Search Results: (16-30 of 130 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2008470 | NAEP Writing 2007 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2007 writing assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
4/3/2008 |
| NCES 2008471 | NAEP Writing 2007 District Snapshot Reports
Each district that participated in the NAEP 2007 Trial Urban District Assessment in writing receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
4/3/2008 |
| 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 |
| NCES 2008475 | Comparison Between NAEP and State Mathematics 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 mathematics 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 |
| NCES 2008315 | Characteristics of Private Schools in the United States: Results from the 2005-2006 Private School Universe Survey
This report on the 2005-2006 Private School Universe Survey presents data on private schools in the United States with grades kindergarten through twelve by selected characteristics. |
4/1/2008 |
| NCES 2008022 | Digest of Education Statistics, 2007
The 43rd in a series of publications initiated in 1962, the Digest’s primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest contains data on a variety of topics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational attainment, finances, and federal funds for education, libraries, and international comparisons. |
3/25/2008 |
| REL 2008041 | Formative Assessment Policies, Programs, and Practices in the Southwest Region
Formative assessments help educators target instructional practices to meet specific student needs and monitor and support student progress toward valued state learning outcomes. Policies and programs in the five Southwest Region states suggest a range of strategies to support the development and use of formative assessments. |
2/19/2008 |
| WWC IRDPFT08 | First Things First
First Things First is a reform model intended to transform elementary, middle, and high schools serving significant proportions of economically disadvantaged students. Its three main components are: (1) “small learning communities” of students and teachers, (2) a family and student advocate system that pairs staff members and students to monitor and support progress and that serves as a bridge between the school and family, and (3) instructional improvements to make classroom teaching more rigorous and engaging and more closely aligned with state standards and assessments. |
1/24/2008 |
| NCES 2008464 | NAEP Mathematics 2007 District Snapshot Reports
Each district that participated in the NAEP 2007 Trial Urban District Assessment in mathematics receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
11/15/2007 |
| NCES 2008465 | NAEP Reading 2007 District Snapshot Reports
Each district that participated in the NAEP 2007 Trial Urban District Assessment in reading receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
11/15/2007 |
| NCES 2008309 | 2003-04 Schools and Staffing Survey (SASS) and 2004-05 Teacher Follow-up Survey (TFS) (CD ROM) Restricted-Use Data with Electronic Codebook
The restricted-use codebook contains the count of responses for each data item and all components of SASS in 2003-2004 and the 2004-2005 TFS. The TFS data and User's manual are the added features to this re-release of the 2003-2004 SASS restricted-use ECB. |
10/31/2007 |
| REL 2007031 | Preparing and Licensing High Quality Teachers in Pacific Region Jurisdictions
The Pacific Region needs more highly qualified teachers, but current teacher preparation and training programs and certification and licensing processes are not meeting this need. |
10/3/2007 |
| REL 2007012 | Assessing the Likelihood Virginia Public Schools will Meet the Central Goal of No Child Left Behind: Having Every Student Proficient
This report investigates progress in Virginia public schools in satisfying the requirement of the No Child Left Behind Act of 2001 that every student be proficient in reading and math by 2014. It develops a variable change model that uses observed baseline proficiency and proficiency trends at individual schools to forecast gains for six subgroups in elementary, middle, and high schools. |
9/27/2007 |
| NCES 2007495 | NAEP Mathematics 2007 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2007 mathematics assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
9/25/2007 |
| NCES 2007497 | NAEP Reading 2007 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2007 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
9/25/2007 |
Publications & Products