Search Results: (1-15 of 99 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCEE 20084034 | The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement
The report, The Impact of Two Professional Development Interventions on Early Reading Instruction and Achievement, describes the effectiveness of two specific professional development strategies in improving the knowledge and practice of 2nd grade teachers in high-poverty schools and the reading achievement of their students. Both the 8-day content-focused institutes series (treatment A) and the institute series plus in-school coaching (treatment B) produced positive impacts on teachers' knowledge of scientifically based reading instruction and on one of the three instructional practices promoted by the professional development. However, neither intervention resulted in significantly higher student test scores at the end of the one-year implementation period. The institute series plus in-school coaching did not produce a significantly greater impact on teacher practice than the institute series alone. |
9/22/2008 |
| NCES 2008493 | NAEP 2007 National and State Reading Assessments (Grade 4) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 reading assessments for use in the analysis of NAEP data by secondary researchers. The national and state reading assessments were conducted at grades 4 and 8. The grade 8 data are available on a separate CD-ROM (see NCES 2008494). 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. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
| NCES 2008494 | NAEP 2007 National and State Reading Assessments (Grade 8) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 reading assessments for use in the analysis of NAEP data by secondary researchers. The national and state reading assessments were conducted at grades 4 and 8. The grade 4 data are available on a separate CD-ROM (see NCES 2008493). 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. NAEP datasets from 2002 onward require a Tool Kit with the updated NAEPEX. Your organization must apply for and be granted a restricted-use data license in order to obtain these data. |
9/10/2008 |
| NCEE 20084021 | The Evaluation of Enhanced Academic Instruction in After-School Programs: Findings After the First Year of Implementation
The report, Enhanced Academic Instruction in After-School Programs, is the first of two reports and presents implementation and impact findings after one year of program operation. This study tests whether interventions of structured approaches to academic instruction in after-school programs (one for reading and one for math) produce better academic outcomes than regular after-school services that consist primarily of help with homework or locally assembled materials that do not follow a structured curriculum. Compared to students attending regular after-school program activities, the students selected for the after-school math program received, on average, an additional 49 hours of instruction; students selected for the reading program received 48 hours of additional instruction, on average. The evaluation found a statistically significant difference in student achievement between students in the math after-school program and those in the regular after-school activities. In study sites implementing the reading program, there was no statistically significant difference in reading achievement between students in the reading after-school program and those in the regular after-school activities. |
6/10/2008 |
| NCES 2008031 | The Condition of Education 2008
The Condition of Education 2008 summarizes important developments and trends in education using the latest available data. The report presents 43 indicators on the status and condition of 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 2008 print edition includes 43 indicators in five main areas: (1) participation in education; (2) learner outcomes; (3) student effort and educational progress; (4) the contexts of elementary and secondary education; and (5) the contexts of postsecondary education. |
5/29/2008 |
| NCES 2008479 | NAEP 1971–2004 Reading Long-Term Trend Restricted Use Data File
This CD-ROM contains data and documentation files for the NAEP Reading Long-Term Trend assessments at ages 9, 13, and 17 for the years 1971, 1975, 1980, 1984, 1988, 1990, 1992, 1994, 1996, 1999, and 2004 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. |
5/21/2008 |
| NCES 2008457 | National Indian Education Study 2007 Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments
The 2007 National Indian Education Study (NIES) was conducted by the National Center for Education Statistics on behalf of the U.S. Department of Education, Office of Indian Education. This report presents the results for Part I of the study focusing on the performance of American Indian and Alaska Native (AI/AN) fourth- and eighth-graders on the 2007 National Assessment of Educational Progress in reading and mathematics. A national sample of approximately 10,100 AI/AN students at grades 4 and 8 participated in the 2007 reading assessment and 10,300 in the mathematics assessment. Results from this study are compared to those from the first NIES conducted in 2005. The results for 11 states with relatively large populations of AI/AN students are presented in addition to the national results.Overall, the average reading scores for AI/AN fourth- and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools.Overall, the average mathematics scores for AI/AN fourth- and eighth-graders showed no significant change since 2005 and were lower than the scores for non-AI/AN students in 2007. There was, however, an increase in the percentage of AI/AN fourth-graders performing at or above the Proficient level from 21 percent in 2005 to 25 percent in 2007. In 2007 at both grades, AI/AN students attending schools in which less than 25 percent of the students were AI/AN scored higher than their peers attending schools with higher concentrations of AI/AN students, and those attending public schools scored higher than their peers in Bureau of Indian Education schools. |
5/14/2008 |
| NCEE 20084016 | Reading First Impact Study: Interim Report
Created under the No Child Left Behind Act (NCLB) of 2001, the Reading First program provides assistance to states and districts in using research-based reading programs and instructional materials for students in kindergarten through third grade and in introducing related professional development and assessments. The program's purpose is to ensure that increased proportions of students read at or above grade level, have mastery of the essential components of early reading, and that all students can read at or above grade level by the end of grade 3. The law requires that an independent, rigorous evaluation of the program be conducted to determine if the program influences teaching practices, mastery of early reading components, and student reading comprehension. This interim report presents the impacts of Reading First on classroom reading instruction and student reading comprehension during the 2004-05 and 2005-06 school years. The evaluation found that Reading First did have positive, statistically significant impacts on the total class time spent on the five essential components of reading instruction promoted by the program. The study also found that, on average across the 18 study sites, Reading First did not have statistically significant impacts on student reading comprehension test scores in grades 1–3. A final report on the impacts from 2004–2007 (three school years with Reading First funding) and on the relationships between changes in instructional practice and student reading comprehension is expected in late 2008. |
