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Descriptors:
Grades (Scholastic); Science Tests; Grade 8; Grade 4; Grade 12; Racial Differences; Science Curriculum; Science Achievement; Ethnic Groups; Comparative Analysis; Scores; Academic Achievement; Gender Differences; Student Evaluation; Science Education; Science Instruction; Elementary School Students; High School Students

Abstract:
The National Assessment of Educational Progress (NAEP) in science was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. Because of the recent changes to the assessment, the results from 2009 cannot be compared to those from previous assessment years; however, they provide a current snapshot of what the nation's fourth-, eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments. National and state samples of 156,500 fourth-graders and 151,100 eighth-graders, and a national sample of 11,100 twelfth-graders, responded to questions designed to measure their knowledge and abilities in physical science, life science, and Earth and space sciences. Results varied for students of different racial/ethnic groups. At grades 4 and 8, White students had higher average scores than other racial/ethnic groups, and Asian/Pacific Islander students scored higher than Black, Hispanic, and American Indian/Alaska Native students (table A). At grade 12, there was no significant difference in scores for White and Asian/Pacific Islander students, and both groups scored higher on average than other racial/ethnic groups. Male students scored higher on average than female students at all three grades. Students' performance on the science assessment also differed based on the location of the schools they attended. At grades 4 and 8, students attending schools in city locations scored lower on average than students in schools in other locations. At grade 12, the average score for students in city schools was lower than the score for students attending suburban schools, but was not significantly different from the scores for students in town and rural locations. Appendix tables are included. (Contains 48 figures, 21 tables and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Investigations; Student Evaluation; Science Tests; National Competency Tests; Science Education; Comparative Analysis; Statistical Analysis; Hands on Science; Grade 4; Grade 8; Grade 12; Academic Achievement; Science Experiments; Science Activities; Science Instruction; Ethnic Groups; Gender Differences; Low Income Groups; Elementary Secondary Education; Racial Differences; Test Results; Lunch Programs; Educational Assessment; National Programs; Achievement Gap

