Your search found 192012 results.

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

Abstract:
This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of reading comprehension across two types of texts: literary and informational. At grade 4, the average reading score in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005 (figure A). About two-thirds (67 percent) of fourth-graders performed at or above the "Basic" level in 2009, and one-third (33 percent) performed at or above "Proficient". Both percentages were unchanged from 2007 but were higher than previous assessment years. Eight percent of fourth-graders performed at the "Advanced" level, which was the same as in 2007 but higher than in 1992. At grade 8, the average reading score in 2009 was one point higher than in 2007 and four points higher than in 1992 but was not consistently higher than in all the assessment years in between. Gains since 2007 were seen for lower- and middle-performing students at the 10th, 25th, and 50th percentiles, while scores for higher-performing students at the 75th and 90th percentiles showed no significant change. In 2009, about three-quarters (75 percent) of eighth-graders performed at or above the "Basic" level, and one-third (32 percent) performed at or above "Proficient". Both percentages were higher in 2009 than in 2007 and 1992. Three percent of eighth-graders performed at the "Advanced" level in 2009, which was the same as the percentages in 2007 and 1992. Appendix tables are included. (Contains 23 figures and 32 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:
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:
Economics Education; High School Seniors; Grade 12; Student Evaluation; Basic Business Education; Money Management; Free Enterprise System; National Norms; International Trade; Economic Factors; Economic Impact; Scores; National Competency Tests; Test Results; Private Schools; Public Schools; Economics; Achievement Gap; Achievement Gains; Ethnic Groups; African American Students; Hispanic American Students; Pacific Americans; Alaska Natives; Asian American Students; American Indians; White Students

Abstract:
Economic literacy is vital for functioning effectively in today's society. Consumers need to manage their finances, investors need to plan for their future, and voters need to choose among competing economic plans. As students move on to college or enter the workforce, their understanding of the economy will help them become financially responsible citizens. The National Assessment of Educational Progress (NAEP) monitors students' attainment of these skills and knowledge with its twelfth-grade economics assessment. First administered in 2006, the NAEP economics assessment measures twelfth-graders' understanding of a wide range of topics in three main content areas: market economy, national economy, and international economy. This report provides results of the economics assessment in 2012 based on a nationally representative sample of nearly 11,000 twelfth-graders. Results from 2012 are compared with those from 2006 to investigate whether the nation's high school seniors are becoming increasingly literate in economics. Percentage of students and average scores in NAEP economics at grade 12, by selected characteristics: 2006 and 2012 are appended. Technical notes are included. (Contains 17 figures and 4 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:
National Competency Tests; Reading Tests; Vocabulary; Reading Comprehension; Scores; Change; Grade 4; Grade 8; Grade 12; Elementary School Students; Secondary School Students; Student Characteristics; Racial Differences; Gender Differences; Family Income; Economically Disadvantaged; Disabilities; English Language Learners; African American Students; American Indian Students; Asian American Students; Hispanic American Students; White Students

Abstract:
The Nation's Report Card[TM] informs the public about the academic achievement of elementary and secondary students in the United States. Report cards communicate the findings of the National Assessment of Educational Progress (NAEP), a continuing and nationally representative measure of achievement in various subjects over time. Since 1969, NAEP assessments have been conducted periodically in reading, mathematics, science, writing, U.S. history, civics, geography, and other subjects. NAEP collects and reports information on student performance at the national and state levels, making the assessment an integral part of the nation's evaluation of the condition and progress of education. This report presents results for student performance on the systematic measure of vocabulary included in the 2009 and 2011 NAEP reading assessments. While previous NAEP assessments had included some vocabulary questions, the new framework for the 2009 assessment provided criteria for developing vocabulary questions as well as prescribing the number of questions to be included in each comprehension section of the assessment. This systematic assessment of vocabulary allows for NAEP to more fully assess the impact of vocabulary knowledge on students' comprehension and makes it possible to report on students' vocabulary performance. Vocabulary results from the 2009 reading assessment are based on nationally representative samples of 116,600 fourth-graders, 103,400 eighth-graders, and 44,500 twelfth-graders. Results from the 2011 assessment are based on samples of 213,100 students at grade 4 and 168,200 students at grade 8. The reading assessment was not administered at grade 12 in 2011. NAEP vocabulary results are available for 2009 and 2011 at grades 4 and 8. As grade 12 was not assessed in 2011, results for twelfth-grade students are available for 2009 only. The overall average vocabulary scores for fourth- and eighth-grade students in 2011 were not significantly different from 2009, but there were some changes in the scores for students performing at selected percentiles on the vocabulary scale. At grade 4, scores were lower in 2011 than in 2009 for higher-performing students at the 75th and 90th percentiles. At grade 8, lower-performing students at the 10th percentile scored higher in 2011 than in 2009. Eighth-graders at the 75th and 90th percentiles scored lower in 2011 than in 2009. (Contains 4 figures and 6 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:
Income; Federal Legislation; American Indians; Academic Achievement; Mathematics Tests; National Competency Tests; Scores; Grade 4; White Students; Educational Legislation; Reading Tests; Educational Trends; Trend Analysis; Achievement Gains; Achievement Gap; African American Students; Asian American Students; Hispanic American Students; Low Income Groups; Gender Differences; Racial Differences; Grade 8; Comparative Analysis

