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Descriptors:
American Indian Education; American Indians; Alaska Natives; Students; Educational Experience; Grade 4; Grade 8; National Competency Tests; Mathematics Achievement; Reading Achievement; Scores; Gender Differences; Economically Disadvantaged; Achievement Gap; Rural Urban Differences; Public Schools; Reading Teachers; Mathematics Teachers; Administrators; Surveys; American Indian Culture; American Indian History; School Community Relationship; School Counselors

Abstract:
Since 2005, the National Indian Education Study (NIES) has provided educators, policymakers, and the public with information about the background and academic performance of fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES was administered in 2005, 2007, 2009, and 2011 as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow for more in-depth reporting on the achievement and experiences of AI/AN students. It fulfills a mandate of Executive Order 13592 issued in 2011 to improve educational outcomes for all AI/AN students. NIES reports present findings that are relevant to research and collaborative provisions of the Executive Order. This report presents results on the performance of fourth- and eighth-grade AI/AN students in the NAEP reading and mathematics assessments, followed by information on their educational experiences based on responses to the NIES student, teacher, and school questionnaires. This represents a change from earlier studies in 2005, 2007, and 2009 when performance and survey results were presented in separate reports. (Contains 36 figures, 28 tables and 7 footnotes.) [The National Indian Education Study (NIES) is directed by NCES and carried out by Educational Testing Service (ETS), Pearson Educational Measurement, American Institutes for Research, Westat, and Fulcrum IT. Additional support in the development of this report was provided by Levine & Associates.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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National Competency Tests; Data Analysis; Grade 4; Probability; Grade 8; Comparative Analysis; Achievement Gains; Achievement Gap; African American Students; American Indians; Asian American Students; Educational Trends; Gender Differences; Hispanic American Students; Low Income Groups; Private Schools; Public Schools; Racial Differences; Mathematics Achievement; Mathematics Tests; Scores; White Students; Students; Disabilities; Educational Assessment; Student Evaluation; Academic Achievement; Statistics; Trend Analysis; Student Participation; Ethnic Groups; Tables (Data); Governing Boards; Eligibility; Geometry; Lunch Programs; Algebra

Abstract:
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in mathematics at grades 4 and 8. Nationally representative samples of 209,000 fourth-graders and 175,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in mathematics has changed over time. Findings reveal: (1) Both fourth- and eighth-graders score higher in 2011 than in previous assessment years; (2) Highest percentages to date of fourth- and eighth-graders performing at or above the "Proficient" level; and (3) Scores in 18 states and jurisdictions higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 42 tables and 34 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; African American Students; American Indians; Asian American Students; Comparative Analysis; Educational Trends; Gender Differences; Grade 4; Grade 8; Hispanic American Students; Low Income Groups; National Competency Tests; Private Schools; Public Schools; Racial Differences; Reading Achievement; Reading Comprehension; Reading Tests; Scores; Students; White Students

Abstract:
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Nationally representative samples of 213,100 fourth-graders and 168,200 eighth-graders participated in the 2011 National Assessment of Educational Progress (NAEP) in reading. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. The results from the 2011 assessment are compared to those from previous years, showing how students' performance in reading has changed over time. Findings reveal: (1) Students' reading comprehension unchanged from 2009 at grade 4, and improves at grade 8; (2) Higher percentage of eighth-graders perform at or above "Proficient" than in 2009; and (3) Scores in 12 states higher than in 2009 at grade 4 or 8 and lower in 2 states. Appendix tables are included. (Contains 36 figures and 44 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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National Competency Tests; Science Tests; Grade 8; Scores; Test Results; Achievement Gains; Achievement Gap; Science Achievement; Gender Differences; Racial Differences; African American Students; Hispanic American Students; American Indians; Alaska Natives; Asian American Students; Pacific Americans; White Students; Low Income Groups; Public Schools; Private Schools; Hands on Science; Science Projects; Cooperative Learning; Science Activities; Physical Sciences; Biological Sciences; Earth Science; Space Sciences; Science Process Skills

