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ERIC Number: ED492635
Record Type: Non-Journal
Publication Date: 2006-Feb
Pages: 40
Abstractor: ERIC
Reference Count: N/A
Trial Urban District Assessment: Mathematics 2005. The Nation's Report Card[TM]. NCES 2006-457r
Rampey, B. D.; Lutkus, A. D.; Dion, G.
National Center for Education Statistics
This report presents trial school-district-level results of the National Assessment of Educational Progress (NAEP) mathematics 2003 and 2005 assessments at grades 4 and 8 for nine urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. In 2005, Austin ISD was added. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, gender, and parents' highest level of education, and for students with disabilities and English language learners. At grade 4, between 2003 and 2005, mathematics performance improved in 8 of the 10 districts that participated in both years. At grade 8, during the same period, performance improved in 4 of the 10 districts. Technical Notes and Data Appendix are included. (Contains 22 tables and 9 figures.) [For "The Nation's Report Card: Trial Urban District Assessment Mathematics 2005. NCES 2006-457," see ED488964. For "Trial Urban District Assessment: Reading 2005. The Nation's Report Card[TM]. NCES 2006-455," see ED488963.]
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site:
Publication Type: Numerical/Quantitative Data; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Center for Education Statistics (ED), Washington, DC.
IES Funded: Yes