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Descriptors:
American Indians; Alaska Natives; American Indian Education; National Competency Tests; Grade 4; Grade 8; Reading Tests; Mathematics Tests; Reading Achievement; Mathematics Achievement; Racial Differences; Scores; Student Improvement; Achievement Gains; Gender Differences; Low Income Groups; Regional Characteristics; Differences; Suburban Schools; Urban Schools; Rural Schools; Rural Urban Differences; Public Schools; Achievement Gap

Abstract:
The National Indian Education Study (NIES) is administered as part of the National Assessment of Educational Progress (NAEP), which was expanded to allow more in-depth reporting on the achievement and experiences of American Indian/Alaska Native (AI/AN) students. It fulfills a mandate of Executive Order 13336 issued in 2004 calling for closer examination of the educational experiences and progress of AI/AN students as well as the promotion of research opportunities and collaboration with tribal communities. This report, the first in a two-part series in 2009, presents results on the achievement of AI/AN fourth- and eighth-graders in reading and mathematics. Results are reported for AI/AN students in the nation and for 12 states with relatively large populations of AI/AN students. The performance of AI/AN students is compared to that of other race/ethnicity groups as well as among AI/AN students based on gender, eligibility for the National School Lunch Program, region of the country, type of school location, and the proportion of AI/AN students in the schools they attend. Results from the 2009 assessments are also compared to the results from 2007 and 2005. Part II of the NIES, which is reported separately, provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students based on a survey administered as part of the NAEP assessments. (Contains 26 tables and 28 figures.) [For "Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8. Statistical Analysis Report. NCES 2010-463" see ED510597.] 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:
American Indians; Alaska Natives; American Indian Education; Grade 4; Grade 8; Educational Experience; Culturally Relevant Education; American Indian Culture; American Indian Languages; Student Characteristics; Educational Environment; Academic Aspiration; Family School Relationship; School Community Relationship; Language of Instruction; Student Evaluation; State Standards; Academic Standards; Student School Relationship; Parent Student Relationship; National Surveys

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. This report, the second in a two-part series based on the 2009 NIES survey, describes AI/AN students, their teachers and schools, and the integration of native culture and language in their education. Part I of the series reports on the achievement of AI/AN students in reading and mathematics. (Contains 23 tables and 24 figures.) [For Part I, "Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2009 Reading and Mathematics Assessments. NCES 2010-462" see ED510598.] 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:
Public Schools; Achievement; National Competency Tests; Measures (Individuals); Grade 8; Urban Schools; National Standards; School Districts; Grade 4; Racial Differences; Ethnicity; Eligibility; Poverty; Disabilities; English (Second Language); Reading Achievement; Achievement Gains; Mathematics Tests; Scores; African American 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. The results from the NAEP Trial Urban District Assessment (TUDA) make it possible to compare the performance of students in participating urban school districts to that of public school students in the nation, in large central cities (population over 250,000), and to each other. About 37,000 fourth- and eighth-graders from the following 11 urban districts participated in the fourth reading Trial Urban District Assessment in 2007. Six districts at grade 4 and five districts at grade 8 participated in 2002, ten districts participated in 2003, and eleven in 2005: Atlanta; Chicago; Los Angeles; Austin; Cleveland; New York City; Boston; District of Columbia; San Diego; Charlotte; and Houston. At grade 4, four districts showed score increases compared with 2002, two districts had higher average scores compared with 2005, and one district had a lower average score in 2007 compared with 2005. Also at grade 4, five districts improved their 2007 percentages at or above "Basic," and three districts improved their percentages at or above "Proficient" compared with 2002. At grade 8, two districts showed increases compared with 2002, and four districts had higher average scores compared with 2005. Also at grade 8, two districts improved their 2007 percentages at or above "Basic" compared with 2002, and two districts improved their percentages at or above "Basic" compared with 2005. (Contains 9 tables and 2 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:
Public Schools; Achievement; National Competency Tests; Measures (Individuals); Grade 8; Urban Schools; National Standards; School Districts; Grade 4; Racial Differences; Ethnicity; Eligibility; Poverty; Disabilities; English (Second Language); Mathematics Achievement; Achievement Gains; Mathematics Tests; Scores; African American Students; Asian American Students; Hispanic American Students; White Students

