Jerry, Laura; Ballator, Nada; Herr, Fiona
In 1990, the National Assessment of Educational Progress (NAEP) included a Trial State Assessment (TSA); for the first time in the NAEP's history, voluntary state-by-state assessments were made. The sample was designed to represent the 8th grade public school population in a state or territory. In 1996, 44 states, the District of Columbia, Guam, and the Department of Defense schools, took part in the NAEP state science assessment program. The NAEP 1996 state science assessment was at grade 8 only, although grades 4, 8, and 12 were assessed at the national level as usual. The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In Nebraska, 2,724 public school and 333 nonpublic school students in 120 public schools and 20 nonpublic schools were assessed. This report describes the science proficiency of Nebraska eighth-graders, compares their overall performance to students in the Central region of the United States and the entire United States (using data from the NAEP national assessment), presents the average proficiency for the three major fields, and summarizes the performance of subpopulations (gender, race/ethnicity, parents' educational level, Title I participation, and free/reduced lunch program eligibility). To provide a context for the assessment data, participating students, their science teachers, and principals completed questionnaires which focused on: instructional content (curriculum coverage, amount of homework); delivery of science instruction (availability of resources, type); use of computers in science instruction; educational background of teachers; and conditions facilitating science learning (e.g., hours of television watched, absenteeism). On the NAEP fields of science scales that range from 0 to 300, Nebraska students had an average proficiency of 157 compared to 148 throughout the United States. The average science scale score of males was higher than that of females in Nebraska; nationwide, however, the performance of males did not differ significantly from that of females. At the eighth grade, White students in Nebraska had an average science scale score that was higher than those of Black and Hispanic students. In Nebraska at grade 8, the average scale score of public school students (157) was lower than that of nonpublic school students (165). (DDR/NB)
National Library of Education, Office of Educational Research and Improvement, U.S. Department of Education, 555 New Jersey Avenue, NW, Washington, DC 20208-5641; 1-800-424-1616 (limit one copy); also on NCES web site:
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.; National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Location: Nebraska
Identifiers - Assessments and Surveys: National Assessment of Educational Progress