Search Results: (1-15 of 19 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2008056 | The Reenrollment of High School Dropouts in a Large, Urban School District
This study follows a cohort of first-time 9th graders in one large urban school district from 2001/02 to 2005/06 and documents their dropout, reenrollment, and graduation rates. For the one-third of dropouts who reenrolled in the district over that period, it reports course credit accrual and graduation outcomes as well as students' reasons for dropping out and the challenges districts face with their reenrollment. |
8/11/2008 |
| NCES 2007455 | The Nation's Report Card: Trial Urban District Science 2005 Snapshot Reports
These reports provide a one-page printable PDF of the results in science for each trial urban district at grades 4 and 8. These include overall results for each district, student percentage performing at NAEP achievement levels, performance of NAEP reporting groups in each district, average score gaps between selected groups, and scale scores at selected percentiles. |
11/15/2007 |
| NCES 2007453 | The Nation's Report Card: Science 2005 Trial Urban District Assessment
This report presents results for the first trial school-district-level science assessment in NAEP at grades 4 and 8. Ten urban public-school districts voluntarily participated: Atlanta City, Austin Independent School District, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland City School District, Houston Independent School District, Los Angeles Unified, New York City Public Schools, and San Diego Unified. Student performance is reported in terms of average scale scores on the NAEP science scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to public school results in large central cities and the nation. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, and gender. At grade 4, in 7 of the 10 districts, students performed as well as or better than students in large central cities. Two districts had higher average science scores than the average in large central cities. At grade 8, in 6 of the 10 districts, students performed as well as or better than students in large central cities. Students in three districts had higher average scores and higher percentages performing at or above Basic compared to large central cities. |
11/15/2006 |
| NCES 2006457REV | The Nation's Report Card: Trial Urban District Assessment, 2005 Mathematics Report Card
This report presents trial school-district-level results of the NAEP mathematics 2003 and 2005 assessments at grades 4 and 8 for nine urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. In 2005, Austin ISD was added. 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 in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, gender, and parents’ highest level of education, and for students with disabilities and English language learners. At grade 4, between 2003 and 2005, mathematics performance improved in 8 of the 10 districts that participated in both years. At grade 8, during the same period, performance improved in 4 of the 10 districts. |
6/20/2006 |
| NCES 2006455REV | The Nation's Report Card: Trial Urban District Assessment, 2005 Reading Report Card
This report presents results for three years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003 four additional districts participated: Boston School District, Charlotte-Mecklenburg Schools, Cleveland Municipal School District, and San Diego City Unified. In 2005, Austin ISD was added. Results are reported for these districts and for the District of Columbia, which regularly participates in NAEP. Student performance is reported in terms of average scale scores on the NAEP reading scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Comparisons are made to results in large central cities. Student performance is reported by race/ethnicity, eligibility for free/reduced-price school lunch, gender, and parents’ highest level of education, and for students with disabilities and English language learners. At grade 4, average reading scores increased between 2002 and 2005 in Atlanta and New York City. At grade 8, increases were noted in Atlanta and Los Angeles when comparing 2005 to 2002 and 2003, respectively. |
6/20/2006 |
| NCES 2006458 | The Nation's Report Card: Trial Urban District Mathematics 2005 Snapshot Reports
These reports provide a one-page printable PDF of the district results in mathematics. These include overall results for each district, student percentage at NAEP achievement levels, performance of NAEP reporting groups in each district, average score gaps between selected groups, and scale scores at selected percentiles. |
12/1/2005 |
| NCES 2006456 | The Nation's Report Card: Trial Urban District Reading 2005 Snapshot Reports
These reports provide a one-page printable PDF of the district results in reading. These include overall results for each district, student percentage at NAEP achievement levels, performance of NAEP reporting groups in each district, average score gaps between selected groups, and scale scores at selected percentiles. |
12/1/2005 |
| NCES 2005865 | Developments in School Finance: 2004
This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts. |
7/25/2005 |
| NCES 2004325 | Developments in School Finance: 2003
This report contains papers presented at the 2003 annual NCES Summer Data Conference. The scholars' papers address teacher turnover; financing urban schools; the costs of improving student performance; distinguishing good schools from bad in principle and practice; an evaluation of the efficacy of state adequacy and equity indicators; school finance reform in Vermont; and school accountability. |
9/20/2004 |
| NCES 2004453 | The Nation's Report Card: Trial Urban District Reading 2003 Snapshot Reports
These reports provide a one-page printable PDF (Adobe Acrobat Reader required) of the district results in reading. These include overall results for each district, student percentage at NAEP achievement levels, performance of NAEP reporting groups in each district, average score gaps between selected groups, and scale scores at selected percentiles. |
12/17/2003 |
| NCES 2004454 | The Nation's Report Card: Trial Urban District Mathematics 2003 Snapshot Reports
These reports provide a one-page printable PDF (Adobe Acrobat Reader required) of the district results in mathematics. These include overall results for each district, student percentage at NAEP achievement levels, performance of NAEP reporting groups in each district, average score gaps between selected groups, and scale scores at selected percentiles. |
12/17/2003 |
| NCES 2004458 | The Nation's Report Card: Trial Urban District Assessment, Mathematics Highlights, 2003
This report presents school-district-level results of the NAEP mathematics 2003 assessment at grades 4 and 8 for nine urban public-school districts: Atlanta City, Boston School District, Charlotte-Mecklenburg Schools, City of Chicago School District 299, Cleveland Municipal School District, Houston ISD, Los Angeles Unified, New York City Public Schools, and San Diego City Unified. 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 by the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Student performance is reported by gender, race/ethnicity, eligibility for free/reduced-price school lunch, and parents’ highest level of education, and for students with disabilities and limited-English-proficient students. |
12/17/2003 |
| NCES 2004459 | The Nation's Report Card: Trial Urban District Assessment, Reading Highlights 2003
This report presents results for two years of trial school-district-level reading assessments in NAEP at grades 4 and 8. Five urban public-school districts voluntarily participated in NAEP in 2002 and 2003: Atlanta City, City of Chicago School District 299, Houston ISD, Los Angeles Unified, and New York City Public Schools. In 2003 four additional districts participated: Boston School District, Charlotte-Mecklenburg Schools, Cleveland Municipal School District, and San Diego City Unified. Results are reported for these districts and for the District of Columbia, which regularly participates in NAEP. Student performance is reported in terms of average scale scores on the NAEP reading scale and the percentages of students who attained the achievement levels set by the National Assessment Governing Board. Student performance is reported by gender, race/ethnicity, eligibility for free/reduced-price school lunch, and parents’ highest level of education, and for students with disabilities and limited-English-proficient students. |
12/17/2003 |
| NCES 2003009 | Indicators of School Crime and Safety: 2002
This report presents data on crime at school from the perspectives of students, teachers, principals, and the general population from an array of sources--the National Crime Victimization Survey, the School Crime Supplement to the National Crime Victimization Survey, the Youth Risk Behavior Survey, and the School and Staffing Survey. A joint effort by the Bureau of Justice Statistics and National Center for Education Statistics, the report examines crime occurring in school as well as on the way to and from school. Data for crime away from school are also presented to place school crime in the context of crime in the larger society. |
11/1/2002 |
| NCES 2002025 | The Condition of Education 2002
The Condition of Education summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from preprimary education to adult learning; (2) student achievement and the longer term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the quality of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the context of postsecondary education; (6) and societal support for learning, including parental and community support for learning, and public and private financial support of education at all levels. This edition also includes special analyses on the environment, climate, and student outcomes at private schools and on the enrollment and persistence of nontraditional undergraduates. |
5/31/2002 |
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