Abstract:
This report presents trial school-district-level results of the National Assessment of Educational Progress (NAEP) mathematics 2003, 2005, and 2007 assessments at grades 4 and 8 for 10 urban public-school districts: Atlanta City School District; Austin Independent School District (ISD); Boston School District; Charlotte-Mecklenburg Schools; City of Chicago School District 299; Cleveland Municipal School District; Houston Independent School District; Los Angeles Unified School District; New York City Public Schools; and San Diego City Unified School District. In 2005, Austin ISD was added and also participated in 2007. These districts participated voluntarily in the trial assessment. Data for the District of Columbia, which regularly participates in NAEP, are also included. Student performance is reported in terms of average scale scores on the NAEP mathematics scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results for public schools in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and for students with disabilities and English language learners. At grade 4, between 2003 and 2007, mathematics performance improved in 8 of the 10 districts that participated in both years. Between 2007 and 2005, four districts scored higher and one scored lower. At grade 8, eight districts had higher scores in 2007 than in 2003, and six had higher scores when 2007 was compared with 2005. (Contains 9 tables and 2 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:
Grade 8; Grade 4; Minority Groups; White Students; Reading Comprehension; Reading Ability; Grades (Scholastic); Gender Differences; Achievement; Reading Skills; Comparative Analysis; Scores; Educational Trends; Hispanic American Students; African American Students; Racial Differences; Asian American Students; American Indian Education

Abstract:
Students demonstrated their reading comprehension skills by responding to questions about various types of reading passages on the 2007 National Assessment of Educational Progress (NAEP) reading assessment. Reading abilities were assessed in the contexts of literary experience, gaining information, and performing a task. A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 reading assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making both in the nation and in individual states. Fourth-graders scored higher in 2007 than in all the previous assessment years. The average reading score was up 2 points since 2005 and 4 points compared to the first assessment 15 years ago. Higher percentages of students were performing at or above the Basic and Proficient achievement levels in 2007 than in previous years. The average reading score for eighth-graders was up 1 point since 2005 and 3 points since 1992; however, the trend of increasing scores was not consistent over all assessment years. In comparison to both 1992 and 2005, the percentage of students performing at or above the Basic level increased, but there was no significant change in the percentage of students at or above the Proficient level. White, Black, and Hispanic students all scored higher in 2007 than in the first assessment 15 years ago at both grades 4 and 8. However, improvements for minority students did not always result in the narrowing of the achievement gaps with White students. Only the White-Black gap at grade 4 was smaller in comparison to the gaps in 2005 and 1992. Patterns in improvement for male and female students varied by grade. Scores for both male and female students increased since 2005 at grade 4, but not at grade 8. In 2007, female students scored 7 points higher than male students at grade 4 and 10 points higher at grade 8. These gender score gaps were not significantly different from the gaps seen 15 years ago. Includes appendix of tables. (Contains 20 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:
Grade 8; Grade 4; Probability; Data Analysis; Pacific Islanders; National Competency Tests; Grades (Scholastic); Mathematics Achievement; Mathematical Concepts; Relevance (Education); Mathematics Skills; Numeracy; Comparative Analysis; Achievement Gains; Scores; Hispanic American Students; Racial Differences; White Students; Asian American Students; African American Students; Low Income Groups; Gender Differences; Public Schools

