Search Results: (1-15 of 43 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2009020 | Digest of Education Statistics, 2008
The 44th 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. |
3/18/2009 |
| NCES 2009478 | NAEP 2007 National and State Writing Assessments (Grades 8 and 12) Restricted-Use Data Files
This CD-ROM contains data and documentation files for the NAEP 2007 writing assessments for use in the analysis of NAEP data by secondary researchers. The national writing assessments were conducted at grades 8 and 12, and state assessments at grade 8 only. 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. |
1/22/2009 |
| WWC IRECECC09 | Curiosity Corner
Curiosity Corner is an early childhood curriculum emphasizing children's language and literacy skills. It comprises two sets of 38 weekly thematic units—one for three-year-olds and one for four-year-olds. Program staff conduct daily lessons using sequential daily activities. |
1/6/2009 |
| WWC IRBROCR08 | Open Court Reading
Open Court Reading© is an elementary basal reading program for grades K-6 developed by SRA/McGraw-Hill. The program is designed to systematically teach decoding, comprehension, inquiry and investigation, and writing in a logical progression. Part 1 of each unit, Preparing to Read, focuses on phonemic awareness, sounds and letters, phonics, fluency, and word knowledge. Part 2, Reading and Responding, emphasizes reading for understanding with literature, comprehension, inquiry, and practical reading applications. Part 3, Language Arts, focuses on communication skills such as spelling and vocabulary; writing process strategies; English language conventions such as grammar, speaking, and penmanship; and basic computer skills. |
8/12/2008 |
| NCES 2008468 | The Nation’s Report Card: Writing 2007
This report presents the results of the 2007 National Assessment of Educational Progress (NAEP) writing assessment. It was administered to a nationally representative sample of more than 165,000 eighth- and twelfth-graders from public and private schools. In addition to national results, the report includes state and urban district results for grade 8 public school students. Forty-five states, the Department of Defense schools, and 10 urban districts voluntarily participated. To measure their writing skills, the assessment engaged students in narrative, informative, and persuasive writing tasks. NAEP presents the writing results as scale scores and achievement-level percentages. Results are also reported for student performance by various demographic characteristics such as race/ethnicity, gender, and eligibility for the National School Lunch Program. The 2007 national results are compared with results from the 2002 and 1998 assessments. At grades 8 and 12, average writing scores and the percentages of students performing at or above Basic were higher than in both previous assessments. The White -- Black score gap narrowed at grade 8 compared to 1998 and 2002 but showed no significant change at grade 12. The gender score gap showed no significant change at grade 8 compared with previous assessments but narrowed at grade 12 since 2002. Eighth-graders eligible for free or reduced-price school lunch scored lower on average than students who were not eligible. Compared with 2002, average writing scores for eighth-graders increased in 19 states and the Department of Defense schools, and scores decreased in one state. Compared with 1998, scores increased in 28 states and the Department of Defense Schools, and no states showed a decrease. Scores for most urban districts at grade 8 were comparable to or higher than scores for large central cities but were below the national average. Trend results are available for 4 of the 10 urban districts. |
4/3/2008 |
| 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 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 |
| WWC IRBRE07 | Earobics
Earobics® is interactive software that provides students in pre-K through third grade with individual, systematic instruction in early literacy skills as students interact with animated characters. Earobics® Foundations is a version for pre-Kindergarten, Kindergarten, and first graders. Earobics® Connections is for second and third graders and older struggling readers. The program builds children's skills in phonemic awareness, auditory processing, and phonics, as well as the cognitive and language skills required for comprehension. Each level of instruction addresses recognizing and blending sounds, rhyming, and discriminating phonemes within words, adjusting to each student's ability level. The software is supported by music, audiocassettes, and videotapes and includes picture/word cards, letter-sound decks, big books, little books, and leveled readers for reading independently or in groups. |
8/13/2007 |
| WWC IRBRSFA07 | Success for All
Success for All (SFA)® is a comprehensive school reform model that includes a reading, writing, and oral language development program for students in pre-kindergarten through grade eight. Its underlying premise is that all children can and should be reading at grade level by the end of third grade and then remain at grade level thereafter. Classroom reading instruction is delivered in daily 90-minute blocks to students grouped by reading ability. Immediate intervention with tutors who are certified teachers is given each day to those students who are having difficulty reading at the same level as their classmates. A full-time SFA® facilitator employed by the school supports classroom instruction by training teachers, overseeing student assessments, and assisting with decisions about group placement and tutoring. Family Support Teams work on parent involvement, absenteeism, and student behavior. |
8/13/2007 |
| WWC IRECDD07 | Doors to Discovery
Doors to Discovery™ is an early childhood curriculum that uses thematic units to engage young children and support them as they build an understanding of their world. Doors to Discovery™ literacy activities are used to encourage children's development in a number of areas identified by research as the foundation for early literacy success: oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension. |
7/30/2007 |
| NCES 2007017 | Digest of Education Statistics, 2006
The 42nd 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. |
7/26/2007 |
| WWC IRBRWER07 | Waterford Early Reading Program
Waterford Early Reading Program™ is a software-based curriculum for students in Kindergarten through second grade. The curriculum is designed to promote reading, writing, and typing, incorporating literacy skills such as letter mastery, language stories, spelling, basic writing skills, reading and listening development, and comprehension strategies. It can be used as a supplement to the regular reading curriculum. Program materials include classroom lessons and take-home materials in addition to the Waterford software. Waterford Early Reading Program™ offers pretest placement and posttest assessments, in addition to ongoing assessments throughout the program. |
7/16/2007 |
| WWC IRELSA07 | Success for All
Success for All (SFA) is a comprehensive reading, writing, and oral language development program for students in pre-K through eighth grade. Its underlying premise is that all children, including those with limited English proficiency, can and should be reading in English at grade level by the end of third grade. (SFA can impact Spanish literacy as well, though these outcomes fall outside the scope of this report.) Initial reading instruction is delivered in 90-minute daily blocks to students grouped by reading level, across classes and grades. Certified teachers provide daily tutoring to those students who are having difficulty reading. In addition, Family Support Teams and full-time SFA facilitators train teachers, oversee student assessments, encourage parental involvement, work to decrease absenteeism, and assist with decisions about group placement and tutoring. |
7/2/2007 |
| WWC IRBRFFR07 | Failure Free Reading
Failure Free Reading is a language development program designed to improve vocabulary, fluency, word recognition, and reading comprehension for kindergarten through grade 12 students who score in the bottom 15% on standardized tests and who have not responded to conventional beginning reading instruction. The three key dimensions of the program are repeated exposure to text, predictable sentence structures, and story concepts that require minimal prior knowledge. The program combines systematic, scripted teacher instruction, talking software, workbook exercises, and independent reading activities. The program is delivered through small group or individual instruction. |
7/2/2007 |
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