Skip Navigation

Search Results: (1-15 of 24 records)

 Pub Number  Title  Date
NCES 2018007 Adult Education Attainment and Assessment Scores: A Cross-National Comparison
This Statistics in Brief builds upon the findings in an earlier NCES report to provide additional cross-national comparisons of adult literacy and numeracy proficiencies by education attainment based on the 2011-12 PIAAC.
9/19/2017
REL 2017235 Examining school-level reading and math proficiency trends and changes in achievement gaps for grades 3-8 in Florida, Mississippi, and North Carolina
The purpose of this study was to use growth curve modeling to investigate school-level reading and mathematics achievement trends on the state accountability assessment in Florida, Mississippi, and North Carolina for grades 3-8. In addition, this study investigated school-level achievement trends for race/ethnicity subgroups and for free or reduced-price lunch eligibility to determine if significant changes in achievement gaps occurred over the 4-6 years studied for each state. Results indicated that in general, average school-level proficiency increased for most subgroups across grades and subjects in all three states. In addition, reductions in achievement gaps were observed for most grades in reading and mathematics. However, achievement gaps remained large despite the observed reductions. The use of growth curve modeling in the current study provides stakeholders in Florida, Mississippi, and North Carolina with a more in-depth understanding of trends in school-level proficiency than would have been possible using just the sample mean.
4/13/2017
NCES 2016040 Highlights from the U.S. PIAAC Survey of Incarcerated Adults: Their Skills, Work Experience, Education, and Training
The U.S. PIAAC Survey of Incarcerated Adults was designed to provide policymakers, administrators, educators, and researchers with information to improve educational and training opportunities for incarcerated adults and foster skills they need in order to return to, and work successfully in, society upon release from prison. This report highlights data from the survey’s extensive background questionnaire and direct assessments of cognitive skills. It examines the skills of incarcerated adults in relationship to their work experiences and to their education and training in prison. Results for incarcerated adults on the literacy and numeracy domains are presented in two ways: (1) as scale scores (estimated on a 0-500 scale), and (2) as percentages of adults reaching the proficiency levels established for each of these domains. The report includes results for groups of incarcerated adults by various characteristics, including employment prior to incarceration, experiences with prison jobs, skills certifications, educational attainment in prison, and participation in academic programs and training classes.
11/15/2016
NCES 2016144 The Condition of Education 2016
NCES has a mandate to report to Congress on the condition of education by June 1 of each year. The Condition of Education 2016 summarizes important developments and trends in education using the latest available data. The 2016 report presents 43 key indicators on the status and condition of education and are grouped under four main areas: (1) population characteristics, (2) participation in education, (3) elementary and secondary education, and (4) postsecondary education. Also included in the report are 3 Spotlight indicators that provide a more in-depth look at some of the data.
5/26/2016
REL 2016130 Decision points and considerations for identifying rural districts that have closed student achievement gaps
Rural districts have long faced challenges in closing the achievement gap between high-poverty students and their more affluent peers. This research brief outlines key decision points and considerations for state and district decisionmakers who wish to identify rural districts that have closed academic achievement gaps. Examining these districts’ experiences with organizational and instructional policies and practices may suggest activities associated with making achievement gains and narrowing achievement gaps that can be systematically investigated. Key issues in the process are highlighted by examples from recent work with rural stakeholder groups in Colorado and Nebraska.
4/26/2016
NCES 2015018 School Composition and the Black-White Achievement Gap
School Composition and the Black-White Achievement Gap explores public schools’ demographic composition, in particular, the proportion of Black students enrolled in schools (also referred to “Black student density” in schools) and its relation to the Black-White achievement gap. This NCES study, the first of its kind, used the 2011 NAEP grade 8 mathematics assessment data. As reported earlier, Black students at the national level, on average, scored 30 points lower than their White peers in 2011.

Among the results highlighted in the report, the study indicates that the achievement gap between Black and White students remains whether schools fall in the highest density category (i.e., schools that composed of at least 60 percent Black students) or the lowest density category (i.e., schools that composed of less than or equal to 20 percent Black students). When accounting for factors such as student socioeconomic status and other student, teacher, and school characteristics, Black students, and Black male students in particular, scored lower in the highest- rather than the lowest density schools. Further, the portion of the Black-White achievement gap attributed to within-school differences (e.g., how schools internally distribute resources and treat students) is larger than the portion attributed to between-school differences (e.g., how schools vary in technology, updated textbooks, and qualified teachers).
9/24/2015
NCES 2014024 Performance of U.S. 15-Year-Old Students in Mathematics, Science, and Reading Literacy in an International Context-First Look at PISA 2012
First Look at PISA 2012 reports average scale scores and the percentage of 15-year-old students reaching selected proficiency levels, comparing the United States with other participating education systems. Results for the three U.S. states are also reported.
12/3/2013
NCEE 20144001 Access to Effective Teaching for Disadvantaged Students
Recent federal initiatives emphasize measuring teacher effectiveness and ensuring that disadvantaged students have equal access to effective teachers. This study substantially broadens the existing evidence on access to effective teaching by examining access in 29 geographically dispersed school districts over the 2008-2009 to 2010-2011 school years.