5/1/2008 |
| NCES 2008474 | Comparison Between NAEP and State Reading Assessment Results: 2003
In late January through early March of 2003, the National Assessment of Educational Progress (NAEP) grade 4 and 8 reading and mathematics assessments were administered to representative samples of students in approximately 100 public schools in each state. The results of these assessments were announced in November 2003. Each state also carried out its own reading and mathematics assessments in the 2002-2003 school year, most including grades 4 and 8. This report addresses the question of whether the results published by NAEP are comparable to the results published by individual state testing programs. OBJECTIVES: Comparisons to address the following four questions are based purely on results of testing and do not compare the content of NAEP and state assessments. How do states’ achievement standards compare with each other and with NAEP? Are NAEP and state assessment results correlated across schools? Do NAEP and state assessments agree on achievement trends over time? Do NAEP and state assessments agree on achievement gaps between subgroups? How do states’ achievement standards compare with each other and with NAEP? Both NAEP and State Education Agencies have set achievement, or performance, standards for reading and have identified test score criteria for determining the percentages of students who meet the standards. Most states have multiple performance standards, and these can be categorized into a primary standard, which, since the passage of No Child Left Behind, is generally the standard used for reporting adequate yearly progress (AYP), and standards that are above or below the primary standard. Most states refer to their primary standard as proficient or meets the standard. By matching percentages of students reported to be meeting state standards in schools participating in NAEP with the distribution of performance of students in those schools on NAEP, cutpoints on the NAEP scale can be identified that are equivalent to the scores required to meet a state’s standards. |
4/2/2008 |
| REL 2008042 | A Description of Foundation Skills Interventions for Struggling Middle-grade Readers in Four Urban Northeast and Islands Region School Districts
This study describes how four midsize urban school districts in the Northeast and Islands Region were providing foundation skills assessments and programs to struggling middle-grade readers. Researchers found variations, but also some similarities, in the districts' use of tests and programs. |
3/17/2008 |
| NCES 2008023 | Mini-Digest of Education Statistics 2007
This publication is a pocket-sized compilation of statistical information covering the broad field of American education from kindergarten through graduate school. The statistical highlights are excerpts from the Digest of Education of Statistics, 2007. |
3/13/2008 |
| NCES 2008322 | Education Longitudinal Study of 2002/06 Data Analysis System (DAS)
The ELS:2002/06 Data Analysis System (DAS) contains base year, first follow-up, and second follow-up data on a sample of about 16,000 students who were first surveyed as high school sophomores in the spring of 2004. The first follow-up occurred in the spring 2004, when most of the sample members were high school seniors. The second follow-up occurred in 2006 when most of the sample members who attended college were college sophomores. Both those who attended college and those who didn’t are included in the data. Data in the DAS pertain to the courses taken and achievement of the sample members when they were in high school, their family backgrounds and other experiences in high school. For those who considered going to college, there is data on which colleges they applied to, and the acceptances and aid offers they received from those colleges. Other data include the employment experiences of both those who attended college and those who didn't, the earnings and some aspects of the work situation of those who did not attend college, and, for both those who attended college and didn't, data about other life experiences and outcomes, such as military service, volunteer service, and family formation. A data file manual is available as NCES 2007-347. |
1/29/2008 |
| NCEE 20084015 | The Enhanced Reading Opportunities Study: Early Impact and Implementation Findings
The new report, Enhanced Reading Opportunities: Early Impact and Implementation Findings presents early findings from an evaluation of the impact of two supplemental literacy programs that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the first cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among students who were randomly assigned to participate in the supplemental literacy programs compared to those who did not participate in the programs. There were no statistically significant impacts on student achievement in vocabulary or student use of reading behaviors promoted by the programs. |
1/28/2008 |
| NCES 2008017 | The Reading Literacy of U.S. Fourth-Grade Students in an International Context Results From the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS)
This report summarizes the performance of U.S. students on the Progress in International Reading Literacy Study (PIRLS) assessment, comparing the scores of U.S. fourth-graders to the scores of their peers internationally in 2006 and also examining the extent to which the reading literacy of U.S. students had changed from the first administration of PIRLS in 2001. The results show that the average reading comprehension score of U.S. fourth-grade students in 2006 was higher than the average score of students in 22 of the 44 other countries and educational jurisdictions that participated in the PIRLS assessment. Ten countries and educational jurisdictions had average scores higher than the scores of U.S. students; average scores of students in the remaining 12 countries and educational jurisdictions were not significantly different from the scores of U.S. students. The performance of U.S. students on PIRLS in 2006 did not measurably differ from their performance in 2001. In addition to framing the reading literacy of U.S. students within an international context, the report shows how the reading literacy of U.S. fourth-graders varies by student background characteristics and contextual factors that may be associated with reading proficiency. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PIRLS 2006 in the United States and in the other participating jurisdictions. |
11/28/2007 |
| NCES 2008455 | The Nation’s Report Card: 2007 Trial Urban District Assessment in Reading
This report presents results for four 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 and 2007, Austin ISD also participated. Results are reported for these 10 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 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, and for students with disabilities and English language learners. At grade 4, average reading scores increased between 2002 and 2007 in four districts and in two districts between 2005 and 2007. One district had a lower average score when 2007 was compared with 2005. At grade 8, increases were noted in two districts when comparing 2007 to 2002 and in four districts when comparing 2007 with 2005. |
11/15/2007 |
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