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Search Results: (16-30 of 50 records)

 Pub Number  Title  Date
NCES 2010458 The Nation’s Report Card: Reading 2009
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and higher-performing students. Results for student demographic groups defined by various background characteristics (e.g., race/ethnicity, gender, and students’ eligibility for free or reduced-price school lunch) are included, as well as sample assessment questions with examples of student responses. The Technical Notes and appendix tables provide information on NAEP samples, school and student participation rates, the exclusion and accommodation of students with disabilities and English language learners, and additional state-level results.

Highlights of the national results show that gains in overall average scores seen in earlier years did not continue at grade 4 but did continue at grade 8. The overall average score for fourth-graders in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005. The average score for eighth-graders in 2009 was 1 point higher than in 2007 and 4 points higher than 1992 but was not consistently higher than in all the assessment years in between. There were no significant changes from 2007 to 2009 in the score gaps between White and Black students or between White and Hispanic students at either grade 4 or grade 8. State results for grade 4 show score increases since 2007 in three states and jurisdictions and decreases in four states. At grade 8, scores were higher in 2009 than in 2007 in nine states and jurisdictions, and no states showed a decline.
3/24/2010
NCES 2010457 Visión General de NAEP
This is the Spanish-language version of An Overview of NAEP, a short brochure describing the National Assessment of Educational Progress for the general public. Samples of questions, brief descriptions of online resources, and a listing of assessments through 2017 are included.
1/25/2010
NCES 2009165 Postsecondary Institutions and Price of Attendance in the United States: Fall 2008 and Degrees and Other Awards Conferred: 2007-08, and 12-Month Enrollment 2007-08
This First Look presents findings from the Integrated Postsecondary Education Data System (IPEDS) fall 2008 data collection, which included three survey components: Institutional Characteristics for the 2008-09 academic year, Completions covering the period July 1, 2007, through June 30, 2008. and data on 12-Month Enrollment for the 2007-08 academic year. These data were collected through the IPEDS web-based data collection system.
10/13/2009
NCES 2009455 Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
Mathematics and reading scores on the National Assessment of Educational Progress (NAEP) have increased among students attending elementary and secondary schools since the first time the assessment was administered. These score increases have been observed both for Black and White students; statistically significant score differences between the two racial/ethnic groups have also been observed. This statistical analysis report, Achievement Gaps: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress, examines achievement gaps between Black and White public-school students at both the national and state levels. The report uses data from two assessment programs—main NAEP and Long-term Trend (LTT) NAEP. While both programs assess reading and mathematics, they are different in three major respects: (1) main NAEP assesses performance of students in 4th- and 8th- grades, while LTT NAEP assesses performance of students ages 9 and 13; (2) main NAEP reports results for both the national and state levels, while LTT NAEP reports results for the national level only; (3) main NAEP was first administered in the 1990s, while LTT NAEP was first administered in the 1970s. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP. All results are for public school students. The percentages of Black and White students in individual states vary by state. Some states’ trends could not be reported because there were not enough Black or White students in the sample to have reportable results.
7/14/2009
NCES 2009495 Achievement Gaps Highlights: How Black and White Students in Public Schools Perform in Mathematics and Reading on the National Assessment of Educational Progress
This highlights report presents a broad summary of the full report concerning mathematics and reading scores on the National Assessment of Educational Progress (NAEP) and how they have increased among Black and White students attending elementary and secondary schools since the first time the assessment was administered. The report uses results from all assessment years including the 2007 main NAEP and the 2004 LTT NAEP, and includes state results.
7/14/2009
NCES 2009490 An Overview of NAEP
An Overview of NAEP is a short brochure describing the National Assessment of Educational Progress for the general public. Samples of questions, brief descriptions of online resources, and a listing of assessments through 2017 are included.
7/14/2009
NCES 2009321 Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary Schools in the United States: Results from the 2007-08 Schools and Staffing Survey
This report presents selected findings from the school data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools were sampled with certainty, and thus national estimates for BIE schools can be produced.
6/30/2009
NCES 2009322 Characteristics of Public and Bureau of Indian Education Elementary and Secondary School Library Media Centers in the United States: Results from the 2007-08 Schools and Staffing Survey
This report presents selected findings from the library media center data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. BIE schools were sampled with certainty, and thus national estimates for BIE schools can be produced. SASS is a school-based sample, so library media centers associated with public schools and with BIE schools were included.
6/30/2009
NCES 2009323 Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Principals in the United States: Results from the 2007-08 Schools and Staffing Survey
This report presents selected findings from the school principal data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. Public schools include both traditional public and public charter schools. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools were sampled with certainty, and thus national estimates for BIE schools can be produced.