Abstract:
After eight years of implementing the federal No Child Left Behind Act (NCLB) and other school reforms, how much progress have states, school districts, and schools made in raising achievement for students from all backgrounds and closing achievement gaps based on race, ethnicity, income, and gender? To help answer this question, the Center on Education Policy (CEP) analyzed trends in reading and mathematics performance and achievement gaps for several groups of students: African American, Asian, Latino, Native American, and white students, as well as low-income, male, and female students. The authors looked at trends on state tests from 2002 (or a more recent year in some states) through 2009 at grades 4, 8, and the high school grade tested for NCLB. They also compared the direction of trends between 2005 and 2009 on state tests and the federally sponsored National Assessment of Educational Progress (NAEP). All 50 states and the District of Columbia participated in this study, which marks the fourth year of CEP's research on student achievement. Not all states had the data needed for every analysis, however. States were considered to have sufficient data for an analysis if they had three or more years of comparable test data through 2009 and if the number of students in a particular subgroup was large enough to yield reliable trends. Four main conclusions emerged from this study: (1) Achievement gaps are large and persistent; (2) Every major student group has made gains since 2002 on state reading and math tests. But even when achievement has increased for all groups, gaps have not always narrowed; (3) For most student groups, gaps on state tests have often narrowed since 2002. Gap trends vary, however, based on the student group and indicator of achievement examined; and (4) Although gaps have narrowed more rapidly for some groups than for others, at the current rates of progress it would take many years to close most gaps. (Contains 52 tables and 11 footnotes.) [For "State Test Score Trends through 2008-09, Part 1: Rising Scores on State Tests and NAEP", see ED511842.] 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:
High School Students; Federal Legislation; Language Arts; American Indians; Achievement Gains; Mathematics Tests; Scores; English; Educational Trends; Trend Analysis; Educational Testing; Racial Differences; Achievement Tests; High Stakes Tests; Reading Tests; African American Students; Asian American Students; Hispanic American Students; Minority Group Students; White Students; Low Income Groups; Gender Differences; Comparative Analysis; Accountability; Educational Policy; Advanced Students; Foreign Countries; Comparative Education; Exit Examinations; State Programs

Abstract:
This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines trends in the achievement of high school students on the state reading/English language arts (ELA) and mathematics tests used for accountability under the No Child Left Behind Act (NCLB). In most states, these tests are first administered in grade 10 or 11, although some states use end-of-course exams not tied to a particular high school grade. The authors looked at trends from 2002 (or a more recent year in several states) through 2009 for high school students overall and for African American, Asian American, Latino, Native American, white, low-income, male, and female students. Trends in average (mean) test scores were analyzed, along with trends in percentages of students scoring at or above the proficient and advanced levels of achievement on state tests. The authors also compared trends at the high school level with those at grades 4 and 8. Key findings from this study include the following: (1) Although high school students made gains in average test scores and proficiency in most of the states analyzed, fewer states showed gains at high school than at grades 4 and 8; (2) Many states show a troubling lack of progress among high school students at the advanced achievement level; (3) Achievement gains were smaller, on average, for high school students than for 4th and 8th graders; (4) States with gains for major subgroups of high school students far outnumbered states with declines, according to percentages proficient and average test scores. But at the advanced achievement level, high school trends for subgroups were less positive, especially in English language arts; and (5) Gaps between subgroups of high school students generally narrowed at the proficient level but often widened at the advanced level. High school grades tested for NCLB accountability in 2008-09 for states included in this study are appended. (Contains 8 tables.) [This paper was written with the assistance from Victor Chudowsky and Naomi Chudowsky. 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); "State Test Score Trends through 2008-09, Part 3: Student Achievement at 8th Grade" (ED518144); and "State Test Score Trends through 2008-09, Part 4: Is Achievement Improving and Are Gaps Narrowing for Title I Students?" (ED522866).] 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:
National Competency Tests; Reading Tests; Mathematics Tests; Reading Achievement; Mathematics Achievement; Grade 4; Grade 8; Achievement Gains; Achievement Gap; African American Students; Asian American Students; Hispanic American Students; White Students; Low Income Groups; Calculators; Recreational Reading; Algebra; Discussion (Teaching Technique); Educational Trends

Abstract:
The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. 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 NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. This paper presents the results of the 2011 NAEP assessments for reading and mathematics. [For related reports, see "The Nation's Report Card: Mathematics 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-458" (ED525545) and "The Nation's Report Card: Reading 2011. National Assessment of Educational Progress at Grades 4 and 8. NCES 2012-457" (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 the District of Columbia was 242. This was lower than the average score of 264 for public school students in the nation. The average score for students in the District of Columbia in 2011 (242) was not significantly different from their average score in 2009 (242) and was higher than their average score in 1998 (236). In 2011, the score gap between students in the District of Columbia at the 75th percentile and students at the 25th percentile was 53 points. This performance gap was not significantly different from that of 1998 (51 points). The percentage of students in the District of Columbia who performed at or above the NAEP "Proficient" level was 16 percent in 2011. This percentage was greater than that in 2009 (14 percent) and was greater than that in 1998 (11 percent). The percentage of students in the District of Columbia who performed at or above the NAEP "Basic" level was 51 percent in 2011. This percentage was not significantly different from that in 2009 (51 percent) and was greater than that in 1998 (44 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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