Search Results: (16-30 of 114 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007462REV | Technical Report of the NAEP Mathematics Assessment in Puerto Rico—Focus on Statistical Issues
This report describes the content and administration of the trial National Assessment of Educational Progress (NAEP) mathematics assessments in Puerto Rico in 2003 and 2005, problems with item misfit in the 2003 data, results of a special validity analysis, and plans to integrate Puerto Rico into the national sample in future NAEP administrations. In 2003, a trial NAEP mathematics assessment was administered in Spanish to public school students in Puerto Rico at grades 4 and 8. In Puerto Rico, there were larger amounts of missing data, fewer correct responses than expected for every content area, and a more frequent mismatch between expected and actual student performance (item misfit) on items compared to other jurisdictions. Based on preliminary analyses of the 2003 data, changes were made in administration and translation procedures for the 2005 NAEP administration in Puerto Rico. Analysis of the 2005 data showed fewer missing responses and a higher percentage of correct responses compared to 2003. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. However, results of a validity analysis indicated that the Puerto Rico data could be reported on the NAEP scale, and thus comparisons could be made between Puerto Rico and the nation. In future NAEP administrations, the intent is to include Puerto Rico as part of the national sample. |
12/26/2007 |
| NCES 2008016 | Highlights from PISA 2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International Context
This report summarizes the performance of U.S. students on the Program for International Student Assessment (PISA), comparing the scores of U.S. 15-year-old students in science and mathematics literacy to the scores of their peers internationally in 2006. PISA, first implemented in 2000, is sponsored by the Organization for Economic Cooperation and Development (OECD), an intergovernmental agency of 30 member countries. In 2006, fifty-seven jurisdictions participated in PISA, including 30 OECD jurisdictions and 27 non-OECD jurisdictions. The results show the average combined science literacy scale score for U.S. students to be lower than the OECD average. U.S. students scored lower on science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27 non-OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-OECD jurisdictions) reported lower scores compared to the United States in science literacy. On the mathematics literacy scale, U.S. students scored lower than the OECD average. Thirty-one jurisdictions (23 OECD jurisdictions and 8 non-OECD jurisdictions) scored higher on average, than the United States in mathematics literacy in 2006. In contrast, 20 jurisdictions (4 OECD jurisdictions and 16 non-OECD jurisdictions) scored lower than the United States in mathematics literacy in 2006. Differences in student performance based on the selected student characteristics of sex and race/ethnicity are also examined. Following the presentation of results, a technical appendix describes the study design, data collection, and analysis procedures that guided the administration of PISA 2006 in the United States and in the other participating jurisdictions. |
12/4/2007 |
| NCES 2008346 | Education Longitudinal Study of 2002/06: Restricted Use Second Follow-up Data Files, Data File Documentation, and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, high school transcript, second follow-up data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is public use and can be downloaded directly as NCES 2008-346. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
10/16/2007 |
| NCES 2007328 | Interpreting 12th-Graders’ NAEP-Scaled Mathematics Performance Using High School Predictors and Postsecondary Outcomes From the National Education Longitudinal Study of 1988 (NELS:88)
This report utilizes four sources of NELS:88 data: questionnaire responses, tests, high school transcripts, and postsecondary education transcripts. The NELS:88 1992 12th grade mathematics assessment scores were transformed to the NAEP scale. The report relates mathematics results expressed in the NAEP metric (specifically, the NAEP achievement levels) to cross-sectional (12th grade) correlates of math achievement. It also relates 12th grade NAEP-scaled NELS:88 mathematics results (again expressed in terms of the NAEP achievement levels) to postsecondary educational outcomes. The report is divided into three chapters. Chapter 1 provides background information and an introduction. Chapter 2 examines the correlates of math achievement— student, family, and high school predictors (e.g., sex, race, socioeconomic status [SES], school sector, highest math course taken, grades, etc.) of 12th graders’ NAEP-Scaled performance. Chapter 3 relates high school seniors’ NAEP-scaled mathematics performance to later outcomes such as entry into postsecondary education, and baccalaureate attainment. These senior-year correlates (chapter 2) and future outcomes (chapter 3) are explored through bivariate tables; senior-year achievement correlates are also examined in a logistic regression. Two appendixes provide technical notes, a glossary of variables used, and tables of standard errors for all estimates contained in the report. |
9/18/2007 |
| NCES 2007040 | Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences. |
7/25/2007 |
