Your search found 294156 results.

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Texas was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 70 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (108K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Utah was 154. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 38 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (108K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in California was 136. This was lower than the average score of 149 for public school students in the nation. The percentage of students in California who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in California who performed at or above the NAEP "Basic" level was 58 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in South Dakota was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 40 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 81 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Arizona was 138. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Arizona who performed at or above the NAEP "Proficient" level was 22 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Arizona who performed at or above the NAEP "Basic" level was 61 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in South Carolina was 149. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 33 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (108K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in North Carolina was 148. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in North Carolina who performed at or above the NAEP "Proficient" level was 30 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in North Carolina who performed at or above the NAEP "Basic" level was 69 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Michigan was 150. This was not significantly different from the average score of 149 for public school students in the nation. The percentage of students in Michigan who performed at or above the NAEP "Proficient" level was 34 percent in 2009. This percentage was not significantly different from the nation (32 percent). The percentage of students in Michigan who performed at or above the NAEP "Basic" level was 72 percent in 2009. This percentage was not significantly different from the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (108K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Wyoming was 156. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 37 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 80 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)

Descriptors:
Academic Achievement; Curriculum Development; Comparative Analysis; Elementary School Science; Elementary School Students; Ethnic Groups; Gender Differences; Grade 4; Grades (Scholastic); High School Students; Public Schools; Racial Differences; Science Achievement; Science Curriculum; Science Education; Science Instruction; Science Tests; Scores; Statistical Analysis; Student Evaluation

Abstract:
Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Massachusetts was 160. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Massachusetts who performed at or above the NAEP "Proficient" level was 45 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in Massachusetts who performed at or above the NAEP "Basic" level was 83 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, "The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451," see ED515259.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

Related Items: Show Related Items

Full-Text Availability Options:

 ERIC Full Text (107K)