Abstract:
This report presents results of the National Assessment of Educational Progress (NAEP) U.S. science assessment in 2011. A representative sample of 122,000 eighth-graders participated in the 2011 NAEP science assessment, which is designed to measure students' knowledge and abilities in the areas of physical science, life science, and Earth and space sciences. The average eighth-grade science score increased from 150 in 2009 to 152 in 2011. The percentages of students performing at or above the "Basic" and "Proficient" levels were higher in 2011 than in 2009. There was no significant change from 2009 to 2011 in the percentage of students at the "Advanced" level. Score gaps between White and Black students and between White and Hispanic students narrowed from 2009 to 2011. In comparison to 2009, average science scores in 2011 were 1 point higher for White students, 3 points higher for Black students, and 5 points higher for Hispanic students. There were no significant changes from 2009 to 2011 in the scores for Asian/Pacific Islander or American Indian/Alaska Native students. Average scores for both male and female students were higher in 2011 than in 2009. Male students scored 5 points higher on average than female students in 2011, which was not significantly different from the 4-point gap in 2009. The average science score for public school students was higher in 2011 than in 2009, while there was no significant change in the score for private school students. Private school students scored 12 points higher on average than public school students in 2011, which was not significantly different from the 15-point score gap in 2009. (Contains 12 figures and 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Mathematics Achievement; Achievement Gap; Ethnic Groups; Kindergarten; Socioeconomic Status; Grade 8; Achievement Gains; Minority Group Students; Racial Differences; Rural Schools; Rural Areas; Urban Schools; Suburban Schools; Comparative Analysis; Data Analysis; Correlation; Regional Characteristics; Differences; Longitudinal Studies; National Surveys

Abstract:
In this brief, authors Suzanne Graham and Lauren Provost examine whether attending a school in a rural, urban, or suburban community is related to children's mathematics achievement in kindergarten, and whether increases in mathematics achievement between kindergarten and eighth grade differ for children in rural, urban, and suburban schools. They also consider whether achievement differs by region of the country and for children of different racial and ethnic groups. Finally, they discuss the impact of a family's socioeconomic status, and the ways in which place and socioeconomic status together affect both early mathematics achievement levels and change over time. They report that rural and urban kindergarten students have slightly lower average mathematics achievement levels than their suburban peers. In addition, the average increase in mathematics achievement from kindergarten to eighth grade for rural and urban children is smaller than the increase for suburban children, resulting in a widening achievement gap over time. (Contains 5 figures, 1 table, 22 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Achievement Gains; Achievement Rating; African American Students; Academic Achievement; Comparative Analysis; Cutting Scores; Disadvantaged Schools; Educational Trends; Elementary School Students; Educational Legislation; Educational Indicators; Educationally Disadvantaged; Educational Improvement; Grade 4; Grade 8; Grouping (Instructional Purposes); Federal Legislation; High School Students; High Schools; Hispanic American Students; Low Achievement; Low Income Groups; Mathematics Achievement; Mathematics Tests; Minority Group Children; Poverty; Reading Achievement; Reading Tests; Racial Differences; Scores; Secondary School Students; Statistical Data; Testing Programs; Trend Analysis; Test Results; White Students

Abstract:
Title I provides extra instructional services designed to raise achievement for low-performing students in schools with relatively high poverty rates, and for all students in many of the nation's highest-poverty schools. To learn more about how well Title I students are performing academically, the Center on Education Policy (CEP) compared achievement trends since 2002 (or a more recent year in some states) on state reading and mathematics tests for Title I students and for students not participating in Title I. In particular, the authors looked at whether Title I students have made gains in reading and math at grades 4, 8, and the high school grade tested for NCLB (usually grade 10 or 11). They also examined whether achievement gaps between Title I and non-Title I students have narrowed. They used two indicators of achievement on each state's test--average (mean) scores on the scoring scale for that test, and the percentages of students scoring at or above the proficient level. Key findings from this study include the following: (1) Achievement on state reading and math tests has improved for Title I students in most states with sufficient data; (2) Gaps between Title I and non-Title I students have narrowed more often than they have widened since 2002, although trends were less encouraging at grade 4 than at grade 8 or high school; (3) When gaps narrowed, it was most often because achievement improved at a faster rate for Title I students than for non-Title I students; and (4) The size of achievement gaps between Title I and non-Title I students varied greatly among states but was often smaller than gaps for low-income students or for certain racial/ethnic groups. Details about Study Methods are appended. (Contains 11 tables and 3 footnotes.) [For related reports, see "State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP" (ED513962); "State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps" (ED513914); and "State Test Score Trends through 2008-09, Part 3: Student Achievement at 8th Grade" (ED518144).] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gap; Algebra; Comparative Analysis; Disabilities; Educational Assessment; Educational Improvement; Elementary School Students; English (Second Language); Ethnic Groups; Geometry; Grade 4; Grade 8; Graphs; Low Income Groups; Mathematics; Mathematics Achievement; Mathematics Tests; Middle School Students; National Competency Tests; National Programs; Probability; Public Schools; Racial Differences; School Districts; Scores; Second Language Learning; Statistical Analysis; Statistics; Tables (Data); Urban Areas; Urban Education; Urban Schools

