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Author: United States. Congress. Senate. Committee on the Judiciary. Subcommittee to Investigate Juvenile Delinquency
Publisher:
ISBN:
Category : Juvenile delinquency
Languages : en
Pages : 42
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Author: United States. Congress. Senate. Committee on the Judiciary. Subcommittee to Investigate Juvenile Delinquency
Publisher:
ISBN:
Category : Juvenile delinquency
Languages : en
Pages : 42
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309172322
Category : Education
Languages : en
Pages : 276
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Book Description
The National Assessment of Educational Progress (NAEP), known as the nation's report card, has chronicled students' academic achievement in America for over a quarter of a century. It has been a valued source of information about students' performance, providing the best available trend data on the academic achievement of elementary, middle, and secondary school students in key subject areas. NAEP's prominence and the important need for stable and accurate measures of academic achievement call for evaluation of the program and an analysis of the extent to which its results are reasonable, valid, and informative to the public. This volume of papers considers the use and application of NAEP. It provides technical background to the recently published book, Grading the Nation's Report Card: Evaluating NAEP and Transforming the Assessment of Educational Progress (NRC, 1999), with papers on four key topics: NAEP's assessment development, content validity, design and use, and more broadly, the design of education indicator systems.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 380
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Author:
Publisher: National Center for Education Statistics
ISBN:
Category : Education
Languages : en
Pages : 248
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Author: Ina V. S. Mullis
Publisher: Center
ISBN:
Category : Language Arts & Disciplines
Languages : en
Pages : 332
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Book Description
The National Assessment of Educational Progress' (NAEP) 1992 reading assessment was administered to nationally representative samples of fourth-, eighth-, and twelfth-grade students attending public and private schools, and to state representative public-school samples of fourth graders in 43 jurisdictions. Nearly 140,000 students were assessed in all. Data were summarized on the NAEP reading proficiency scale ranging from 0 to 500, and results were reported according to three achievement levels at each grade--basic, proficient, and advanced. Major findings were that (1) 59% of the fourth graders, 69% of eighth graders, and 75% of twelfth graders reached the basic level or beyond; (2) 25%, 28%, and 37% of grade 4, 8, and 12 students met or exceeded the proficient level, respectively; (3) from 2% to 4% of students at any of the grade levels achieved the "advanced" performance level; (4) fourth graders within the basic level generally understood simple narratives; (5) eighth graders reading within the basic level demonstrated literal understanding of passages; (6) twelfth graders within the basic level were able to interpret aspects of the passages they read and make connections between their reading and their own knowledge; (7) students attending private schools had higher average reading proficiency than students at public schools; (8) considerable variation in performance existed within and across participating states; (9) females had higher average reading proficiency than males at all three grade levels; and (10) fourth graders appeared to be learning reading through varied instructional approaches. (Contains 67 tables and 9 figures of data; a detailed description of anchoring the achievement levels, an overview of procedures, state contextual background factors, and reading passages are attached.) (RS)
Author: Lee F. Anderson
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 116
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Book Description
This report summarizes findings from two national surveys of U.S. civics achievement conducted by the National Assessment of Educational Progress. Part 1 reports on a trend assessment of approximately 56,000 students at ages 13 and 17, carried out during the 1975-76, 1981-82, and 1987-88 school years. Chapter 1 summarizes national trends, trends for demographic subpopulations, trends in students' ability to define democracy, and trends in students' ability to identify the value of multiple newspaper publishers. Part 2 reports on patterns of achievement of fourth-, eighth-, and twelfth-grade students in 1988. Chapter 2 summarizes the levels of civics proficiency across the grades. Chapter 3 compares civics proficiency across subpopulations defined by gender, race/ethnicity, region, and other characteristics. Chapter 4 explores students' performance in specific content areas such as: democratic principles and the purpose of government; political processes; and rights, responsibilities, and the law. Chapter 5 describes the amount of instruction students reported receiving in civics, while chapter 6 discusses the topics studied and the instructional approaches used in these classes. Appendices contain procedural information and tables of statistical data that supplement the information in the text. (JB)
Author: Judith A. Langer
Publisher:
ISBN:
Category : Educational surveys
Languages : en
Pages : 124
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Book Description
To assess the reading achievement of American school children, the National Assessment of Educational Progress (NAEP) surveyed nationally representative samples of approximately 13,000 students at grades 4, 8, and 12 attending public and private schools across the nation. Students read a variety of literary and informative passages and then answered a series of multiple-choice and open-ended questions designed to measure their ability to read and comprehend these passages. In addition, students provided background information about their reading experiences both in and out of school. To supplement this information, the teachers of fourth graders participating in the assessment completed a questionnaire about the instruction their students received. Findings indicated that: (1) the average reading proficiency of students increased substantially from grades 4 to 8 and less dramatically from grades 8 to 12; (2) at all three grade levels, there were great differences in reading proficiency according to socioeconomic status; (3) more proficient readers reported home and school environments that emphasized academic achievement; (4) students reported doing very little reading in school and for homework; (5) students' interest in books seems to decrease as they progress through school; (6) emphasis on beginning reading instruction in grades 1, 2, and 3 is overwhelmingly phonics-based; (7) instruction for most fourth graders is based on a single basal reader; and (8) reasoning activities are not emphasized in class. (Extensive tables of data are included; a procedural appendix and an appendix of data are attached.) (NKA)
Author: Jay R. Campbell
Publisher: DIANE Publishing
ISBN: 1428989862
Category : Reading (Elementary)
Languages : en
Pages : 199
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Book Description
This report describes students' reading achievements at grades 4, 8, and 12 and within various subgroups of the general population. State-level results are presented for individual states that chose to participate in the 1994 Trial State Assessment. Chapter 1 presents an overview of the 1994 NAEP reading assessment and sample questions and responses. Chapter 2 provides overall average proficiency results for the nation, regions, subgroups of students, and jurisdictions participating in the Trial State Assessment. Chapter 3 describes students' reading performance in terms of achievement levels. Chapter 4 focuses on cross-state comparisons of proficiency results from the state-by-state assessment at grade 4. Chapter 5 describes contextual factors related to students' reading achievement. Chapter 6 describes specific abilities demonstrated by students in the NAEP reading assessment and reports student performance when reading for different purposes. The "most striking" finding from the 1994 assessment is that the average reading proficiency of 12th-grade students declined significantly from 1992 to 1994. Other major findings include: (1) the decline in average proficiency among 12th-graders between 1992 and 1994 was concentrated among lower performing students; (2) reading proficiency at all three grade levels was higher on average for students whose parents had more education; (3) at all three grade levels, female students had higher average reading proficiencies than male students; and (4) students who reported having a greater array of literacy materials in their homes displayed higher average reading achievement. Contains 38 tables and 23 figures of data. Appendixes provide an overview of procedures used in the 1994 assessment and describe students' reading performance; cross-state proficiency and achievement level results; and sample texts and questions. (RS)
Author: Patricia L. Donahue
Publisher: DIANE Publishing
ISBN: 078818119X
Category :
Languages : en
Pages : 300
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Book Description
Report by the National Center for Education Statistics on the National Assessment of Educational Progress (NAEP), the nation's only ongoing survey of what students know and can do in various academic subject areas. In 1998, NAEP conducted a national reading assessment of 4th-, 8th-, and 12th-grade students, and a state-by-state reading assessment of 4th- and 8th-grade students. This report presents the results of the 1998 NAEP reading assessment for the nation and for participating states or jurisdictions. Results in 1998 are compared to those in 1994 and 1992. Includes dozens of tables and figures.
Author:
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 388
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Book Description
