Search Results: (1-10 of 10 records)
|NCES 2014472||CD-ROM: NAEP 2010 National Civics, U.S. History, and Geography–Restricted Use Data File
This CD-ROM contains data and documentation files for the NAEP 2010 national assessments in civics, U.S. history, and geography at grades 4, 8, and 12 for use in the analysis of NAEP data by secondary researchers. A Data Companion is provided in electronic portable document format (PDF). This document contains information on the contents and use of the data files as well as the assessment design and its implications for analysis. Your organization must apply for and be granted a restricted-use data license in order to obtain these data.
|WWC SSR222||WWC Review of the Report "KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report"
The 2013 study, KIPP Middle Schools: Impacts on Achievement and Other Outcomes, Final Report, examined whether attending a Knowledge is Power Program (KIPP) middle school improved students’ academic performance for up to 4 years following enrollment. For the experimental portion of the study, researchers used admissions lotteries to place about 1,000 students into either a KIPP middle school or a traditional middle school. For the quasi-experimental portion of the study, researchers used baseline achievement and demographic characteristics to match 15,916 students in 41 KIPP middle schools with similar students who had attended non-KIPP public middle schools in the same school district in the previous year. Researchers then used state assessments in math, reading, science, and social studies to measure student achievement. The experimental portion of the study meets WWC evidence standards without reservations for the 1-year follow-up. However, the research on the later follow-ups meets standards with reservations because of the large number of students who stopped participating in the study. The quasi-experimental portion of the study meets WWC evidence standards with reservations; although the KIPP students and traditional public school students included in the analysis were well-matched, other differences may have existed between the groups that could have influenced student achievement.
|NCES 2002482||The Nation's Report Card: U.S. History Highlights 2001
This full-color publication uses a tabloid format to present highlights from the National Assessment of Educational Progress 2001 U.S. history assessment. It describes the assessment content, presents major findings, and provides information about practices in school that are related to U.S. history achievement. This publication also includes sample test questions and examples of student responses.
|NCES 2002483||The Nation's Report Card: U.S. History 2001
This report presents the results of the 2001 assessment in U.S. history from the National Assessment of Educational Progress. Comparisons are made to performance in the previous national assessment in 1994 at grades 4, 8, and 12. Student performance is reported in terms of average scale scores on the NAEP U.S. history scale and by the percentages of students who attained the achievement levels set by the National Assessment Governing Board (NAGB). In addition, the report presents percentile distributions and demographic subgroup results, including results by gender, race/ethnicity, region of the country, parents' highest level of education, school type, type of school location, and student eligibility for the free/reduced price lunch program. One chapter focuses on a second set of results that includes the performance of special-needs students who were permitted accommodations in the test administration. The report presents information on contexts for learning U.S. history, including classroom practices and students' use of computers. The report also includes sample test questions and examples of student responses.
|NCES 98533||1994 NAEP U.S. History Group Assessment
In 1994, NAEP administered U.S. history group projects to a limited number of students. The purpose of this study was to investigate the feasibility of groups assessment, and to gain practical experience in the design, development, administration, and scoring of such assessments. The report first describes the development and conduct of the study. It then discusses practical lessons learned, and makes recommendations regarding the future assessments of groups.
|NCES 96141||CD-ROM: NAEP Data on Disk 1994 Almanac Viewer
In 1994, the National Assessment of Educational Progress (NAEP) assessed the reading, U.S. History, and geography knowledge and skills of nationally representative samples of students in grades 4, 8, and 12. NAEP also assessed representative samples of students from 44 states and jurisdictions in reading (grade 4). The 1994 NAEP Almanac Viewer is a DOS-based menu-driven search system for examining 1994 NAEP results. The almanacs are cross tabulations of important demographic subgroups such as gender, race/ethnicity, and parental education crossed with student proficiency data or background information from students, teachers, and schools.
|NCES 96869||Results From the NAEP 1994 U.S. History Assessment - At A Glance
A brief summary of results from the 1994 NAEP History Assessment.
|NCES 96085||NAEP 1994 U.S. History Report Card: Findings from the National Assessment of Educational Progress
Highlights student performance across a number of different constructed-response item formats based on a wide variety of primary and secondary historical materials.
|NCES 95806||NAEP 1994 History: A First Look
This report provides a summary or "first look" at the NAEP 1994 History Assessment and of the information contained in the larger, full history "report card."
|NCES 95809||Focus on NAEP: 1994 NAEP Assessment in U.S. History
This issue provides a context for understanding the NAEP U.S. History Assessment. It provides an overview of the framework from which the History Assessment was based.
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