Abstract:
Science education is not just about learning facts in a classroom--it's about doing activities where students put their understanding of science principles into action. That's why two unique types of activity-based tasks were administered as part of the 2009 National Assessment of Educational Progress (NAEP) science assessment. In addition to the paper-and-pencil questions, fourth-, eighth-, and twelfth-graders also completed hands-on and interactive computer tasks. These tasks help stakeholders understand not only what students know, but how well they are able to reason through complex problems and apply science to real-life situations. While performing the interactive computer and hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges. This paper reports the following findings on student performance across the tasks: (1) Students were successful on parts of investigations that involved limited sets of data and making straightforward observations of that data; (2) Students were challenged by parts of investigations that contained more variables to manipulate or involved strategic decision making to collect appropriate data; and (3) The percentage of students who could select correct conclusions from an investigation was higher than for those students who could select correct conclusions and also explain their results. Technical notes are included. (Contains 9 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 Gap; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in South Carolina was 149. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in South Carolina in 2011 (149) was higher than their average score in 2009 (143). In 2011, the score gap between students in South Carolina at the 75th percentile and students at the 25th percentile was 46 points. This performance gap was not significantly different from that of 2009 (47 points). The percentage of students in South Carolina who performed at or above the NAEP "Proficient" level was 28 percent in 2011. This percentage was greater than that in 2009 (23 percent). The percentage of students in South Carolina who performed at or above the NAEP "Basic" level was 61 percent in 2011. This percentage was greater than that in 2009 (55 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Pennsylvania was 151. This was not significantly different from the average score of 151 for public school students in the nation. The average score for students in Pennsylvania in 2011 (151) was not significantly different from their average score in 2009 (154). In 2011, the score gap between students in Pennsylvania at the 75th percentile and students at the 25th percentile was 47 points. This performance gap was not significantly different from that of 2009 (45 points). The percentage of students in Pennsylvania who performed at or above the NAEP "Proficient" level was 33 percent in 2011. This percentage was not significantly different from that in 2009 (35 percent). The percentage of students in Pennsylvania who performed at or above the NAEP "Basic" level was 66 percent in 2011. This percentage was not significantly different from that in 2009 (68 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Wyoming was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Wyoming in 2011 (160) was higher than their average score in 2009 (158). In 2011, the score gap between students in Wyoming at the 75th percentile and students at the 25th percentile was 35 points. This performance gap was not significantly different from that of 2009 (38 points). The percentage of students in Wyoming who performed at or above the NAEP "Proficient" level was 38 percent in 2011. This percentage was not significantly different from that in 2009 (36 percent). The percentage of students in Wyoming who performed at or above the NAEP "Basic" level was 78 percent in 2011. This percentage was greater than that in 2009 (74 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Washington was 156. This was higher than the average score of 151 for public school students in the nation. The average score for students in Washington in 2011 (156) was not significantly different from their average score in 2009 (155). In 2011, the score gap between students in Washington at the 75th percentile and students at the 25th percentile was 41 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Washington who performed at or above the NAEP "Proficient" level was 35 percent in 2011. This percentage was not significantly different from that in 2009 (34 percent). The percentage of students in Washington who performed at or above the NAEP "Basic" level was 71 percent in 2011. This percentage was not significantly different from that in 2009 (69 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Vermont was 163. This was higher than the average score of 151 for public school students in the nation. The percentage of students in Vermont who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was greater than the nation (31 percent). The percentage of students in Vermont who performed at or above the NAEP "Basic" level was 80 percent in 2011. This percentage was greater than the nation (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Virginia was 160. This was higher than the average score of 151 for public school students in the nation. The average score for students in Virginia in 2011 (160) was higher than their average score in 2009 (156). In 2011, the score gap between students in Virginia at the 75th percentile and students at the 25th percentile was 43 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Virginia who performed at or above the NAEP "Proficient" level was 40 percent in 2011. This percentage was greater than that in 2009 (36 percent). The percentage of students in Virginia who performed at or above the NAEP "Basic" level was 73 percent in 2011. This percentage was not significantly different from that in 2009 (70 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Utah was 161. This was higher than the average score of 151 for public school students in the nation. The average score for students in Utah in 2011 (161) was higher than their average score in 2009 (158). In 2011, the score gap between students in Utah at the 75th percentile and students at the 25th percentile was 40 points. This performance gap was not significantly different from that of 2009 (43 points). The percentage of students in Utah who performed at or above the NAEP "Proficient" level was 43 percent in 2011. This percentage was greater than that in 2009 (39 percent). The percentage of students in Utah who performed at or above the NAEP "Basic" level was 77 percent in 2011. This percentage was greater than that in 2009 (72 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] 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; Comparative Analysis; Economic Status; Educational Assessment; Educational Indicators; Elementary School Students; Ethnic Groups; Gender Differences; Grade 8; Junior High School Students; Low Income Groups; Middle School Students; National Competency Tests; National Programs; Profiles; Public Schools; Racial Differences; Science Education; Science Instruction; Scores; Secondary School Students; Statistical Analysis; Student Evaluation; Test Results

Abstract:
A representative sample of 122,000 eighth-graders participated in the 2011 National Assessment of Educational Progress (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. This report covers the overall results, achievement level percentages and average score results, comparison of the average scores in 2009 and 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. In 2011, the average score of eighth-grade students in Texas was 153. This was higher than the average score of 151 for public school students in the nation. The average score for students in Texas in 2011 (153) was not significantly different from their average score in 2009 (150). In 2011, the score gap between students in Texas at the 75th percentile and students at the 25th percentile was 44 points. This performance gap was not significantly different from that of 2009 (44 points). The percentage of students in Texas who performed at or above the NAEP "Proficient" level was 32 percent in 2011. This percentage was not significantly different from that in 2009 (29 percent). The percentage of students in Texas who performed at or above the NAEP "Basic" level was 67 percent in 2011. This percentage was not significantly different from that in 2009 (64 percent). [For the main report, "The Nation's Report Card: Science 2011. National Assessment of Educational Progress at Grade 8. NCES 2012-465," see ED531894.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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