ERIC Number: ED414202
Record Type: Non-Journal
Publication Date: 1997-Oct
Reference Count: N/A
NAEP 1996 Science State Report for Department of Defense Domestic Dependent Elementary and Secondary Schools, Grade 4. Findings from the National Assessment of Educational Progress.
Ballator, Nada; O'Sullivan, Christine Y.; Jerry, Laura
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. Both the domestic and overseas Department of Defense schools made special arrangements to assess their grade 4 students during the national science assessment. The results reported here are from the grade 4 assessment of the Domestic Dependents Elementary and Secondary Schools (DDESS). The 1996 state science assessment covered three major fields: earth, physical, and life sciences. In DDESS, 1,251 students in 39 public schools were assessed. This report describes the science proficiency of DDESS fourth-graders, compares their overall performance to students in 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, DDESS students had an average proficiency of 154 compared to 148 throughout the United States. The average science scale score of males did not differ significantly from that of females in DDESS. However, the scores of both DDESS males and females were significantly higher than for males and females nationwide. At the fourth grade, White students in DDESS had an average science scale score that was higher than those of Black and Hispanic students. (SGE)
Descriptors: Academic Achievement, Academic Standards, Dependents Schools, Educational Change, Grade 4, Hands on Science, Intermediate Grades, National Competency Tests, Problem Solving, Science Education, Science Process Skills, Sex Differences, Standardized Tests, Student Evaluation, Tables (Data)
National Library of Education, Office of Educational Research and Improvement, U.S. Dept. of Education, 555 New Jersey Ave., N.W., Washington, DC 20208-5574; phone: 800-424-1616 (limit one copy); also on NCES web site: http://nces.ed.gov/naep/96state
Publication Type: Information Analyses; Reports - Research
Education Level: N/A
Sponsor: National Center for Education Statistics (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Washington, DC.; National Assessment of Educational Progress, Princeton, NJ.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress