Search Results: (1-15 of 122 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009055 | User's Guide for the Program for International Student Assessment (PISA) 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 public-use data for the United States is a technical manual that describes how these data were collected and processed as well as how to use the datafiles to conduct statistical analyses. The appendixes of the User's Guide include the results of the comparison of PISA and NAEP in mathematics and science assessments and a nonresponse bias analysis of PISA 2006 data. |
4/24/2009 |
| NCES 2009057 | Program for International Student Assessment (PISA) 2006: U.S. Public-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 public-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009011 | Program for International Student Assessment(PISA) 2006: U.S. Restricted-Use Data Files and Electronic Codebook
This CD-ROM contains PISA 2006 restricted-use data for the United States in ASCII format. It also contains a user's guide and an electronic codebook. |
4/24/2009 |
| NCES 2009010 | Restricted-Use Data Supplement to the User's Guide for the Program for International Student Assessment (PISA): 2006 Data Files and Database with United States Specific Variables
The User's Guide for the PISA 2006 restricted-use data for the United States is a supplement to the PISA 2006 public-use data technical manual. This supplement describes the variables in the restricted-use datafile and how to merge them with the public-use datafile so they may be used. |
4/24/2009 |
| NCES 2009486 | The Nation’s Report Card: 2007 At a Glance
The Nation’s Report Card: 2007 At a Glance is a compilation of reprinted Executive Summaries from the reading, mathematics, and writing report cards based upon data collected in 2007. The reports provide national, state, and district-level results as well as trends for different student groups such as gender, race/ethnicity, students with disabilities (SD), English language learners (ELL), and socioeconomic status. At a Glance also takes a closer look at the types of students who participated in the 2007 assessments. |
4/3/2009 |
| NCES 2009039 | Comparative Indicators of Education in the United States and Other G-8 Countries: 2009
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. Twenty-seven indicators are organized in five sections: (1) population and school enrollment; (2) academic performance (including subsections for reading, mathematics, and science); (3) context for learning; (4) expenditure for education; and (5) education returns: educational attainment and income. This report draws on the most current information about education from four primary sources: the Indicators of National Education Systems (INES) at the Organization for Economic Cooperation and Development (OECD), the Progress in International Reading Literacy Study (PIRLS), the Program for International Student Assessment (PISA), and the Trends in International Mathematics and Science Study (TIMSS). |
3/25/2009 |
| NCES 2009006 | ECLS-K Eighth Grade Restricted-Use Data File and Electronic Codebook
This CD-ROM contains an electronic codebook (ECB), a restricted-use child-level data file, and survey and ECB documentation for the spring eighth grade wave of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K). All data collected from the sampled children, their parents, teachers, and schools are included. |
3/10/2009 |
| NCEE 20094052 | Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools
Achievement Effects of Four Early Elementary School Math Curricula: Findings from First Graders in 39 Schools reports on the relative impacts of four math curricula on first-grade mathematics achievement. The curricula were selected to represent diverse approaches to teaching elementary school math in the United States. The four curricula are Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics. First-grade math achievement was significantly higher in schools randomly assigned to Math Expressions or Saxon Math than in those schools assigned to Investigations in Number, Data, and Space or to Scott Foresman-Addison Wesley Mathematics. This study is being conducted as part of the National Assessment of Title I. The report cleared IES peer review on February 2, 2009. |
2/24/2009 |
| NCES 2009451 | Mathematics 2007: Performance of Public School Students in Puerto Rico: Focus on the Content Areas
This report focuses on the performance of fourth- and eighth-grade students in Puerto Rico in various mathematics content areas on the 2007 National Assessment of Educational Progress (NAEP) in mathematics. Average question 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 question scores for public school students in the nation (excluding Puerto Rico) are shown for comparison. In all cases, students in Puerto Rico had lower scores 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. |
12/10/2008 |
| NCES 2009452 | Informe Puerto Rico 2007