6/30/2009
NCES 2009324 Characteristics of Public, Private, and Bureau of Indian Education Elementary and Secondary School Teachers in the United States: Results from the 2007-08 Schools and Staffing Survey
This report presents selected findings from the school teacher data files of the 2007-08 Schools and Staffing Survey (SASS). SASS is a nationally representative sample survey of public, private, and Bureau of Indian Education-funded (BIE) K-12 schools, principals, and teachers in the 50 states and the District of Columbia. School districts associated with public schools and library media centers in public and BIE schools are also part of SASS. The public school sample was designed so that national-, regional-, and state-level elementary, secondary, and combined public school estimates can be made. The private school sample was designed so that national-, regional-, and affiliation-level estimates can be produced. BIE schools were sampled with certainty, and thus national estimates for BIE schools can be produced. Teachers associated with selected schools were sampled from a teacher list provided by each school.
6/30/2009
NCES 2009488 The Nation's Report Card: Arts 2008
This report presents the results of the 2008 National Assessment of Educational Progress (NAEP) arts assessment. It was administered to a nationally representative sample of 7,900 eighth-grade public and private school students. Approximately one-half of these students were assessed in music, and the other half were assessed in visual arts. The music portion of the assessment measured students' ability to respond to music in various ways. Students were asked to analyze and describe aspects of music they heard, critique instrumental and vocal performances, and demonstrate their knowledge of standard musical notation and music's role in society. The average responding score for music was reported on a NAEP scale of 0 to 300. The visual arts portion of the assessment included questions that measured students’ ability to respond to art as well as questions that measured their ability to create art. Responding questions asked students to analyze and describe works of art and design. For example, students were asked to describe specific differences in how certain parts of an artist's self-portrait were drawn. The average responding score for visual arts was reported on a NAEP scale of 0 to 300. Creating questions required students to create works of art and design of their own. For example, students were asked to create a self-portrait that was scored for identifying detail, compositional elements, and use of materials. The average creating task score for visual arts was reported separately as the average percentage of the maximum possible score from 0 to 100 with a national average of 52. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. Although the results for music and visual arts are reported separately and cannot be compared, some general patterns in differences between student groups were similar in the two disciplines. The average responding scores in both music and visual arts were 22 to 32 points higher for White and Asian/Pacific Islander students than for Black and Hispanic students. The creating task scores in visual arts were also higher for White and Asian/Pacific Islander students than for their Black and Hispanic peers. The average responding scores for female students were 10 points higher than for male students in music and 11 points higher in visual arts. Female students also outperformed male students in creating visual art.
6/15/2009
NCES 2009494 The Nation's Report Card: Highlights Arts 2008
This report presents a broad summary of the results of the 2008 National Assessment of Educational Progress (NAEP) arts assessment. Brief information about the assessment is provided, including what the assessment measured and what student populations were assessed. Results for eighth-graders in music and visual arts are reported for students overall and by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program.
6/15/2009
NCES 2009493 An Overview of Technical Procedures for the NAEP Assessment
This document provides detail about the technical aspects of NAEP. The goals of the publication are to provide readers with an overview of the projects and to help them better understand the philosophical approach, procedure, analyses, and psychometric underpinnings of NAEP. The guide follows a question-and-answer format, presenting the most commonly asked questions and following them with succinct answers. A glossary is found at the end of the guide, along with a schedule of assessments.
6/1/2009
NCES 2009182 Issue Tables: A Profile of Military Servicemembers and Veterans Enrolled in Postsecondary Education in 2007-08
This set of Issue Tables describes military servicemembers and veterans in undergraduate education at institutions eligible for Title IV federal funding for financial aid. The data come from 2007-08, just prior to the Post-9/11 Veterans Educational Assistance Act's implementation. The purpose is to provide baseline data with which to compare undergraduate enrollment and student characteristics of current military undergraduates with their future counterparts who will enroll in postsecondary education under the New GI Bill.
5/11/2009
NCES 2009479 The Nation's Report Card: Long-Term Trend 2008
This report presents the results of NAEP’s long-term trend assessments in reading and mathematics that were administered in the 2007–08 school year to students aged 9, 13, and 17. Because the long-term trend assessments have been administered at different times during NAEP’s 40-year history, it is possible to chart educational progress back to 1971 in reading and 1973 in mathematics. The previous long-term trend assessment occurred in 2004. This report provides trend results in terms of average scale scores, percentiles, and five performance levels. Results are described by race/ethnicity, gender, and type of school. Sample test questions are provided for each age level in each subject. Overall, the national trend in reading showed gains in average scores at all three ages since 2004. Average reading scores for 9- and 13-year-olds increased in 2008 compared to 1971, but the reading score for 17-year-olds was not significantly different. The national trend in mathematics showed that both 9- and 13-year-olds had higher average scores in 2008 than in any previous assessment year. For 17-year-olds, there were no significant differences between the average score in 2008 and those in 1973 or 2004.
4/28/2009
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