| NCES 2007064 | The Condition of Education 2007
The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school coursetaking. 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 2007 print edition includes 48 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. |
5/31/2007 |
| NCES 2007066 | The Condition of Education in Brief 2007
The Condition of Education 2007 in Brief contains a summary of 20 of the 48 indicators in The Condition of Education 2007. The topics covered include: public and private enrollment in elementary/secondary education; projections of undergraduate enrollment; racial/ethnic distribution of public school students; student achievement from the National Assessment of Educational Progress in reading, mathematics, and science; adult literacy; status dropout rates; immediate transition to college; school violence and safety; educational attainment; parental choice of schools; expenditures for elementary and secondary education, and federal grants and loans to undergraduate students. |
5/31/2007 |
| WWC IRESHM07REV | Houghton Mifflin Mathematics
Houghton Mifflin Mathematics is a core curriculum for kindergarten through grade 6 students at all ability levels. According to its developer, Houghton Mifflin Mathematics emphasizes the five content strands and processes recommended by the National Council of Teachers of Mathematics Standards. At each grade level the program focuses on basic skills development, problem solving, and vocabulary expansion to help students master key math concepts. The program incorporates assessments—including lesson-level interventions to meet the needs of all learners—to monitor students' progress. Students practice daily math lessons through instructional software, enrichment worksheets, manipulatives, and workbooks in addition to student textbooks. |
4/30/2007 |
| NCES 2007459 | The Nation's Report Card: Mathematics 2003 and 2005 Performance in Puerto Rico—Highlights
This report presents highlights of the results for fourth- and eighth-grade students in Puerto Rico for the 2003 and 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Because modifications were made for the 2005 administration in Puerto Rico, NAEP mathematics scores should not be compared between the two years. Results are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Performance of students in Puerto Rico is compared to all public school students in the nation and to public school students from low-income families in the nation. In all cases, students in Puerto Rico performed lower than the nation and low-income students. The report also includes sample assessment questions in mathematics, and technical notes provide information about sampling, school and student participation rates, use of accommodations, statistical significance quality of 2003 results, and changes in 2005 administration. |
3/29/2007 |
| NCES 2007460 | The Nation's Report Card: Mathematics 2005 Performance in Puerto Rico—Focus on the Content
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2005 National Assessment of Educational Progress (NAEP) in mathematics. The NAEP mathematics assessment was administered to public school students in Puerto Rico for the first time in 2003. Although NAEP had previously administered some of the assessment in Spanish to students who required accommodations, this was the first time an entire NAEP administration was in a language other than English. The NAEP mathematics assessment was administered again to public school students in both fourth- and eighth-grades in Puerto Rico in 2005. Average scores are presented for all students and for male and female students in Puerto Rico for mathematics overall and for five subscales that represent mathematics content areas. Average scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico scored lower than the nation. Numerous sample questions are presented for each content area for each grade, along with response percentages for Puerto Rico and the nation. |
3/29/2007 |
| NCES 2007478 | La Libreta de Calificaciones de la Nación: Matemáticas 2003 y 2005 Rendimiento en Puerto Rico—Aspectos Sobresalientes
Este informe presenta aspectos sobresalientes de los resultados para estudiantes de cuarto y octavo grado en Puerto Rico de la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) de matemáticas para 2003 y 2005. La evaluación NAEP de matemáticas se administró a estudiantes de escuelas públicas en Puerto Rico por primera vez en 2003. Aunque NAEP había administrado previamente parte de la evaluación en español a estudiantes que requerían acomodos, ésta fue la primera vez en que la totalidad de una administración de la evaluación NAEP se hizo en un idioma que no fuera el inglés. La evaluación NAEP de matemáticas se administró de nuevo a estudiantes de escuelas públicas en Puerto Rico de cuarto y octavo grado en 2005. Dado que se realizaron modificaciones para la administración de 2005 en Puerto Rico, no deben compararse los resultados de 2003 con los resultados de 2005. Los resultados se presentan como puntuaciones promedio y como porcentajes de estudiantes que se desempeñan en o por encima de tres niveles de logro: Básico, Competente y Avanzado (Basic, Proficient, and Advanced). Las puntuaciones también se presentan para diferentes percentiles (que muestran el rendimiento para estudiantes en el nivel inferior, medio y superior) y por escalas separadas para cada área de contenido (que muestran el rendimiento en áreas de contenido específicas). El rendimiento de los estudiantes en Puerto Rico se compara al de todos los estudiantes de escuelas públicas en Estados Unidos y al de estudiantes de escuelas públicas de familias de bajos ingresos en Estados Unidos. En todos los casos, los estudiantes en Puerto Rico tuvieron un rendimiento inferior al de los estudiantes de Estados Unidos y al de estudiantes de familias de bajos ingresos. El informe también incluye ejemplos de preguntas en matemáticas, y apuntes técnicos brindan información sobre muestreo, tasas de participación de escuelas y estudiantes, el uso de acomodos, la calidad de la significación estadística de los resultados de 2003 y cambios en la administración de 2005. |
