Search Results: (1-15 of 421 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2010024 | Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. public-use datafile
This datafile contains the U.S. TIMSS 2007 data, including data that were collected only in the United States and not included on the international database available from the IEA. The additional data relate to the race and ethnicity of students and the percentage of students in a school eligible for the Federal free and reduced lunch program, among other variables. This datafile is intended to be used in conjunction with the international datafile available from the IEA. A User Guide to the data is included in the U.S. TIMSS 2007 technical report, which is available online separately (publication number 2009012). |
11/6/2009 |
| NCES 2010025 | Trends in International Mathematics and Science Study (TIMSS) 2007 U.S. restricted-use datafile
This datafile contains school IDs that can be linked to the public-use U.S. TIMSS 2007 datafile to allow for merging with data from the Common Core of Data (CCD) and Private School Universe Survey (PSS). This datafile can only be obtained by those who apply for a restricted-use license through NCES. Information on how to merge the restricted-use datafile with the U.S. TIMSS 2007 public-use datafile is included. A User Guide to the data is included in the U.S. TIMSS 2007 technical report, which is available online separately (publication number 2009012). |
11/6/2009 |
| NCES 2010456 | Mapping State Proficiency Standards Onto NAEP Scales: 2005-2007
This research and development report compares the standards that states use in reporting 4th- and 8th- grade reading and mathematics proficiency using NAEP as a common metric. The state standards used in reporting 2006-07 results were mapped onto the NAEP scales to compare the standards across the states and in relation to the NAEP achievement levels. The mapping procedure offers an approximate way to assess the relative rigor of the states’ adequate yearly progress (AYP) standards established under the No Child Left Behind Act of 2001. Once mapped, the NAEP scale equivalent score representing the state's proficiency standards can be compared to indicate the relative rigor of those standards. The term rigor as used here does not imply a judgment about state standards. Rather, it is intended to be descriptive of state-to-state variation in the location of the state standards on a common metric. |
10/29/2009 |
| NCES 2010451 | The Nation's Report Card: Mathematics 2009
This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in mathematics 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 groups of students 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. Additional 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. While still higher than the scores in the six assessment years from 1990 to 2005, the overall average score for fourth-graders in 2009 was unchanged from the score in 2007. The upward trend seen in earlier assessments for eighth-graders continued with a 2-point increase from 2007 to 2009. 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 8 states and decreases in 4 states and jurisdictions. At grade 8, scores were higher in 2009 than in 2007 in 15 states and jurisdictions, and no states showed a decline. |
10/14/2009 |
| NCES 2010454 | NAEP Mathematics 2009 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2009 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. A map comparing the average score in 2009 to other states/jurisdictions is also displayed. |
10/14/2009 |
| NCES 2009088 | Program for International Student Assessment (PISA) 2003: U.S. Nonresponse Bias Analysis
This report is concerned with the extent of potential bias introduced into the 2003 U.S. study through nonresponse on the part of schools and students. Three bias analyses were conducted to address the issues of school nonresponse, student nonresponse, as well as possible achievement differences between students in the spring and fall testing sessions. The analysis compares selected characteristics likely to reflect bias in participation from participating and nonparticipating schools. The results suggest that there is little potential for nonresponse bias in the PISA original participating sample based on the characteristics studied. The results also suggest that, based on the characteristics studied, there is some potential for nonresponse bias in the PISA student sample, using base weights. |
9/17/2009 |
| NCSER 20093020 | Facts from NLTS-2: Secondary School Experiences and Academic Performance of Students with Mental Retardation
The report uses data from the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the secondary school experiences and academic achievements of students with mental retardation who received special education services. The NLTS2, initiated in 2001 and funded by NCSER, has a nationally representative sample of more than 11,000 students with disabilities. |
7/29/2009 |
| NCES 2009005 | Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) Kindergarten Through Eighth Grade Full Sample Public-Use Data and Documentation
The release includes the public-use data and data documentation for the kindergarten, first, third, fifth, and eighth grade data collections for the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). The related DVD contains the same information as the on-line materials along with an electronic code book (ECB) to facilitate navigating the data. |
7/17/2009 |
| 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 |
| WWC QRNB0609 | National Board Certification and Teacher Effectiveness Study
This study examined whether having a teacher with National Board for Professional Teaching Standards (NBPTS) certification improves student achievement. |
6/30/2009 |
| 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 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 2009307 | Late High School Dropouts: Characteristics, Experiences, and Changes Across Cohorts
This report presents information about selected characteristics and experiences of high school sophomores in 2002 who subsequently dropped out of school. It also presents comparative data about late high school dropouts in the years 1982, 1992, and 2004. The findings address only dropping out in late high school and do not cover students who dropped out before the spring of 10th grade. For this reason, the reported rates are lower than those based on the students’ entire high school or earlier school career. Key findings include the following:
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6/10/2009 |
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