Abstract:
Representative samples of fourth- and eighth-grade public school students from 21 urban districts participated in the 2011 National Assessment of Educational Progress (NAEP) in mathematics. Eighteen of the districts participating in the 2011 NAEP Trial Urban District Assessment (TUDA) participated in earlier assessment years, while three districts participated for the first time in 2011. Between 1,000 and 2,700 students in each district were assessed at grades 4 and 8. Findings include: (1) Scores higher than in 2009 for four districts at grade 4 and six districts at grade 8. At grade 4, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 4 of the 18 urban districts that participated in both years (figure A). At grade 8, average mathematics scores were higher in 2011 than in 2009 for public school students in the nation, large cities, and 6 of the 18 urban districts that participated in both years; (2) Among the 21 urban districts that participated in the 2011 mathematics assessment, scores for both fourth- and eighth-graders in 6 districts were higher than the scores for public school students attending schools in large cities (i.e., cities with populations of 250,000 or more) overall. Fourth- and eighth-graders in 10 districts scored lower than their peers in large cities; and (3) Compared to large cities, scores for lower-income students are higher in eight districts at grade 4 and five districts at grade 8. At grade 4, average scores for both higher- and lower-income students in Austin, Charlotte, and Hillsborough County were higher than the scores for their peers in large cities (figure B). At grade 8, average scores for both higher- and lower-income students in Austin and Boston were higher than the scores for their peers in large cities. (Contains 21 figures and 25 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Alaska was 261. This was lower than the average score of 264 for public school students in the nation. The average score for students in Alaska in 2011 (261) was not significantly different from their average score in 2009 (259) and was higher than their average score in 2003 (256). In 2011, the score gap between students in Alaska at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2003 (50 points). The percentage of students in Alaska who performed at or above the NAEP "Proficient" level was 31 percent in 2011. This percentage was greater than that in 2009 (27 percent) and was greater than that in 2003 (27 percent). The percentage of students in Alaska who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (72 percent) and was greater than that in 2003 (67 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Delaware was 266. This was higher than the average score of 264 for public school students in the nation. The average score for students in Delaware in 2011 (266) was not significantly different from their average score in 2009 (265) and was higher than their average score in 1998 (254). In 2011, the score gap between students in Delaware at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 1998 (48 points). The percentage of students in Delaware who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (31 percent) and was greater than that in 1998 (23 percent). The percentage of students in Delaware who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was not significantly different from that in 2009 (78 percent) and was greater than that in 1998 (64 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Achievement Gains; Achievement Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Educational Trends; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Reading; Reading Achievement; Reading Tests; Scores; Secondary School Students; Statistical Analysis

Abstract:
Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2011 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. Overall results, achievement level percentages and average score results, comparison of the average score in 2011 to other states/jurisdictions, average scores for state/jurisdiction and nation (public), results for student groups in 2011, and score gaps for student groups are included. In 2011, the average score of eighth-grade students in Idaho was 268. This was higher than the average score of 264 for public school students in the nation. The average score for students in Idaho in 2011 (268) was higher than their average score in 2009 (265) and was not significantly different from their average score in 2002 (266). In 2011, the score gap between students in Idaho at the 75th percentile and students at the 25th percentile was 39 points. This performance gap was not significantly different from that of 2002 (40 points). The percentage of students in Idaho who performed at or above the NAEP "Proficient" level was 34 percent in 2011. This percentage was not significantly different from that in 2009 (33 percent) and was not significantly different from that in 2002 (34 percent). The percentage of students in Idaho who performed at or above the NAEP "Basic" level was 81 percent in 2011. This percentage was greater than that in 2009 (77 percent) and was not significantly different from that in 2002 (79 percent). [For the main report, "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457," see ED525544.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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