The report describes disadvantaged students' access to effective teaching in grades 4 through 8 in English/language arts (ELA) and math, using value-added analysis to measure effective teaching. On average, disadvantaged students had less access to effective teaching in these districts. Providing equal access to effective teaching for FRL and non-FRL students would reduce the student achievement gap from 28 percentile points to 26 percentile points in ELA and from 26 percentile points to 24 percentile points in math in a given year.
11/7/2013
NCES 2012046 Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment.
8/28/2012
REL 2012025 Analyzing Performance by Pennsylvania Grade 8 Hispanic Students on the 2007/08 State Assessment
The report compares performance of grade 8 Hispanic students on the Pennsylvania System of School Assessment (PSSA) English language arts and math tests with that of grade 8 White, Black, and other non-Hispanic students during school years 2002/03 to 2008/09. It also examines how grade 8 Hispanic students’ performance varies by key student and school characteristics. The study found that in 2007/08, Hispanic students in Pennsylvania had lower English language arts and math scores than did non-Hispanic students. The differences were statistically significant.
4/25/2012
REL 2012108 A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in New Jersey
This report describes enrollment and achievement trends of LEP students in New Jersey public schools between 2002/03 and 2008/09. It documents achievement gaps between LEP and general education students in language arts literacy and math, as measured by statewide assessments administered in grades 3, 4, 8, and 11. The study's main findings include:

  • LEP students in New Jersey spoke 187 languages in 2008/09, up from 151 in 2002/03. In 2008/09, Spanish (spoken by 66.8 percent of LEP students in the state) had the most speakers, followed by Arabic (2.6 percent), Korean (2.5 percent), and Portuguese (2.0 percent).
  • The achievement of LEP students increased in both language arts literacy and mathematics in elementary, middle, and high school. As a result, the achievement gap between LEP students and general education students in grades 3 and 4 narrowed in both language arts literacy and math, and the achievement gap in grades 8 and 11 narrowed in language arts literacy but widened in math.
4/24/2012
REL 2012127 A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Pennsylvania
The number of English language learner (ELL) students in Pennsylvania public schools rose 24.7 percent from 2002/03 to 2008/09, whereas total student enrollment fell 2.4 percent. During that period, ELL student enrollment increased from 2.1 percent of the student population in 2002/03 to 2.7 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014.

This report describes enrollment and achievement trends of ELL students in Pennsylvania public schools between 2002/03 and 2008/09. It documents achievement gaps between ELL and general education students in reading, math, and writing, as measured by statewide assessments administered in grades 3–8 and 11. The study's main findings include:

  • ELL students in Pennsylvania spoke 211 languages in 2008/09, up from 138 in 2002/03. In 2008/09, Spanish (spoken by 57.6 percent of ELL students in the state) had the most speakers, followed by English dialects (7.0 percent), Chinese (3.6 percent), Vietnamese (3.2 percent), Arabic (2.6 percent), and Russian (2.3 percent). ELL students speaking "other" languages (languages other than the 18 most common in the state) accounted for 12.2 percent of the ELL student population in 2008/09.
  • During the period studied, the overall achievement gap in reading, math, and writing between ELL and non-ELL students increased in all grades studied except for grade 3, where the achievement gap narrowed in reading and math.
  • The achievement gap between ELL and non-ELL students was 21–55 percentage points in reading, math, and writing every year during the period studied.
4/24/2012
REL 2012128 A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Maryland
The number of limited English proficient (LEP) students in Maryland public schools rose 73 percent from 2002/03 to 2008/09, whereas total student enrollment rose only 2.1 percent. During that period, LEP student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.2 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps between LEP and non-LEP students nationally and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014.

This report, describes enrollment and achievement trends of LEP students in Maryland public schools between 2002/03 and 2008/09. It documents large achievement gaps, ranging from 11 to 49 percentage points, between LEP and non-LEP students in reading and math, as measured by statewide assessments administered in grades 3–8 and 10. The study's main findings include:

  • From 2002/03 to 2008/09, Spanish speakers accounted for the largest percentage of LEP students, peaking at 59.9 percent in 2004/05. In 2008/09, Spanish (spoken by 56.8 percent of LEP students) had the most speakers, followed by French (3.3 percent), Chinese (3.2 percent), Vietnamese (2.3 percent), and Korean (2.2 percent). LEP students speaking "other" languages (languages other than the five most common in the state) accounted for 32.1 percent of LEP students in 2008/09.
  • Between 2002/03 and 2008/09, LEP students accounted for a larger percentage of enrollment in elementary school (grades K–5) than in middle school (grades 6–8) or in high school (grades 9–12). In 2008/09, LEP students accounted for 8.2 percent of elementary school enrollment, 2.7 percent of middle school enrollment, and 2.5 percent of high school enrollment.
  • During the period studied, the percentage of LEP students scoring at the proficient or advanced level in reading and math increased in all grades studied (grades 3–8 and 10). However, the achievement gap in both subjects between LEP and non-LEP students ranged from 11 to 49 percentage points each year.
  • During the period studied, the achievement gap in reading and math between LEP and non-LEP students narrowed in grades 3–5 and grade 10; the achievement gap narrowed in reading in grades 6–8 but widened in math in grades 7 and 8.
4/24/2012
REL 2012131 A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in the District of Columbia
The number of English language learner (ELL) students in District of Columbia public schools rose 1.8 percent from 2002/03 to 2008/09, whereas total student enrollment fell 6.3 percent. ELL student enrollment increased from 7.7 percent of total student enrollment in 2002/03 to 8.4 percent in 2008/09. These figures are of concern to educators because of the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014 and because nationally ELL students' achievement lags behind that of non-ELL students.

