Search Results: (1-15 of 520 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2012046 | Higher Education: Gaps in Access and Persistence Study
The Higher Education: Gaps in Access and Persistence Study is a congressionally-mandated statistical report that documents the scope and nature of gaps in access and persistence in higher education by sex and race/ethnicity. The report presents 46 indicators grouped under seven main topic areas: (1) demographic context; (2) characteristics of schools; (3) student behaviors and afterschool activities; (4) academic preparation and achievement; (5) college knowledge; (6) postsecondary education; and (7) postsecondary outcomes and employment. In addition, the report contains descriptive multivariate analyses of variables that are associated with male and female postsecondary attendance and attainment. |
8/28/2012 |
| WWC SSRSOG12 | WWC Review of the Report "Philadelphia's Renaissance Schools Initiative: 18 Month Interim Report"
The study examined the effects of Philadelphia's Renaissance Schools Initiative on students in K-8 schools after one year of implementation. The study compared outcomes from 11 Renaissance Schools to those from 72 comparison schools that had a School Performance Index of seven to ten. Study authors analyzed average student test scores in math and reading on the Pennsylvania System of School Assessment (PSSA) and average student attendance. |
8/7/2012 |
| NCES 2012049 | First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011)
This brief report provides a demographic profile of the students who were attending kindergarten for the first time in the 2010-11 school year using new data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). The report presents information about the demographic and family characteristics of the 3.5 million first-time kindergartners in the kindergarten class of 2010-11, their overall achievement in reading and mathematics in the fall and spring of kindergarten, and their body mass index calculated from their height and weight in each of the kindergarten data collection rounds. |
7/25/2012 |
| NCES 2012466 | The National Indian Education Study: 2011
The National Indian Education Study (NIES) is designed to describe the condition of education for American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education. The results presented in this report focus on the performance of AI/AN fourth- and eighth-graders on the 2011 National Assessment of Educational Progress in reading and mathematics and on the educational experiences of AI/AN students based on NIES survey data. Nationally representative samples of approximately 9,600 AI/AN students at grades 4 and 8 participated in the 2011 reading assessment and in the mathematics assessment. Students’ performance in 2011 is compared to earlier assessments in 2005, 2007, and 2009. Average reading and mathematics scores for AI/AN fourth- and eighth-graders in 2011 were not significantly different from the scores in either 2009 or 2005. At both grades 4 and 8, AI/AN students attending BIE schools scored lower on average in reading and mathematics than students attending public schools. Among the 12 states with samples large enough to report results for AI/AN students in both 2009 and 2011, average mathematics scores were lower in 2011 for fourth-graders in Montana and for eighth-graders in Minnesota and Utah. None of the participating states had a significant change in average reading scores from 2009 to 2011 at grade 4 or grade 8. About 10,200 AI/AN students at grade 4 and 10,300 students at grade 8 participated in the 2011 NIES survey. Surveys were also completed by students’ teachers and school administrations. Results showed how the educational experiences of AI/AN students differed based on the type of school they attended and the proportion of AI/AN students in the school. For example, AI/AN students in BIE schools were more likely to report having some or a lot of knowledge about their AI/AN history, have teachers who reported learning about AI/AN students from living and working in the AI/AN community, and attend schools where members of the AI/AN community visit the school to discuss education issues. |
7/3/2012 |
| NCES 2012468 | Science in Action: Hands-On and Interactive Computer Tasks From the 2009 Science Assessment
Interactive computer and hands-on tasks were designed to assess how well students can perform scientific investigations, draw valid conclusions, and explain their results. As a part of the 2009 science assessment, a new generation of hands-on tasks was administered during which students worked with lab materials and other equipment to perform experiments. While hands-on tasks have been used in NAEP since the 1990s, these new tasks present students with more open-ended scenarios that require a deeper level of planning, analysis, and synthesis. For the first time, the NAEP science assessment also included interactive computer tasks in science. While performing the interactive computer and hands-on tasks, students manipulate objects and perform actual experiments, offering us richer data on how students respond to scientific challenges. Several key discoveries were observed.
|
6/19/2012 |
| NCES 2012001 | Digest of Education Statistics, 2011
The 47th 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. |
6/13/2012 |
| WWC SSMMC12 | WWC Review of the Report "A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region"
The study, A Multisite Cluster Randomized Trial of the Effects of CompassLearning Odyssey Math on the Math Achievement of Selected Grade 4 Students in the Mid-Atlantic Region, examined the effects of Odyssey Math on the mathematics achievement of fourth-grade students from 122 classrooms in Delaware, New Jersey, and Pennsylvania. Researchers assessed the effectiveness of Odyssey Math by comparing the mathematics achievement of students in the treatment and comparison groups in the spring of the implementation year. The treatment group included about 1,223 students in 60 classrooms who used Odyssey Math for 60 minutes each week during the entire school year as a partial substitute for the regular curriculum. The comparison included about 1,233 students in 62 classrooms who used their school's standard mathematics curriculum for the total math instructional time. After analyzing student data, the researchers found no discernible effects of Odyssey Math on the students' mathematics achievement. The estimated effect size of 0.02 is not statistically significant or substantively important. The research for this study meets WWC evidence standards without reservations because it is based on a well-executed randomized controlled trial. |
5/30/2012 |
| NCES 2012045 | The Condition of Education 2012
The Condition of Education 2012 summarizes important developments and trends in education using the latest available data. The report presents 49 indicators on the status and condition of education, in addition to a closer look at high schools in the United States over the past twenty years.. 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 2012 print edition includes indicators in three main areas: (1) participation in education; (2) elementary and secondary education and outcomes; and (3) postsecondary education and outcomes. |
5/24/2012 |
| NCES 2012465 | The Nation’s Report Card: Science 2011
This report presents results of the 2011 National Assessment of Educational Progress (NAEP) in science at grade 8. National results are based on representative samples of public and private school students from all 50 states, the District of Columbia, and Department of Defense schools. State results are reported separately for public-school students from these states and jurisdictions. Student performance is reported as average scale scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Results for student demographic groups defined by various characteristics (e.g., race/ethnicity, gender, and type of school) are included, as well as sample assessment questions with examples of student responses. Results from the 2011 assessment are compared to those from 2009. The Technical Notes provide information on NAEP samples, school and student participation rates, and the exclusion and accommodation of students with disabilities and English language learners. The overall average score for the nation at grade 8 was 2 points higher in 2011 than in 2009. Score gaps between White and Black students and White and Hispanic students narrowed from 2009 to 2011. Sixty-five percent of eighth-graders performed at or above the Basic level in 2011, 32 percent performed at or above Proficient, and 2 percent performed at the Advanced level. The percentages of students at or above Basic and at or above Proficient were higher in 2011 than in 2009. Of the 47 states/jurisdictions that participated in 2009 and 2011, public-school students in 16 states scored higher in 2011 than in 2009. In 2011, students in 29 states scored higher than the national average, and in 16 states they scored lower. |
5/10/2012 |
| NCES 2012467 | NAEP Science 2011 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2011 science 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, and eligibility for free/reduced-price lunch. A map comparing the average score in 2011 to other states/jurisdictions is also displayed. |
5/10/2012 |
| WWC TRSTE12 | Technology Enhanced Elementary and Middle School Science (TEEMSS)
TEEMSS is a physical science curriculum for grades 3–8 that utilizes computers, sensors, and interactive models to support investigations of real-world phenomena. Through 15 inquiry-based instructional units, students interact with handheld computers, gather and analyze data, and formulate ideas for further exploration. The WWC reviewed three studies that investigated the effects of TEEMSS on elementary and middle school students. One study, a quasi-experimental design, meets WWC evidence standards with reservations. The study includes 181 students in grades 3 and 4 in elementary schools in three states. Based on this study, the WWC found TEEMSS to have potentially positive effects on general science achievement for elementary school students. |
5/8/2012 |
| WWC TRSAS12 | Astronomy Resources for Intercurricular Elementary Science (ARIES): Exploring Motion and Forces
ARIES: Exploring Motion and Forces is a physical science curriculum for students in grades 5-8 that employs 18 inquiry-centered, hands-on lessons called "explorations." Students examine their prior ideas about phenomena, formulate questions, build and use an apparatus to observe natural phenomena, make predictions, and gather data through structured experiments. The WWC reviewed two studies that investigated the effects of ARIES: Exploring Motion and Forces on elementary and middle school students. One study, a randomized controlled trial, meets WWC evidence standards. The study included approximately 6,000 sixth-grade students from 20 schools in Maryland. Based on this study, the WWC found ARIES: Exploring Motion and Forces to have no discernible effects on general science achievement for middle school students. |
5/8/2012 |
| REL 2012138 | Performance in Science on the Minnesota Comprehensive Assessments–Series II for Students in Grades 5 and 8
This report examines how grade 5 and grade 8 student achievement on the 2009/10 MCA–II science assessment differed by student and school characteristics (gender, eligibility for free or reduced-price lunch, special education status, race/ethnicity, and prior-year academic achievement). The study found that most of the variation in scores was associated with demographic differences among students rather than with differences between schools. Key findings include:
|
4/25/2012 |
| REL 20124020 | Effects of the Kentucky Virtual Schools' Hybrid Program for Algebra I on Grade 9 Student Math Achievement
The 2006-11 Regional Educational Laboratory Appalachia at CNA conducted a rigorous evaluation of the Kentucky Virtual Schools hybrid algebra I curriculum. The curriculum combines traditional face-to-face instruction with an online program. This study used a two-cohort sample with 25 high schools in year 1 (SY 07/08: 13 treatment and 12 control) and 22 in year 2 (SY 08/09: 11 and 11), the randomized sample included 6,908 students, 61.4 percent of whom were in rural schools. As reported in the study, Effects of the Kentucky Virtual Schools hybrid program for algebra I on grade 9 student math achievement, researchers found that the hybrid class format was no more effective at increasing student achievement and future coursetaking in math than algebra offered in the traditional face-to-face format. |
4/4/2012 |
| REL 20124017 | The Effects of Connected Mathematics 2 on Math Achievement in Grade 6 in the Mid-Atlantic Region
The 2006-11 Regional Educational Laboratory Mid-Atlantic at Penn State University has concluded a rigorous experimental study of the effect of the Connected Mathematics Project 2 (CMP2) on the mathematics achievement and engagement of grade 6 students. CMP2 is designed to encourage students to be responsible for their mathematics learning by exploring different solution pathways, sharing their ideas with other students, listening to the ideas of others, and questioning each other. The study, Effects of the Connected Mathematics Project 2 (CMP2) on the Mathematics Achievement of Grade 6 Students in the Mid-Atlantic Region, found that students who experienced CMP2 did not have greater mathematics achievement or engagement than comparison students who experienced other curricula. The study was conducted in 70 schools in the Mid-Atlantic region. |
3/27/2012 |
Publications & Products