Este informe se enfoca en el rendimiento de estudiantes de cuarto y octavo grado en Puerto Rico en varias áreas de contenido de matemáticas de la Evaluación Nacional del Progreso Educativo (NAEP, por sus siglas en inglés) de matemáticas. Se presentan puntuaciones promedio para todos los estudiantes y para niños y niñas en Puerto Rico para matemáticas en general y para cinco subescalas que representan las áreas de contenido de matemáticas. Para propósitos de comparación, se muestran puntuaciones promedio para estudiantes de escuelas públicas en Estados Unidos (excluyendo a Puerto Rico). En todos los casos, los estudiantes en Puerto Rico tuvieron puntuaciones inferiores a las de Estados Unidos. Para cada área de contenido y para cada grado se presentan numerosos ejemplos de preguntas junto con porcentajes de respuestas para Puerto Rico y Estados Unidos. |
12/10/2008 |
| NCES 2009001 | Highlights From TIMSS 2007: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context
The Trends in International Mathematics and Science Study (TIMSS) 2007 is the fourth administration of this international comparison since the 1995 initial administration. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2007, there were 58 countries and educational jurisdictions that participated in TIMSS, at the fourth- or eighth-grade level, or both. The focus of the report is on the performance of U.S. students relative to their peers in other countries in 2007, and on changes in mathematics and science achievement since 1995. For a number of participating countries, changes in achievement can be documented over the last 12 years, from 1995 to 2007. This report also describes additional details about the achievement within the United States such as trends in the achievement of students by sex, race/ethnicity, and enrollment in schools with different levels of poverty. In addition to numerical scale results, TIMSS also includes international benchmarks. The TIMSS international benchmarks provide a way to interpret the scale scores by describing the types of knowledge and skills students demonstrate at different levels along the TIMSS scale. |
12/9/2008 |
| WWC IRMSAM08 | Accelerated Math
Accelerated Math, published by Renaissance Learning, is a software tool used to customize assignments and monitor progress in math for students in grades 1–12. The Accelerated Math software creates individualized assignments aligned with state standards and national guidelines, scores student work, and generates reports on student progress. The software can be used in conjunction with the existing math curriculum to add practice components and potentially aid teachers in differentiating instruction through the program’s progress-monitoring data. Studies in this review assess the effectiveness of Accelerated Math as part of a school’s core math curriculum. |
9/30/2008 |
| NCES 2008088 | Eighth Grade: First Findings From the Final Round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K)
This first look uses data collected from the final round of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) when most of the cohort was in the eighth grade. This report is intended to provide a snapshot of the eighth-grade round of the ECLS-K and make the data available to encourage more in-depth analysis using more sophisticated statistical methods. It looks at multiple aspects of the cohort's middle school year; including overall achievement in reading, mathematics, and science; attainment of specific reading and mathematics proficiencies; participation in various school-sponsored activities; time spent on homework; and educational aspirations. The focus of this report is on the majority of the cohort promoted on schedule and for these children, the estimates are presented by various child and family characteristics. |
9/24/2008 |
| REL 2008051 | Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in Massachusetts
This report-analyzing the mathematics performance of grade 4 students with disabilities in Massachusetts across several metrics (by locale-need combination categories, in top-performing schools, and relative to general education students)-finds that the proportion of students with disabilities scoring proficient fell by less than 1 percentage point between 2004 and 2006. The proficiency gap between general education students and students with disabilities was 30 percentage points in 2006 and decreased by almost 2 percentage points over the period. |
9/2/2008 |
| REL 2008050 | Performance Patterns for Students with Disabilities in Grade 4 Mathematics Education in New York State
This report describes the mathematics performance of grade 4 students with disabilities across schools categorized by need-to-resource capacity and compares their performance by school with that of general education students across New York State from 2003 to 2005. It finds that the percentage of students with disabilities scoring proficient increased over time and that the proficiency gap between this subgroup and general education students narrowed by 1 percentage point. |
8/25/2008 |
Publications & Products