This report describes enrollment trends between 2002/03 and achievement trends between 2006/07 and 2008/09 among ELL students in District of Columbia public schools. It documents the achievement of ELL and non-ELL students in reading and math, as measured by districtwide assessments administered in grades 3–8 and 10. The study's main findings include:

  • From 2005/06 to 2008/09, Spanish speakers accounted for the largest percentage of ELL students, peaking at 74.9 percent in 2005/06. In 2008/09, Spanish (spoken by 60.4 percent of ELL students in the district) had the most speakers, followed by Amharic (2.4 percent), Chinese (2.2 percent), French (1.9 percent), and Vietnamese (1.7 percent). ELL students speaking "other" languages (languages other than the five most common in the district) accounted for 31.5 percent of ELL students in 2008/09.
  • Between 2006/07 and 2008/09, ELL students' performance in reading and math increased in all grades studied (grades 3–8 and 10). The increase ranged from 1.9 to 20.5 percentage points in reading and from 16.7 to 24.0 percentage points in math.
  • During the period studied, in every grade, the performance of ELL students relative to that of non-ELL students was stronger in math than in reading.
  • ELL students' performance was higher than that of non-ELL students in grade 3 reading and in grade 3 and 4 math in every year studied. From 2006/07 to 2008/09, the achievement gap in reading between ELL and non-ELL students widened in grade 8, narrowed in grades 7 and 10, closed in grade 5, and reversed in grade 6 (with ELL students' performance higher than that of non-ELL students). From 2006/07 and 2008/09, the achievement gap in math between ELL and non-ELL students narrowed in grade 7 and reversed in grades 5, 6, 8, and 10.
  • By 2008/09, ELL students' performance in reading was higher than their non-ELL peers in reading in two grades and all but one grade in math. This directly contrasts national trends, where performance is typically 20-30 percentage points higher among non-ELL students than among ELL students.
4/24/2012
REL 2012132 A Descriptive Analysis of Enrollment and Achievement Among English Language Learner Students in Delaware
The number of English language learner (ELL) students in Delaware public schools rose 91.7 percent from 2002/03 to 2008/09, whereas total enrollment increased 7.7 percent. ELL student enrollment increased from 3.0 percent of total student enrollment in 2002/03 to 5.4 percent in 2008/09. These figures are of concern to educators because of the large achievement gaps nationally between ELL and non-ELL students and the need to meet the No Child Left Behind Act goal of bringing all students to proficiency by 2014.
This report describes enrollment and achievement trends between 2002/03 and 2008/09 among ELL students in Delaware public schools. It documents achievement gaps between ELL and non-ELL students in reading and math state assessments in grades 2–10 and in science and social studies assessments in grades 4, 6, 8, and 11. The study's main findings include:

  • ELL students in Delaware spoke 81 languages in 2008/09, up from 60 in 2002/03. In 2008/09, Spanish (spoken by 77.2 percent of ELL students in the state) had the most speakers, followed by Creole (4.2 percent), Chinese (2.0 percent), and Gujarati (1.5 percent). ELL students speaking "other" languages (languages other than the 12 most common in the state) accounted for 7.2 percent of the ELL student population in 2008/09.
  • Between 2005/06 and 2008/09, ELL students' performance in reading increased in grades 3–10 but decreased in grade 2. During this time, ELL students' performance in math increased in grades 3–9, but decreased in grades 2 and 10.
  • Between 2002/03 and 2008/09, ELL students' performance in science increased in all grades studied (grades 4, 6, 8, and 11), and ELL students' performance in social studies increased in grades 4, 6, and 8, but decreased in grade 11.
  • Between 2005/06 and 2008/09, the overall achievement gap in reading between ELL and non-ELL students narrowed in all grades studied except grade 2, where an achievement gap formed and widened. The achievement gap in grade 3 reading narrowed, with ELL students' performance higher than that of non-ELL students in two of the four years studied.
  • Between 2005/06 and 2008/09, the overall achievement gap in math between ELL and non-ELL students narrowed in all grades studied except grades 2, 9, and 10, where the achievement gap widened. In grade 3, ELL students' performance was higher than that of non-ELL students in 2008/09 only.
  • Between 2002/03 and 2008/09, the achievement gap in science and social studies between ELL and non-ELL students narrowed in all grades studied except grade 8, where the achievement gap widened in science, and grade 11, where the achievement gap widened in both science and social studies.
4/24/2012
   1 - 15     Next >>
Page 1  of  2