3/29/2007 |
| NCES 2007479 | La Libreta de Calificaciones de la Nación: Matemáticas 2005 Rendimiento en Puerto Rico—Enfoque en las Áreas de Contenido
Este informe se centra en el rendimiento de estudiantes de cuarto y octavo grado en Puerto Rico en varias áreas de contenido de matemáticas en la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) en matemáticas en 2005. La evaluación NAEP de matemáticas se administró a estudiantes de escuelas públicas en Puerto Rico por primera vez en 2003. Aunque NAEP había administrado previamente parte de la evaluación en español a estudiantes que requerían acomodos, ésta fue la primera vez en que la totalidad de una administración de la evaluación NAEP se hizo en un idioma que no fuera el inglés. La evaluación NAEP de matemáticas se administró de nuevo a estudiantes de escuelas públicas en Puerto Rico de cuarto y octavo grado en 2005. Las puntuaciones promedio se presentan para todos los estudiantes y para niños y niñas en Puerto Rico para matemáticas en general y para las cinco escalas separadas que representan áreas de contenido de matemáticas. Para comparación, se muestran las puntuaciones promedio para estudiantes de escuelas públicas en Estados Unidos (excluyendo a Puerto Rico). En todos los casos, los estudiantes en Puerto Rico obtuvieron puntuaciones inferiores a las de los estudiantes de Estados Unidos. Para cada área de contenido se presentan numerosos ejemplos de preguntas para cada grado junto con porcentajes de respuestas para Puerto Rico y Estados Unidos. |
3/29/2007 |
| NCES 2007468 | The Nation's Report Card: 12th-Grade Reading and Mathematics 2005
This report presents results of the 2005 National Assessment of Educational Progress (NAEP) in reading and mathematics at grade 12. Assessment results based on a nationally representative sample of twelfth-graders assessed in each subject are reported as average scores and as the percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at different percentiles (showing performance for lower-, middle-, and higher-performing students) and by subject subscales (showing performance in specific content areas). Results for groups of students defined by various background characteristics (e.g., gender, race/ethnicity, and highest level of parental education) are included as well. Students’ performance in the 2005 reading assessment is compared to students’ performance in previous assessment years and shows a decline in the average score in 2005 in comparison to 1992, and no significant change in comparison to 2002. Results from the 2005 mathematics assessment could not be compared to those from previous years because of changes in the assessment content and administration. In 2005, 61 percent of twelfth-graders performed at or above the Basic level in mathematics and 73 percent performed at or above Basic in reading. The report also includes sample assessment questions in reading and mathematics, and a page of technical notes provides information about sampling, use of accommodations, school and student participation, and statistical significance. |
2/22/2007 |
| NCES 2006351 | Education Longitudinal Study: 2002/2004 Restricted-Use Base-Year, First Follow-up, and High School Transcript Data Files and Electronic Codebook System
This ELS:2002/2004 CD includes the restricted-use base-year, first follow-up, and high school transcript data, and the electronic codebook. The data documentation is also included on the CD. The data documentation is also restricted use. This study is designed to monitor a national sample of young people as they progress from tenth grade through high school and on to postsecondary education and/or the world of work. |
12/8/2006 |
| NCES 2007044 | Trends in International Mathematics and Science Study (TIMSS) 2003 Nonresponse Bias Analysis
This technical report explores the extent of potential bias introduced into the U.S. TIMSS study through nonresponse on the part of schools. Data from the third cycle of TIMSS, conducted in April-June, 2003, are the basis for the analyses. The analyses compare selected characteristics likely to reflect bias in participation from participating and non-participating schools. Two forms of analysis were undertaken: a test of the independence of each school characteristic and participation status, and logistic regression in which the conditional independence of selected school characteristics as predictors of participation was examined. The investigation into nonresponse bias at the school level for U.S. TIMSS 2003 samples for grades 4 and 8 shows that there was no statistically significant relationship detected between participation status and the majority of school characteristics that are available for analysis. |
11/1/2006 |
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