Abstract:
The 2007 National Assessment of Educational Progress (NAEP) evaluated students' understanding of mathematics concepts and their ability to apply mathematics to everyday situations. Students demonstrated their knowledge of these critical skills by responding to questions about number properties and operations, measurement, geometry, data analysis and probability, and algebra. A nationally representative sample of more than 350,000 students at grades 4 and 8 participated in the 2007 mathematics assessment. Comparing these results to results from previous years shows the progress fourth- and eighth-graders are making both in the nation and in individual states. The average score for fourth-graders increased 27 points over the past 17 years, and the score for eighth-graders increased 19 points. Students at all levels of performance made gains, resulting in higher percentages of students at or above the Basic and Proficient achievement levels. White, Black, and Hispanic students at both grades showed a better understanding of mathematics in 2007 when compared to all previous assessment years. However, when compared to the first assessment year in 1990, only the White-Black score gap at grade 4 narrowed in 2007. The White-Black score gap at grade 8 narrowed between 2005 and 2007. The mathematics score for Asian/Pacific Islander students was higher in 2007 than in previous assessment years for grade 4, but at grade 8 showed no significant change from 2005 to 2007. At both grades 4 and 8, scores rose for students regardless of their eligibility for the free and reduced-price school lunch program, a measure of socioeconomic status. Average scores were higher in 2007 than in 2005 for students who were eligible as well as for students who were not eligible. Includes appendix of tables. (Contains 20 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:
Statistical Significance; Grade 12; National Competency Tests; Mathematics Achievement; Reading Achievement; Scores; Student Characteristics; Gender Differences; Racial Differences

Abstract:
This report presents results of the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and highest level of parental education) are included as well. Students' performance in the 2005 reading assessment is compared to students' performance in previous assessment years and shows a decline in the average score in 2005 in comparison to 1992, and no significant change in comparison to 2002. Results from the 2005 mathematics assessment could not be compared to those from previous years because of changes in the assessment content and administration. In 2005, 61 percent of twelfth-graders performed at or above the Basic level in mathematics and 73 percent performed at or above Basic in reading. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance. (Contains 4 tables and 15 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:
National Competency Tests; Student Evaluation; Educational Assessment; Grade 8; Measures (Individuals); Grade 4; Scoring; Student Characteristics; Reading Achievement

Abstract:
This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in reading, and compares them to results from assessments in 2003 and in the first year data were available, usually 1992. In 2005, nationally representive samples of more than 165,000 fourth-grade and 159,000 eighth-grade students nationwide participated in this assessment. Results are presented in two ways: in terms of scale scores and as the percentage of students scoring at or above three benchmarks called "achievement levels." NAEP reading scores are reported for grades 4 and 8 on a 0-500 scale. Scale score results also are presented for students at various percentiles. NAEP results are reported at three achievement levels: Basic, Proficient, and Advanced. Achievement levels are performance standards showing what students should know and be able to do. Key findings of this study indicate that, for grade 4, the national average reading score was two points higher in 2005 than in 1992, and one point higher than in 2003; there was no significant difference in the percentage of students performing at or above "Basic" in 2005 compared to 2003, and the percentage performing at or above "Proficient" increased from 29 percent in 1992 to 31 percent in 2005. For grade 8, it was found that the national average reading score was two points higher in 2005 than in 1992, but one point lower than in 2003. The percentage of eighth-graders performing at or above "Basic" was higher in 2005 than in 1992, but one percentage point lower than in 2003, while the percentage performing at or above "Proficient" decreased one point between 2003 and 2005 and was not significantly different from the percentage in 1992. (Contains 20 tables and 12 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:
Mathematics Achievement; Educational Assessment; Public Education; Grade 4; Grade 8; Test Results; Comparative Analysis

Abstract:
This report presents the national and state results of the National Assessment of Educational Progress (NAEP) assessment in mathematics and compares them to results from assessments in 2003 and in the first year data were available, usually 1990. In 2005, nationally representative samples of about 172,000 fourth-grade and 162,000 eighth-grade students nationwide participated in that assessment. Results are presented in two ways: in terms of scale scores and as the percentage of students scoring at or above three benchmarks called achievement levels. NAEP mathematics scores are reported for grades 4 and 8 on a 0-500 scale. Scale score results also are presented for students at various percentiles. Item maps provide interpretative information about a scale score in terms of the skills and knowledge students with a certain score are likely to have. Items placed along the scale in an item map demonstrate how skills correspond to levels of performance. NAEP results are reported at three achievement levels: Basic, Proficient, and Advanced. Achievement levels are performance standards showing what students should know and be able to do. They are set by the National Assessment Governing Board (NAGB), based on recommendations from panels of educators and members of the public, to provide a context for interpreting student performance on NAEP. In this report, the achievement-level results are reported as percentages of students performing at or above Basic and at or above Proficient. (Contains 16 figures and 20 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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